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Gila Schnitzer Caroline Andries Jo Lebeer 《Journal of Research in Special Educational Needs》2007,7(3):161-171
Behavioural and emotional problems occur more frequently in children with learning problems than in a cross-section of the general population, both at home and at school. While behaviour problems reportedly are a key obstructive factor impeding inclusive education, children with both behavioural and learning disabilities carry a high risk of social exclusion and school dropout when they are in mainstream environments. Meta-analyses indicated only a moderate impact of social skills training. To see what kind of intervention programme would be effective in modifying cognitive as well as socio-emotional behaviour and at the same time focusing on contextual interaction and intervention, a pilot study has been carried out in Belgium with 11–13-year-old students with learning disability and behaviour problems in special schools. A total of 24 children in the experimental group were matched against a control group of 24. Children in the experimental group, after having received 14 lessons of FIE (Feuerstein's Instrumental Enrichment Programme), showed a marked increase in some cognitive functions (hypothetical thinking, perception and understanding of humour) but not in others. A significant effect on socio-emotional behaviour could not be shown quantitatively, but was evident from qualitative interviewing. The mediating attitude of the teachers was a key influencing factor in producing lasting changes. Programmes such as FIE, provided they address children as well as teachers in a comprehensive way, focusing on cognitive as well as socio-emotional behavioural changes, may become powerful instruments to help children as well as teachers in a highly differentiated inclusive school environment. 相似文献
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Educational technology research and development - Given the great importance of integrating computers into kindergartens and the fact that today such integration has been implemented only... 相似文献
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Children's Literature in Education - 相似文献
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Self-determination theory provided the theoretical framework for a cross-sectional investigation of elementary and junior high school students’ autonomous motivation for homework. More specifically, the study focused on the role of teachers’ support of students’ psychological needs in students’ motivation for homework in the two school systems. The study also investigated the contribution of a match between teachers’ support and students’ expressed level of psychological needs to autonomous motivation for homework. The findings indicated that teacher support partially mediated the difference in autonomous motivation for homework between students in the two school systems. In addition, the findings suggested that whereas students’ with different level of expressed needs may perceive different levels of teachers’ support, and that teachers’ support might be more important for students who express higher level of needs, perceived teachers’ support of psychological needs was important for students’ adaptive motivation for homework, irrespective of their expressed level of needs. 相似文献
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Gila Hanna 《Interchange》2000,31(1):21-33
Proof seems to have been losing ground in the secondary mathematics curriculum despite its importance in mathematical theory and practice. The present paper critically examines three specific factors that have lent impetus to the decline of proof in the curriculum: a) The idea that proof need be taught only to those students who intend to pursue post-secondary education, b) the view that deductive proof need no longer be taught because heuristic techniques are more useful than proof in developing skills in reasoning and justification, c) the idea that deductive proof might profitably be abandoned in the classroom in favour of a dynamic visual approach to mathematical justification. The paper concludes that proof should be an essential component in mathematics education at all levels and compatible with both heuristic techniques and dynamic visual approaches. 相似文献
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Peer tutoring is a commonly provided support service for students with learning disabilities (LD) in institutions of higher education. A large-scale survey was conducted to evaluate the PERACH peer tutoring project for students with LD at 25 universities, regional colleges, and teacher training colleges in Israel. The purpose of the study was to understand the tutoring process from the point of view of both tutees and tutors with respect to 5 main areas: tutees' needs, focus of tutoring activities, difficulties surrounding the tutoring endeavor, importance of similar study experiences, and satisfaction with the project. It is our supposition that major discrepancies in perceptions are likely to undermine the effectiveness of the tutoring. Similarities and differences in perceptions were identified, and implications that can be useful in guiding service providers are discussed. 相似文献
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We present a view of knowledge construction processes, focusing on partially correct constructs. Motivated by unexpected and
seemingly inconsistent quantitative data based on the written reports of students working on an elementary probability task,
we analyze in detail the knowledge construction processes of a representative student. We show how the nested epistemic actions
model for abstraction in context facilitates following the emergence of a learner’s partially correct constructs (PaCCs).
These PaCCs provide added insight into processes of knowledge construction. They are also used in order to analyze and explain
students’ thinking in situations where some of the students’ answers were unexpected in light of their earlier answers or
inconsistent with earlier answers. In particular, PaCCs are explanatory tools for correct answers based on (partially) faulty
knowledge and for wrong answers based on largely correct knowledge. 相似文献
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