Using the Expressive Writing Program to Improve the Writing Skills of High School Students with Learning Disabilities

Abstract. The complex nature of written expression presents difficulty for many students, particularly those with learning disabilities (LD). The literature in the area of written expression and students with learning disabilities indicates that explicit, rule‐based instruction can enhance the writing skills of struggling students. Research in Direct Instruction (DI) writing programs is promising, but limited at this time to a small number of group design studies. The purpose of this study was to investigate the effects of the DI writing program, Expressive Writing, for high school students with learning disabilities using a single‐subject design methodology. Results indicated that the Expressive Writing program improved the writing skills of the students in this study. Students also were able to generalize and maintain the writing skills learned during intervention.     

Career Decision-Making Skills of High School Students in The Bahamas

The purpose of the study was to examine the confidence level in career decision-making of Bahamian adolescents in the high schools in Nassau, Bahamas, investigating factors that influence one's level of confidence in career decision-making. The Career Decision Scale along with a demographic survey were administered to 385 11th and 12th graders to examine six factors which measured the effects and/or interaction effects of influences on confidence in career decision-making. Two MANOVAs and the appropriate follow-up statistics (Tukey's Honestly Significant Difference post hoc tests) were used to determine differences and interaction effects among the variables measuring the level of career decision-making skills. Based on the findings of the study the researcher concluded that for Bahamian adolescents, the type of school, the grade level, and a visit to the school guidance office were significant factors that influenced one's level of confidence in career decision-making.     

New Directions in Social Skills Assessment and Intervention for Elementary and Middle School Students

Social skills are important to the successful social and academic functioning of all students and play a significant role in avoiding or preventing negative responses from others. Social skills also are important aspects of effective schools. In this article, we emphasize the assessment and intervention of the academic side of social skills. That is, we examine the role that social skills play in facilitating individuals' learning and creation of a school environment where others can feel supported and motivated to learn. As a basis for this examination, we first review several key studies documenting interrelations among social skills and academic competence. Next, we briefly review current assessment practices focusing on rating scale methods for documenting students' social skills and perceptions of social support. Finally, we introduce an instructional approach called the Responsive Classroom (Charney, 1992) that has been shown to advance the development of elementary and middle school students' social skills and academic achievement, and result in supportive school environments for learners and teachers. We conclude with recommendations for researchers and practitioners to continue to consider the strong interrelations among social skills, academic functioning, and social support when working with all students in elementary and middle schools.     

Using Preservice Teachers to Improve Computer Skills of At-Risk Alternative High School Students

This research examined the impact of preservice teachers delivering individualized instruction of basic computer skills to at-risk, ethnic minority alternative high school students in an urban school district in South Texas. The alternative high school students' achievement of computer skills, motivation to use computers, and self-efficacy as current and future students was assessed. University preservice teachers taught a keyboard/computer skills curriculum developed specifically for this collaborative teaching and learning project in 10 1-hr-long sessions 2 times a week over a 5-week period. A series of 2 by 2 repeated measures analysis of variance showed achievement gains as measured by a survey instrument within the treatment group. This small, preliminary study supports the use of preservice teachers in the delivery of an individualized, computer-based program of instruction for at-risk students.     

哈尔滨市私立中学学生数学成就动机调查研究

从高一到高三学生的数学价值认可、数学自我效能感、表现目标、学习目标、内部归因都极其显著地下降;同普通班相比,优秀班学生的学习更倾向于学习目标,并且更加注重对所学数学内容的理解;理科学生在数学学习成就动机诸维度的得分要显著高于文科的学生;班主任不是数学老师班级的学生对数学价值的认可、数学成就内部归因都极其显著地高于班主任为数学老师班级的学生;男生对数学价值的认可和内化要明显高于女生,同时男生的数学自我效能感极其显著地高于女生.在私立中学的数学教学中要落实人本主义的教学理念,培养积极健康的数学学习心理,拓宽中学生的关联性知识和策略性知识.     

Maximizing the Response Rate in Surveys of High School Students

No abstract available for this article.     

中国高中生批判性思维能力的测量及其影响因素初探

批判性思维能力作为核心素养的重要组成部分,是学业和就业成功的关键因素之一。对6 845名中国高中学生进行了HEIghtenTM批判性思维测试(简称HCT),并对测试成绩与学生的背景信息进行了分析,结果表明:1)HCT在高中学生样本中具有与大学生样本相同的因素结构并具备测量恒定性;2)高中学生的HCT成绩与大学生的成绩均分基本相当,但存在很大的地区和学校间差异;3)高中学生的HCT成绩与其他学科考试成绩呈低度正相关;4)HCT成绩与学生所在高中学校类型、家庭背景、未来期望的高校类型等变量有关;5)高中学生对HCT的接受度普遍很高,几乎所有参考学生都认为参加该项测试是一次有趣的体验。基于这些发现,认为HCT是一个适用于测评高中学生批判性思维能力的工具,其结果可以帮助教师和相关决策者制定和优化现有相关课程来培养和提高学生的批判性思维能力。     

初中生问题行为整合性教育干预实验研究

通过精选科学高效的教育干预策略,对初中二年级39名学生进行为期4个月的整合性教育干预。结果表明,整合性教育干预能有效改善初中生问题行为状况。     

数学学习困难学生数学技能干预效果的元分析

探索干预对提升数学学习困难学生数学学业表现的有效性及其调节因素.通过系统检索文献获得纳入符合标准的30篇文献,应用CMA2.0软件进行元分析,并检验被试特征、干预方案、干预目标、干预方法的调节效应.随机效应模型表明数学干预对数困生数学表现的合并效应量Hedges'g为0.438(p＜0.001),对数困生干预效果呈中等...     

