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Fifth-grade students with learning disabilities (LD) and their typically achieving (TA) peers participated in an 8-week investigation about 19th-century U.S. westward migration. During their investigations, the students analyzed primary and secondary sources to understand the experiences of these emigrants and Native peoples. The analysis of source material was preceded by teacher-led discussions about the possibility of bias in evidence that affects the trustworthiness of historical documentation. Quantitative analyses showed that these investigations were associated with gains in students' knowledge about the period of westward expansion and a better understanding of historical content and historical inquiry; however, these gains were not always comparable for students with LD and their TA peers. Furthermore, misconceptions about this historical period and the processes of historical investigation were evident in students' responses before and after instruction. We discuss how design features of the instruction and its implementation may have contributed to the development and persistence of these misconceptions. 相似文献
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C M Okolo 《Journal of learning disabilities》1992,25(5):327-334
The purpose of the present study was to examine the impact of attribution retraining, embedded within a mathematics computer-assisted instructional (CAI) program, on students' attributions, persistence, and mathematics computation. Twenty-nine school-identified students with learning disabilities from five urban schools participated in the study. The sample's mean age was 13.3 years. After blocking on initial attributional patterns, students were randomly assigned to a mathematics CAI program that provided either attribution retraining or neutral feedback. Students used their assigned program for eight 30-minute sessions. Results did not support the contention that attribution retraining would have a significant impact on students' attributions. However, students who participated in the attribution retraining condition completed significantly more levels of the program than their counterparts who received neutral feedback. Attribution retraining students also obtained significantly higher scores on a test of problems practiced during the CAI program. These results suggest that attribution retraining may be a desirable addition to the type of feedback typically provided by CAI programs. However, they also highlight the need for further research that examines the conditions under which specific attributions are most advantageous. 相似文献
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2009年,约翰·霍普金斯大学医学院实施了一项全新的课程体系——"从基因到社会",其目的在于:更为宽泛地重构健康与疾病的相互关系,鼓励学生们在一个包含社会、文化、心理和环境等多维变量的综合系统中探索与患者的健康状况相关的生物学特性。本文描述了新课程的设计理念及其五年规划过程,包括课程目标的确定、课程的构建、新教学楼的建造、学生自身能力及教师发展的促进、横向和纵向结构的建立等。应对新课程挑战的关键因素在于:领导的支持、与教职员工的对话和沟通、不同群体和层面的广泛参与、避免井蛙之见、通过课程试点来测试教学理念和方法等。 相似文献
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In this study, we examined the nature of whole-class discussion and teachers' instruction during discussion about historical topics in one inclusive, middle-grade classroom. We videotaped and analyzed 4 lessons to determine the nature of discussion sequences, rates of participation, and instructional challenges encountered by the teacher and students. We triangulated our analysis of observational data with teacher interviews. The results showed high rates of student participation, with no differences between students with and without disabilities. The teacher initiated and controlled the discussion, and nearly all student responses were from teacher to student rather than from student to student. The teacher encountered three challenges in developing students' understanding, and we identify specific practices she used to address these challenges. Based on students' response to measures administered by project staff and on their scores on statewide tests, this teacher's practices seemed to be highly effective. 相似文献
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Charles A. MacArthur Ralph P. Ferretti Cynthia M. Okolo 《Learning disabilities research & practice》2002,17(3):160-172
Sixth‐grade students with and without mild disabilities participated in an eight‐week project‐based investigation about immigration to the United States in the late 19th and early 20th centuries. Students' investigations were designed to promote their understanding of the perspectives of immigrants and Americans who opposed immigration, as well as the “ways of life” that gave impetus to immigration and often resulted in conflict between these groups. At the conclusion of these investigations, students were assigned the role of the immigrants or opponents of immigration and were asked to debate the desirability of immigration to the United States during this historical period. The primary focus of this article is on the opportunities afforded by, and the limitations of, these classroom debates. The debates promoted high levels of engagement and equal participation by students with and without disabilities as well as by boys and girls. Analyses of content and structure showed that students' discourse was influenced by the knowledge they gained during their investigations, but the use of this knowledge was shaped by the competitive rhetorical goal of defending a particular viewpoint. Later rounds of the debates were more balanced and drew more on the breadth of available knowledge than did earlier rounds. Overall, the debates were more typical of everyday arguments than academic arguments. The implications of our findings for the design of instructional opportunities in the social studies in inclusive classrooms are discussed. 相似文献
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