Evidence‐Based Accommodation Decision Making at the Postsecondary Level: Review of the Evidence for Foreign Language Learning

Abstract This article reviews empirical evidence related to college students classified as learning disabled (LD) and foreign language (FL) learning by examining whether there are differences between: (a) students classified and not classified as LD enrolled in FL courses; (b) LD students with and without IQ‐achievement discrepancies and FL aptitude, proficiency, and achievement; and (c) students classified as LD who pass FL courses or receive course substitutions. Findings show that there are no cognitive and achievement differences between students classified as LD and non‐LD students enrolled in FL courses or between students classified as LD who pass FL courses or receive course substitutions. Findings have shown that there are no differences in FL outcomes between students classified as LD with and without discrepancies. Research findings over several years show that classification as LD is unimportant for determining whether or not a student will exhibit FL learning problems or fail FL courses.     

Assessing Millennials in College‐Level Fashion Design Studios: A Study of Evidence‐Based Practice

Providing quality feedback that is both positive and effective while maintaining the required student grade confidentiality is a conundrum for faculty. This issue is particularly complex for faculty teaching studio courses (e.g. fashion design) with performance or creativity components where feedback has traditionally been given publicly as desktop reviews in the open studio. The difficulty of giving feedback in the studio‐style classroom is compounded when teaching millennial college students who tend to reject any criticism, public or otherwise, of their work. Previous research on assessment, rubrics and feedback as well as personal experience with studio classes provide background to this evidenced‐based study comparing three feedback and delivery methods: abbreviated rubric, extensive rubric and one‐to‐one meetings (e.g. dialogical assessment) guided by a project list. Grade consistency and ranking of grades were evaluated. Studio projects from a fashion design course were graded across two semesters using the multiple methods. Comparisons were made based on: (a) student reaction, (b) quality of rework and (c) time to grade. The outcomes showed that the one‐to‐one meetings as a feedback and delivery method of assessment had several benefits over two other methods, including added student engagement and improvement of rework.     

Evidence‐Based Survey Design: The Use of a Midpoint on the Likert Scale

Likert‐type scales are often used in survey instruments, and practitioners and researchers need to clearly understand the appropriate use of a midpoint in these scales. The authors of this article explore research studies from various disciplines to indicate that there are circumstances when a midpoint should be included and others where it should not. They provide tables, summarizing the benefits and problems in each case as well as evidence‐based strategies to employ.     

Problem‐Solving Model for Decision Making with High‐Incidence Disabilities: The Minneapolis Experience

The problem‐solving model (PSM) is used in the Minneapolis Public Schools to guide decisions regarding: (1) interventions in general education, (2) referral to special education, and (3) evaluation for special education eligibility for high‐incidence disability areas. District implementation was driven by four themes: the appropriateness of intelligence tests and the IQ‐achievement discrepancy for determination of eligibility, bias in assessment, allocation of school psychologist time, and linking assessment to instruction through curriculum‐based measurement. This article describes how the PSM was designed as a three‐stage process to measure response to intervention and used in the special education eligibility process. Program evaluation data collected since initial implementation in 1994 is reported in the areas of child count, achievement, referral, eligibility, and disproportion. The authors discuss the limitations of conducting PSM research in school settings, barriers to implementation of PSM, and make suggestions for enhancing treatment integrity.     

脑科学与外语学习策略

教育工作应重视运用脑科学的知识来探索学习方法,尤其是第二语言的学习。将神经语言学最新成果运用于外语教育,是提高我们外语学习效率的有效途径。     

谈对外汉语初级阶段教学方法

目前来哈尔滨医科大学攻读医学专业的留学生多为汉语初学者,如何针对初学者的特点调动留学生学习汉语的积极性,使他们尽快掌握汉语是一个亟待解决的问题。基于此,结合教学实践和教学体会,从营造和谐愉快的学习气氛、运用多种多样的教学方法等方面讨论汉语教师教授零起点学生的教学方法,以期进一步提高教学效果。     

Using Evidence‐Based Practices to Build Mathematics Competence Related to Conceptual,Procedural, and Declarative Knowledge

Abstract Mathematics continues to be one of the most difficult components of the school curriculum for students with learning disabilities (LD). The National Council for Teachers of Mathematics, in conjunction with current educational legislation, challenges teachers to maintain high standards for student performance in mathematics. Fortunately, over the past two decades, researchers have identified and validated a number of instructional practices that help students with LD understand and use mathematics in meaningful ways. The purpose of this article is to discuss instructional guidelines and evidence‐based practices for building conceptual, procedural, and declarative knowledge within a comprehensive mathematics curriculum. The importance of balancing these three knowledge areas across mathematics content areas is noted.     

论外语课堂教学的科学性与艺术性

课堂教学既是一种科学,又是一种艺术.外语教学要想取得最佳效果,必须遵循教学的科学性与艺术性,把二者充分地体现贯穿于整个教学过程中.     

Foreign Language Study in Elementary Schools: Benefits and Implications for Achievement in Reading and Math

Educators and policy makers in many countries have been expressing concern about how to improve students’ achievement in reading and math. This article explores and proposes a solution: introduce or increase foreign language study in the elementary schools. Research has shown that foreign language study in the early elementary years improves cognitive abilities, positively influences achievement in other disciplines, and results in higher achievement test scores in reading and math. Successful foreign language programs for elementary schools include immersion, FLES, and FLEX programs.     

