Engagement during reading instruction for students who are deaf or hard of hearing in public schools     

Donne V  Zigmond N 《American annals of the deaf》2008,153(3):294-303

An observational study of reading instruction was conducted in general education, resource, and self-contained classrooms, grades 1-4, in public schools. Participants included students who were deaf or hard of hearing and their reading teachers. Results indicated that time engaged in reading and/or academically responding varied significantly by grade level enrolled, reading curriculum grade level, and instructional setting, but not level of hearing loss or presence or absence of concomitant conditions. Students working with reading curriculum one grade level below spent significantly less time in reading instruction and reading than students working on grade level or two levels below. Students in general education settings spent significantly more time in reading instruction and reading silently than students in self-contained settings. The probability that students would engage in reading was significantly increased by several teacher and ecological conditions more likely to be observed in general education settings.  相似文献   

Mothers’ Depressive State ‘Distorts’ the Ratings of Depression they give for their Sons with an Autism Spectrum Disorder     

Vicki Bitsika 《International Journal of Disability, Development & Education》2016,63(5):491-499

Depression is highly prevalent in children who have an Autism Spectrum Disorder (ASD), potentially confounding accurate diagnosis and treatment planning. Although information about the depressive status of a child is often collected from parents, there is evidence of distortion in parental assessments of their offspring’s depression. This distortion was investigated in a sample of 132 mothers of boys with an ASD. Results indicated that, as predicted from previous studies, there was a significant correlation between the depressive state of the mothers and the ratings they gave for their sons’ depression. However, in contradiction to the expected influence direction, mothers who were minimally depressed under-estimated their sons’ depression when cross-validated by structured clinical interviews for depression conducted by a third party, rather than mothers who were more severely depressed exaggerating their sons’ depression. Implications for clinical assessment of the presence of depression in boys with an ASD are discussed.  相似文献   

Erratum to: Exploring the communication preferences of MOOC learners and the value of preference-based groups: Is grouping enough?     

Qing Zhang  Kyle L. Peck  Adelina Hristova  Kathryn W. Jablokow  Vicki Hoffman  Eunsung Park  Rebecca Yvonne Bayeck 《Educational technology research and development : ETR & D》2016,64(6):1361-1361

  相似文献   

Within the New Moment--An Interview with Judith Halberstam     

Vicki Crowley 《Discourse: Studies in the Cultural Politics of Education》2004,25(4):459-465

In April 2002 Judith Halberstam, academic, cultural critic and author of Female Masculinity, toured Australia giving public and academic lectures about her recent work on sub-cultures, the Brandon Teena archive, representations of the transgender body and her notion of female masculinity. The interview is introduced through a brief sketch of her argument for female masculinity. The interview pursues three elements of her work. First, Halberstam's reflections on the implications that female masculinity and transgender have for teaching and pedagogy; second, the issue of humanism and post humanism as a site of concerted challenge and intervention; and finally, the interview turns to Halberstam's thoughts on an often overlooked area of sexualities--the relationship between queer theory and postcoloniality. Halberstam's responses are located amid what she sees as an era of new experimentalism. This era of experimentalism is perhaps an era where transgenderism acts as some kind of reorganizing of gender norms in which gender differences instantiate themselves as the baseline from which gender-sex-sexualities are understood and experienced. It is an argument positioned beyond binaries where multiple bodily aesthetics and practices collude and collide in the practice of displacing of singularity and authenticity.  相似文献   

A national study examining the impact of SEVIS on international student and scholar advisors     

Vicki J. Rosser  Jill M. Hermsen  Ketevan Mamiseishvili  Melinda S. Wood 《Higher Education》2007,54(4):525-542

The purpose of this research is to examine the impact that Student and Exchange Visitor Information System (SEVIS) is having on the professional worklives of international student and scholar advisors (ISSAs) on U.S. college and university campuses. ISSAs are clearly satisfied with their work and hold their institutions in high regard. However, SEVIS is having a profound effect on their morale, satisfaction, and their likelihood to leave the field. That is, SEVIS (i.e., reporting, training, time) and the quality of worklife (i.e., professional activities and career development, recognition for competence and their expertise, external and intra-department relationships, perceptions of discrimination) are important to ISSAs, and thus have a strong effect on their level of satisfaction and/or morale, and their subsequent intentions to stay or leave their career/profession.  相似文献   

Special Issue on Import/Export Relationships to Computer Science Education Research     

Vicki L. Almstrum  Orit Hazzan  David Ginat 《Computer Science Education》2013,23(4):251-256

  相似文献   

Philosophy should and can contribute to bioethics     

Langendyk  Vicki 《Metascience》2011,20(2):359-361

  相似文献   

A Review of “Education Out of Bounds: Reimagining Cultural Studies for a Posthuman Age (Education,Politics, and Public Life)”     

Vicki Macris 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):576-580

  相似文献   

Rupture and repair: Episodes of resistance and resilience in teachers’ learning     

Miriam Raider-Roth  Vicki Stieha  Billy Hensley 《Teaching and Teacher Education》2012

This action inquiry article examines veteran teachers’ learning in a week-long professional development seminar. We describe moments of disconnection in key learning relationships (teacher, learner, text) and analyze relational–cultural dynamics that contributed to the disconnections. We investigate the dynamics that facilitate repair within the relationships. We argue that disconnections were often acts of resistance which preserve teachers’ sense of self as learner. We aver that moments of reconnection were acts of resilience. This study’s significance demonstrates the inherent links between resistance and resilience. Implications point to the centrality of taking an inquiry stance in the study of professional development experiences.  相似文献   

Vertical Ground Reaction Forces of Children during One- and Two-Leg Rope Jumping     

Vicki M. Pittenger  Steven T. McCaw  David O. Thomas 《Research quarterly for exercise and sport》2013,84(4):445-449

Abstract

Sport offers opportunities for children to identify and resolve moral issues. Moral issues in sport have primarily been studied from the researcher's perspective, with the child's perspective relatively ignored. Thus, the purpose of this study was to explore the nature and content of the issues children experienced in sport. Interview participants consisted of 7 boys and 8 girls ranging in age from 10 to 12 years (M = 11.6 years, SD = 1.7) who had competitive youth sport experience. An inductive content analysis revealed that children identified issues surrounding three overall dimensions concerning fairness of adult's actions, negative game behaviors, and negative team behaviors. Specific examples of issues included unfair actions by coaches, disrespecting opponents, and selfish behavior in practice. The self-identified issues both confirmed and expanded upon the content found in hypothetical moral dilemmas in sport.  相似文献