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41.
This case study of a first grade teacher enacting a social action curriculum is based on the understanding that schools can be sites where even young children can work toward the common good. This paper examines the way a first grade teacher (Paula Rogovin) and her students built solidarity with a community member and in turn adopted a new social concern as their own. We identify, detail, and analyze the building of ties of solidarity as a practice enacted within a social action curriculum. 相似文献
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The purpose was to compare the performance of normal and educable mentally retarded children on pattern recognition tasks. Pattern recognition was assessed by the administration of 96 pattern tasks which measured the ability of children to find: (a) duplicate patterns and same elements as presented in model pattern sequences; (b) opposite patterns and same elements as presented in model pattern sequences; and (c) duplicate patterns but different elements than presented in model pattern sequences. The normal and mentally retarded children were matched on mental age derived from individual and group intelligence tests. Results indicated significant differences in performance measures between groups and various pattern tasks. The data support the suppositions that: (a) mentally retarded children and normal children show the same type of progression through the hierarchical arrangement of pattern tasks; and (b) mentally retarded children show a slower progression through the hierarchy than normal children when matched on mental age. Educational implications from this study are discussed. 相似文献
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This report uses structural equation modeling to combine traditional ideas from repeated-measures ANOVA with some traditional ideas from longitudinal factor analysis. A longitudinal model that includes correlations, variances, and means is described as a latent growth curve model (LGM). When merged with repeated-measures data, this technique permits the estimation of parameters representing both individual and group dynamics. The statistical basis of this model allows hypothesis testing of various developmental ideas, including models of alternative dynamic functions and models of the sources of individual differences in these functions. Aspects of these latent growth models are illustrated with a set of longitudinal WISC data from young children and by using the LISREL V computer program. 相似文献
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The impact of English language learner status on screening for emotional and behavioral disorders: A differential item functioning (DIF) study 下载免费PDF全文
Matthew C. Lambert Allen G. Garcia Stacy‐Ann A. January Michael H. Epstein 《Psychology in the schools》2018,55(3):229-239
There have been significant changes in the racial/ethnic and linguistic background of students attending public schools in the United States. The number of public‐school students who are English language learners (ELLs) participating in programs of language assistance has more than doubled over the past two decades. In 1993–1994, 5.1% of public‐school students in the United States were ELLs, or an estimated 2.1 million students. As of 2014–2015, 9.4% of students were ELLs, or an estimated 4.6 million students. It is estimated that by 2030, upward of 40% of school children will speak English as a second language. Meeting the needs of students who are not proficient in English is challenging for school professionals and even more so if they are identified for special services. Researchers have found that ELL students live in situations with numerous high‐risk factors, including poverty, inadequate schools, poor and violent neighborhoods, and limited access to adequate health care, mental health services, and schools. As a group, these students are more likely to underperform academically, have a lower grade point average, and drop out of school compared to non‐ELL Latino students. 相似文献
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The Impact of a Science Education Game on Students’ Learning and Perception of Inhalants as Body Pollutants 总被引:1,自引:1,他引:0
Yvonne Klisch Leslie M. Miller Shu Wang Joel Epstein 《Journal of Science Education and Technology》2012,21(2):295-303
This study investigated the knowledge gains and attitude shifts attributable to a unique online science education game, Uncommon Scents. The game was developed to teach middle school students about the biological consequences of exposure to toxic chemicals in
an environmental science context, as well as the risks associated with abusing these chemicals as inhalants. Middle school
students (n = 444) grades six through eight participated in the study consisting of a pre-test, three game-play sessions, and a delayed
post-test. After playing the game, students demonstrated significant gains in science content knowledge, with game usability
ratings emerging as the strongest predictor of post-test content knowledge scores. The intervention also resulted in a shift
to more negative attitudes toward inhalants, with the most negative shift occurring among eighth grade students and post-test
knowledge gains as the strongest predictor of attitude change across all grade levels. These findings suggest that the environmental
science approach used in Uncommon Scents is an efficacious strategy for delivering both basic science content and influencing perceived harm relating to the inhalation
of toxic chemicals from common household products. 相似文献