从主观感受的角度对学习困难内涵的质的研究

用质的研究方法(范式)，从学生主观心理感受的角度对学习困难的内涵进行研究。认为：学习困难的内涵从主观感受上应包含“他人观念的学习困难”和“自我观念的学习困难”。它是与周围同伴相比而产生学习无能的“比较值”和“自我感觉”，表现为6种不同的类型，在个人身上可能一致，也可能不一致；学习困难具有发展性。随环境的变化而变化；质的研究方法与个案研究对学习困难的和理论研究和实践干预应有其独特的作用。     

一个数学后进生的个案研究

后进生问题是实施普及义务教育制度的国家普遍存在的问题，个案研究过程分为自然现象，初步了解；访谈调查，深入了解，个别辅导，深入了解和放手学习，继续观察4个阶段，对一个数学后进生的跟踪研究发现，该生数学学习困难在智力因素方面的原因主要包括：注意的选择性 有误，注意不稳定，注意力不能及时转移；数学思维能力差，数学记忆能力欠缺；元认知发展缓慢等；而该生数学学习困难在非智力因素方面的主要原因则是，学习动机的缺乏和学习态度不端正。     

基于课例研究下的高校英语教师学习反思

本文在质性研究方法的基础上,选取高校英语教师为对象进行课例分析,深入剖析个案研究对教师反思性学习的影响,以及课例研究和反思性学习分别在教师专业发展中的作用。     

问题讨论式协作学习模式的研究——以高中信息技术课堂教学为例

随着计算机技术和网络技术的高速发展,＂以学习活动为中心的教学设计＂日趋成为教学设计研究领域的新取向,如何有效地设计高中信息技术课堂教学是当前广大师生普遍关注的焦点。目前关于网络环境下协作学习的研究大多数只关注宏观的技术环境层面,极少涉及微观的学习活动层面。文章以高中信息技术课堂教学为个案研究对象,开展个案研究,探索基于问题讨论式协作学习模式和策略的设计方法。     

大学英语弱势群体的学习策略调查与研究

以150名专科英语学习困难学生为研究对象，调查分析英语弱势群体在学习策略方面存在的困难和问题，提出一些可能解决问题的对策，并进行了为期一个学期的策略训练。研究发现：英语弱势群体在学习策略方面存在的困难和问题，策略训练对大学英语弱势群体的英语学习有较显著的帮助；学习策略的掌握和运用需要一个较长过程。     

基于学生发展性学习的研究——北京市义务教育教学质量分析与评价反馈系统的学生个案研究

正个案研究是义务教育教学质量分析与评价反馈系统的质性研究的内容之一,它包括学校个案研究、课堂教学个案研究、学生个案研究等三个方面的内容。其中学生个案研究是从学生的视角总结义务教育教学经验,发现存在的问题。一、个案研究的目的学生个案研究是义务教育教学质量分析与评价反馈系统进行质性研究的主要方式之一。本研究试图通过学生个案层面了解北京市某些典型特征学校学生的学习情况,从     

美国数学学习困难研究的发展动向

近二十年来,数学学习困难儿童的研究一直是教育学、心理学研究的热点.本文从研究对象、研究方法、研究领域三个方面阐述美国数学学习困难研究的发展趋势,并在此基础上提出几点思考,以期为当前的数学学习困难儿童的发展与教育提供一定参考.     

小学生学习障碍诊断的研究

对小学生学习障碍进行诊断的研究是有关儿童发展研究的重要内容，目前在我国尚处于摸索阶段。制约这项研究的难点在于：有关引入的学习障碍概念的界定，缺乏量化指标支持，操作起来困难；所使用的检测手段往往低估了学障儿童的智力水平，结果是缩小了学业成就与智力水平间的差异；诊断工具存在问题。据此，合理选用比较成熟的量表，让学生本人．教师和专业工作共同对学生学习困难问题进行分析、评估，可以增强诊断的客观性，     