Early Comprehension Instruction for Spanish‐Speaking English Language Learners: Teaching Text‐Level Reading Skills While Maintaining Effects on Word‐Level Skills

This study investigated the effects of three instructional conditions on precursors to successful reading for Spanish‐speaking English language learners (ELL). The study was conducted using a randomized, alternate treatment control group design specifically targeting phonological awareness (PA) listening comprehension (LC), and decoding in a sample of ELL (N= 82) including students who were and were not at risk for later reading failure. Two randomly assigned experimental intervention groups and one treatment control group were created to test the effectiveness of three instructional interventions that differed in the relative amount of time used for instructing the word‐ and text‐level targeted skills. Specifically, the two experimental intervention groups received different doses of LC relative to PA instruction, creating a LC Concentration group and a PA Concentration group. The treatment control group received only PA and alphabet knowledge instruction (word‐level skills). Results indicated that both at‐risk and not‐at‐risk ELLs in the LC Concentration group outperformed students in the other groups on almost all measures, including PA skills, despite minimal amounts of instructional time‐targeting word‐level skills. These data extend the existing literature by lending empirical support to the use of a LC component in early reading interventions for young ELL.     

圣彼得堡悖论的消解与决策学意义反思

圣彼得堡悖论是关于不确定性和无穷决策问题中令人头痛的一个。虽然效用递减论、风险厌恶论、效用上限论和结果上限论都是从实际出发提出的消解这一悖论的有益尝试,但它们并没有也不可能最终解决问题。圣彼得堡悖论的意义在于揭示了人们思维系统自身的矛盾性和不完善性,要求我们在决策理论的研究和解决实际问题的时候．重视理论和实践的关系．建立起理论模型既源于实践又不同于实践的观念。     

Evidence‐Based Strategies for Improving the Reading Comprehension of Secondary Students: Implications for Students with Learning Disabilities

Reading comprehension is a complex skill that places significant demands on students, beginning with elementary school and continuing through the secondary grades. In this article, we provide an overview of possible factors associated with problems in reading comprehension among secondary students with learning disabilities. Discussion underscores the fact that comprehension problems are evidenced by a heterogeneous group of students. We argue that it is important for teachers to align an intervention with a specific area of difficulty (e.g., teaching prefixes and suffixes to increase reading vocabulary). We highlight research‐based interventions advocated by the National Reading Panel and offer ways that teachers can match specific strategies with the individual needs of students with problems in reading comprehension. Finally, we emphasize that whatever strategy is selected, it should be structured, explicit, scaffolded, and intense ( Williams et al., 2005 ).     

STEM Pathways: Examining Persistence in Rigorous Math and Science Course Taking

Journal of Science Education and Technology - From 2006 to 2012, Florida Statute §1003.4156 required middle school students to complete electronic personal education planners (ePEPs) before...     

变革与适应:佛教、基督教在异域的传播

一种宗教文化传入异地之后,都将经过一定的变革与适应才能在异地生根、发展。佛教、基督教产生之后,都经历了走出本土在异域传播发展的道路。它们为了能在异地得到发展,在一定程度上对传入之地的文化进行了吸收与融合,形成了有别于创始之初的原始佛教与原始基督教的具有当地特色的宗教,但同时二者也保持了这两种宗教的本质。佛教、基督教在异域传播展示了一个有生命力的宗教必要经受的变革与适应。     

Improving Instructional Practices, Policies, and Student Outcomes for Early Childhood Language and Literacy Through Data-Driven Decision Making

Since the passage of No Child Left Behind, data-driven decision making has become one of the central foci in schools in their attempt to attain and maintain adequate levels of student academic performance. The importance of early childhood education is well established with language and literacy proficiency in the early years being viewed as a leading indicator in children’s educational development. It provides schools with the initial signs of progress towards academic achievement. In this article, a conceptual framework for improving instructional practice and student outcomes in early childhood language and literacy through data-driven decision making was described. Four questions served as the structure around which the conceptual framework was built. These questions include (1) Why do data need to be collected? (2) What kinds of data need to be collected? (3) How are the data collected? (4) How are the data used for making decisions? Responses to these questions serve as tenets for guiding the decision making process.     

Evaluating the Comparability of Paper‐ and Computer‐Based Science Tests Across Sex and SES Subgroups

As access and reliance on technology continue to increase, so does the use of computerized testing for admissions, licensure/certification, and accountability exams. Nonetheless, full computer‐based test (CBT) implementation can be difficult due to limited resources. As a result, some testing programs offer both CBT and paper‐based test (PBT) administration formats. In such situations, evidence that scores obtained from different formats are comparable must be gathered. In this study, we illustrate how contemporary statistical methods can be used to provide evidence regarding the comparability of CBT and PBT scores at the total test score and item levels. Specifically, we looked at the invariance of test structure and item functioning across test administration mode across subgroups of students defined by SES and sex. Multiple replications of both confirmatory factor analysis and Rasch differential item functioning analyses were used to assess invariance at the factorial and item levels. Results revealed a unidimensional construct with moderate statistical support for strong factorial‐level invariance across SES subgroups, and moderate support of invariance across sex. Issues involved in applying these analyses to future evaluations of the comparability of scores from different versions of a test are discussed.