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51.
Sixty-one children, originally identified at the beginning of kindergarten on the basis of 4 distinct clusters of observable classroom behavior, were evaluated at completion of first grade. Teacher ratings and individual achievement test scores partially confirmed the predictive validity of the original clusters. Children in the nonrisk cluster continued to do well, while children in the high-risk cluster were still doing poorly in some areas. An unexpected finding was that children in another cluster, originally seen as nonrisk, also seemed to be in some difficulty. Concerns about specific aspects of observable behavior were discussed. 相似文献
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In order to determine the point at which successive days of classroom observation results in a reliable sample of behavior, a classroom of 30 kindergarten children was observed over a period of 18 days in four behavior categories. High correlations between running and total averages were obtained around the fourth day, including low base rate behaviors. Implications for subsequent classroom observation studies were discussed. 相似文献
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To determine whether children's observable kindergarten behavior might predict eventual educational risk, 40 of 94 children originally observed in their classrooms at the beginning of kindergarten were followed at completion of second grade. The 40 subjects appeared to be representative in that they did not differ significantly from the total sample in terms of original kindergarten classroom behavior, sex, or race. Using four clusters of kindergarten behavior, significant differences were found in eventual special placement and in ratings of teacher anecdotal material. Attending behavior correlated highly with eventual risk, leading to speculation about early identification procedures. 相似文献
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Sara Prewett Daryl F. Mellard Donald D. Deshler Justin Allen Ryan Alexander Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147
Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions. 相似文献
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Donald Gray 《International Journal of Science Education》2013,35(6):717-733
The public controversies associated with biotechnological progress (genetic modification, cloning, and so forth) increasingly impact upon biology teaching in school; teachers find themselves engaged in discussions with pupils on value‐laden issues deriving from the social and ethical implications of the ‘new science’. The research described in this paper focused upon the thinking of a sample of 41 biology teachers as they endeavoured to implement the first year of the new Scottish Advanced Higher Biology course and to face the challenges associated with these controversies. Following questionnaire returns, the investigation employed semistructured, in‐depth interviews with 10 teachers and, separately, with their 61 pupils (17–18 years of age) and was part of a medium‐term to long‐term evaluation of a university summer school that had endeavoured to update these teachers on recent biotechnological advances. While teachers were found to be fairly positively disposed to handling discussion of such contentious matters, they were none‐too‐clear as to its precise merits and functions; many lack confidence in handling discussion. The research indicates that much needs to be tackled by way of professional development for science teachers now engaged in dimensions new to science teaching. 相似文献
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Donald Grattan 《Educational Media International》2013,50(3):123-127
Abstract This article maintains that the focus of learning and training at all levels is moving increasingly towards the individual ‐‐ how the individual learns and the influences of his or her environment on learning. It suggests that, among the increasing wealth of research into educational technology, the emphasis needs now to be placed on the learning process and the learning environment. But the learning processes and environments have to be seen as part of an educational scenario which is changing rapidly. Education at all levels, together with training at the adult level, and the resources devoted to these purposes will continue to be under direct challenge. To make learning more effective, the questions of contacts and connections by and with media must be examined and assessed. For effective communication the methods and the processes have to be matched to objectives. The article concludes that the rapidly changing technology of communications is helping to shift the balance from an emphasis on what has been largely a one‐way system of communication to one in which the individual learner is increasingly in control and in which the learning process itself, rather than the teaching system, has become the focus. 相似文献
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