试论学科教学德育学的建构

学科教学德育学有特定的研究对象和研究角度，也有一定的个案研究基础；学科教学德育学的理论基点是坚实的，既有马克思主义认识论的基础，也有心理学、系统科学等基础。学科教学德育学研究的核心内容是学科教学与德育的基本关系。     

个案研究方法在教育游戏研究中的应用

个案研究是以一个人或一个团体为研究对象,广泛搜集各种资料,综合运用各种方法,对复杂情境中的现象进行深入探究的研究策略。在我们开展的VISOLE(Virtual Interactive Student-Oriented Learning Environment)研究项目中,就采用个案研究方法来深入研究同学的动机、行为和学习成效,并取得了良好的效果。文章仔细讲解了采用该方法的动机、本个案研究的特点以及具体的研究过程。     

Promoting a Culture of Thinking in the Young Child

Conscious of the interplay between nature and nurture in determining a child’s individuality and success in life, the author embarked a group of teachers in an action research project towards nurturing a culture of thinking in young children. Considering the positive effects of routines in early learning experiences, the research consisted in implementing thinking routines to engage young children’s minds in thinking activities. The study took place in two Reggio-inspired schools where participating teachers documented children’s work as part of their teaching. The documentation was a key element to make children’s thinking visible as they installed the culture and language of thinking in their classrooms. The study found that thinking routines build up positive attitudes about thinking and learning. By re-visiting their documented work children developed metacognitive and critical thinking skills which make them more alert to situations that call for thinking.     

普通小学教师对学习障碍的认知情况的调查研究

采用自编《普校小学教师学习障碍认知情况调查问卷》,对251名接受过不同层次学习障碍培训的普通小学教师进行调查发现:普通小学教师对学习障碍认知的态度维度得分最高,知识维度次之,行为维度最低;普通小学语文学科教师对学习障碍认知的知识维度平均得分高于数学学科教师;普通小学不同教龄教师在学习障碍认知的行为维度得分上存在显著差异,从高到低依次为1-3年、4-6年、21年以上、11-20年;学习障碍专业培训对普通小学教师对学习障碍的态度、知识与行为均有明显影响。为此,可采取将学习障碍纳入我国教师教研或教师培训课程,为学习障碍学生创设良好的支持环境等措施,改善普通小学教师对学习障碍的认知情况。     

School Teachers’ and Administrators’ Opinions about Disability Services,Quality of Schools,Total Quality Management and Quality Tools

ABSTRACT

The aim of this study is to determine primary school administrators’ and teachers’ opinions about the quality of their schools; the school administrators and teachers’ knowledge about Total Quality Management and quality tools and the quality tools used in primary schools. The research has been carried out with a qualitative approach and it is in the case study pattern. The participants consisted of 16 teachers and 4 school administrators working in primary schools in North Cyprus. The participants were chosen via maximum sampling method. The findings show that the current situation in schools contradicts with the basic principles of Total Quality Management. It was determined that school administrators were ignorant about Total Quality Management and none of the teachers and school administrators had previously heard the concept of quality tools. Teachers and school administrators mentioned disabled students as an issue. It seems like teachers have problems in behaving in the right way towards these students. They do not know how to improve these students’ talents because they are not educated on the subject. Via tools of quality teachers and school administrators may find reasons and solutions for issues like people with disabilities and plan events to promote disability awareness.     

Teachers' Opinions about Inclusion: A pilot study in a Palestinian context

The present study explored teachers' opinions about the inclusion of students with disabilities and special needs in regular primary schools in a Palestinian context, and factors that influenced such opinions. The sample consisted of 90 teachers at six schools. Eighty-seven (97%) of them had students with disabilities or special needs in their classes. Fifty-four (60%) of the teachers were of the opinion that students with disabilities and special needs should have an opportunity to attend public schools. Opinion-related factors were identified and compared to results of previous studies. Eighty-one (90%) of the teachers expressed a need for changes in the public schools in order to meet the needs of students with disabilities and special needs. Their focus of interest for building their own competence was on knowledge and skills that could empower them as teachers, not on knowledge about the students' disabling impairments.     