高低英语水平高中生猜词策略使用对比研究(英文)

本研究采用有声思维法和问卷调查法搜集可行的猜词方法,进而比较不同英语水平高中生猜词策略使用的异同,并从猜词习惯和猜词态度两方面分析产生这些不同的原因。研究发现共有六类猜词方法,具体十种猜词技巧。总体上英语水平较高的学生对猜词任务完成得较好。他们倾向使用更多的猜词方法,不急于马上猜出词义;而英语水平较低的学生更容易放弃猜测生词的意义。两组学生都喜欢和习惯查词典而不是询问他人生词的意思,都倾向于在影响理解时才进行猜词并猜测大概意思。但是,虽然两组学生对待猜词的态度都比较积极,但是英语水平较高的学生猜测生词大意的频率远高于英语水平较低的学生,而英语水平较低的学生更喜欢放弃猜词,并在实践中也是如此,即使这些生词会影响他们的文章理解。     

What Makes a High School a Good High School for Students with Disabilities

This article summarizes the findings and themes from the three high schools we studied. All three schools engaged in five schoolwide strategies for educating students with disabilities. They provided a broad array of academic courses and program options; provided schoolwide support structures that could be combined and customized to the needs and strengths of individual students; worked intentionally to connect students to the school and build their motivation to succeed; created a connected and caring adult community to serve students' academic and social/personal needs; and developed responsive leaders who managed the tensions inherent in the commitment to prepare students with disabilities to be successful in their lives beyond school. The article also reviews the different ways these three school instantiated these strategies. We describe the “theory of action” that integrates the five schoolwide strategies into a synergistic approach in each school and explore implications of the Good High Schools study for practice and for future research.     

普通中学生的家庭教养方式及其与职高生的异同

采用修订的《家庭教养方式调查表》测查了470名普通中学生的家庭教养方式,并探讨了其中247名普通高中生家庭教养方式与321名职高生家庭教养方式的异同。结果显示,由24道题组成的调查表具有较好的一致性和效度;普通高中生父母对子女的要求程度和关心程度都显著低于初中生,父母对子女的要求程度显著高于其关心程度;尽管母亲对中学男女生的教养方式没有明显差异,父亲对男生尤其是高中男生的要求程度、对女生尤其是初中女生的关心程度都明显高一些;结合两个维度对中学生家庭教养方式进行诊断之后发现,采取放任型教养方式的父母的文化程度偏低,而权威型和溺爱型的父母文化程度则较高。应用该调查表对职业高中生的测查发现了类似的规律,但职高生父母对子女的关心程度明显高于其要求程度,这与普高生父母的做法刚好相反;尽管他们采用权威型教养方式的比例差别不大,但有更多的职高生父母采取了放任型和溺爱型的教养方式,采取专制型教养方式的职高生父母相对更少。     

中职校学生情感教育初探

情感教育是一个古老而年轻的话题。面对转型而飞速发展的社会,面对当前中等职业学校德育工作出现的新情况、新问题和实际,作为教师尤其是班主任不能不思考在传统教育中还缺少点什么？那就是情感教育。而实施中职校学生的情感教育就应当“关爱赏识学生,理解宽容学生,尊重信赖学生”。唯有如此,才能使传统的学校育人工作进入一个崭新的发展阶段。     

小学闲暇教育初探

时代以及个人的全面发展都要求对小学生实施闲暇教育。本通过对小学闲暇教育问题的探讨，并结合本人调查结果，分析了我国小学闲暇教育的现状及存在问题，并提出了具体实施建议。     

同学和家人支持对经历留守高中生情绪适应影响的干预研究

为了探索同学支持和家人支持对改善经历留守学生情绪适应的效果,以经历过留守的高一学生为被试,设计并实施了同学支持和家人支持干预方案。结果发现,单一的同学支持干预效果不显著,同学支持和家人支持的联合干预有助于降低经历留守学生的抑郁,但在短期的干预中,情感投入、焦虑和孤独变化不显著,并且单一的同学支持作用是有限的。     

Development and Testing of a Curriculum to Improve Decision-Making Skills in Middle and High School Students

Adolescence is a key developmental period for developing and strengthening brain circuits that underlie effective decision-making skills, which profoundly impact lifelong health and academic, professional, and economic achievement. But decision-making skills are learned rather than inherent. School presents an ideal environment for the direct instruction and frequent practice of decision-making skills, however, finding time in the school day is a challenge for contemporary educators. We have developed a learning curriculum that involves active student participation to strengthen decision-making skills that is sufficiently flexible and adaptable to be utilized in a wide variety of content-specific classwork. Using this curriculum, students show evidence of improved decision-making skills, including increased consideration of the number of factors that are relevant to their decision, the resources needed to make a particular decision, and both the short-term and long-term consequences of decisions.     

职高生高考数学复习的设想与实施

在职高生高考数学的复习教学中,要注重区别对待不同成绩的学生,要充分重视学生的主体地位,发挥教师的主导作用.