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We review empirical research on English language learners (ELLs) who struggle with reading and who may have learning disabilities (LD). We sought to determine research indicators that can help us better differentiate between ELLs who struggle to acquire literacy because of their limited proficiency in English and ELLs who have actual LD. We conclude that more research is warranted to further elucidate the strengths and learning needs of subgroups of underachieving ELLs, to help us determine who should qualify for special education, and to clarify why some ELLs who do not have LD still struggle with language and literacy acquisition. Future research should account for the complexities involved in becoming literate in another language and focus more on cultural and contextual factors that affect student achievement. 相似文献
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Our aims were to improve our understanding of human performance before 1850 and to put nineteenth- and twentieth-century performances into a broader historical context. Consequently, 536 foot-races performed in Britain in the 'long' eighteenth century were identified, 53 of which were analysed in detail. The best performances at the end of the eighteenth century were compared with those at the end of the nineteenth and twentieth centuries. The data for the nineteenth century were marginally better than those for the eighteenth century up to 20 km, but beyond that Thomas Carlisle's time, set in about 1740, of 2 hours for 21 miles was outstanding. Current records are shown to be better than earlier records at all distances from 5 km up to the marathon, the superiority being most pronounced from 15 km upwards. 相似文献
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Using mathematical analysis, we examined the three baton exchanges that occur during a 4×100 m relay. Identical representative 100 m running performances were assumed for each of four elite male athletes, and the calculations were made for optimal or near-optimal positions of the baton exchanges and starting positions of the athletes running the second, third and fourth legs as determined by Ward-Smith and Radford (2002). In this paper, we focus on the calculation of the checkmark position and demonstrate the complexity of the baton exchange process. The results of the mathematical analysis show that, for optimal performance, the checkmark should be located differently for each of the three exchanges in a single race, and is further affected by lane draw and free distance (the distance between the runners at the baton exchange). For a representative free distance of 1 m at each exchange, the checkmark distance ranges from a minimum of 11.04 m at the third exchange in Lane 1 to 12.20 m for the first exchange in Lane 8. Failure by teams and their coaches to consider adequately the complexities of the baton exchanges may help explain why 25.5% of teams in recent World Championships were disqualified or did not finish. 相似文献
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David Schuster William W. Cobern Betty AJ Adams Adriana Undreiu Brandy Pleasants 《Research in Science Education》2018,48(2):389-435
Science curricula and teaching methods vary greatly, depending in part on which facets of science are emphasized, e.g., core disciplinary ideas or science practices and process skills, and perspectives differ considerably on desirable pedagogies. Given the multi-faceted nature of science and the variety of teaching methods found in practice, it is no simple task to determine what teaching approaches might be most effective and for what purposes. Research into relative efficacy faces considerable challenges, with confounding factors, ambiguities, conflations, and lack of controls being threats to validity. We provide a conceptual framework characterizing the many teaching strategies found in practice as being variants of two fundamental contrasting epistemic modes, and we disentangle conflations of terms and confusions of constructs in both teaching practice and research. Instructional units for two science topics were developed in parallel in the alternative epistemic modes, differing in concept learning paths but otherwise equivalent. We conducted a randomized controlled study of the comparative efficacy of the two modes for learning core disciplinary ideas, using operationally defined active-direct and guided-inquiry teaching methods. Five middle school teachers taught each unit in both modes over 4 years of classroom trials in an 8-day summer program for eighth grade students. Student understanding of core ideas was assessed using pre- and post-tests, and learning gains were analyzed by mode, teacher, topic, and trial year. Although routes to concept understanding were very different in the two modes, eventual student learning gains were similar, within statistical variation. Efficacy variations between and within teachers were greater than between modes, indicating the importance of teacher effects on student achievement. Findings suggest that teachers need not be bound to one mode throughout and can flexibly decide on the pedagogical approach for each concept and situation, on several grounds other than efficacy of core content acquisition alone. 相似文献
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Artiles AJ 《Journal of learning disabilities》2004,37(6):550-555
In this article, I discuss two interrelated sets of challenges that the discursive practice of learning disability (LD) will need to address, namely, issues associated with the development of a historiography of special education and a more complex understanding of representation issues. I use social theory to address these challenges and raise questions the LD field will need to grapple with as we move toward the consolidation of discursive practices. 相似文献
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ResumenEste estudio ha tenido como objetivo determinar los factores subyacentes a las pruebas de madurez y su valor predictivo para el éxito en el aprendizaje de la lectoescritura. Para ello, se llevó a cabo un estudio longitudinal, con una muestra de 60 escolares de distintos centros de E.G.B, de la Isla de Gran Canaria, que se iniciaban en el aprendizaje sistemático de la lectura y escritura. En un primer estudio, los factores madurativos hallados fueron cuatro: Lingüístico, Estructuración visomotriz, Organización conceptual y Memoria reproductiva. Al relacionar esta estructura factorial con los resultados obtenidos en lectoescritura, se demuestra que los factores Lingüístico y de Organización conceptual son los que mejor predicen el éxito en lectoescritura, frente al escaso valor predittivo mostrado por los factores de Estructuración visomotriz y Memoria reproductiva. 相似文献
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There is a wide set of evaluation metrics available to compare the quality of text clustering algorithms. In this article,
we define a few intuitive formal constraints on such metrics which shed light on which aspects of the quality of a clustering
are captured by different metric families. These formal constraints are validated in an experiment involving human assessments,
and compared with other constraints proposed in the literature. Our analysis of a wide range of metrics shows that only BCubed satisfies all formal constraints. We also extend the analysis to the problem of overlapping clustering, where items can simultaneously
belong to more than one cluster. As Bcubed cannot be directly applied to this task, we propose a modified version of Bcubed
that avoids the problems found with other metrics.
相似文献
| Felisa VerdejoEmail: |
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Amanda L. Sullivan Alfredo J. Artiles David I. Hernandez-Saca 《Journal of educational and psychological consultation》2015,25(2-3):129-147
Since the inception of special education, scholars and practitioners have been concerned about the disproportionate representation of students from culturally and linguistically diverse backgrounds among students identified with disabilities. Professional efforts to address this disproportionality have encompassed a range of targets, but scholars increasingly view disproportionality as a complex, multiply-determined problem that requires systemic change to ameliorate disparities. In this article, we describe a framework for systemic change to foster equity in special education identification and placement. We discuss the use of ecologically oriented organizational consultation as a means of facilitating systemic change, emphasizing the role of stakeholders, and the implications for school psychology practice and training. 相似文献