Transforming for inclusive practice: professional development to support the inclusion of students labelled as emotionally disturbed

Few models of professional development (PD) are designed to bring about the fundamental shifts in thinking about student behaviour that can support the inclusion of students labelled as having emotional/behavioural disabilities within general education classrooms. In this paper, we seek to accomplish two goals: (1) we briefly delineate the features of a model of PD to build the capacity of teachers to create hospitable classrooms for students with labels of emotional disabilities, and (2) we use the context of this PD model to describe the transformative process that occurred within the specialists who implemented it within an urban school district. In narrating their process of change, we illuminate the conditions for learning supported by this model and its potential for promoting inclusive practices within urban schools.     

Primary special school teachers' knowledge and beliefs about supporting learning in numeracy

This paper presents findings from a qualitative study of a group of 12 teachers in primary special schools in Scotland for children with moderate learning difficulties. It sets out an analysis of classroom observations and interviews that explored teachers' knowledge and beliefs about teaching and learning in mathematics with children with moderate learning difficulties. The teachers were interviewed pre‐ and post‐intervention; this was a research‐based professional development programme in children's mathematical thinking (Cognitively Guided Instruction) which teachers then developed in their classrooms. The findings showed that prior to the professional development, the teachers had a limited knowledge of children's mathematical development with teaching frequently informed by intuitive beliefs and dated and sometimes discredited practices. Most teachers had low expectations of children with learning difficulties. Post‐intervention, the teachers reviewed this stance and affirmed that a deeper understanding of children's mathematical thinking provided a more secure knowledge base for instruction. They also recognised the extent to which learners were constrained by existing classroom practices. The paper argues for the commonality of this knowledge base and considers the problematic nature of viewing such knowledge as sector specific.     

普通班学习障碍儿童教育干预的探索

我国学习障碍儿童绝大多数在普通学校普通班接受教育，但目前学校对这部分儿童的教育处于缺失状态，不少教师对学习障碍知之甚少，不能及时、正确、科学地进行教育干预。普通班学习障碍儿童的教育干预应以教师特别是班主任为主体，干预要涉及生理和心理两个层面，干预策略应以心理健康教育为基础，以个别化教育为关键。     

Inclusive educational practices in Kenya: Evidencing practice of itinerant teachers who work with children with visual impairment in local mainstream schools

This article presents a findings from an investigation of the work of 38 specialist itinerant teachers (ITs) supporting the educational inclusion of children with visual impairment in Kenya. The research was designed around a participatory action research framework involving in-country researchers and participants (teachers) working in collaboration with researchers in the United Kingdom. Following an introductory training workshop, participants kept research journals over a 2-month period in which they recorded details of their itinerant duties (including the processes and content of their visits). Findings provide information about local practices of ITs support for children with visual impairment in mainstream schools and raise broader questions about the barriers to learning and development facing children with disabilities in mainstream schools in Kenya and other developing countries.     

School culture and climate in the context of inclusion of students with learning disabilities in mainstream secondary schools in Tel‐Aviv,Israel

The main research question that underpinned this study was whether there is a link between staff perceptions of school climate and staff attitudes towards the inclusion of students with recognized learning disabilities. This investigation was conducted with reference to the notion of ‘changing’ or ‘moving’ cultures. The study relied on the perceptions of headteachers, counsellors and teachers in five secondary schools in the Tel‐Aviv area, Israel. The method of enquiry applied was the survey approach via a questionnaire to all staff at these schools and the interpretative approach via a smaller number of in‐depth interviews with a subset of these staff members. The analysis and conclusion indicated that although most schools now demonstrate ‘moving’ cultures and a collaborative climate, attitudes towards students with learning disabilities are ambivalent. The paper ends with suggestions for further research to enhance connectivity between of management culture and special educational needs.