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91.
This case study of a joint school/university professional development opportunity explored how 12 practitioners came together to examine change in light of discrepancies between current practice in local schools and promising practices recommended in the literature for students identified as having significant disabilities. The group met monthly over the course of one school year to study action research and to examine aspects of individual practice and their emerging identity as a community of learners. Participants explored perceptions about promising practice relative to actual practice engaged in by K–12 teachers, the impact of ongoing structured conversation on individual practice, and the impact of group membership for both individual participants and school/university partnerships. After one academic year, participants reported that the impact of this structured conversation was highly meaningful with respect to positive change in individual practice, the creation of a new support network for participants, and the development of new understandings between university and K–12 practitioners. Findings are discussed in light of implications for researchers, teacher educators, and K–12 practitioners in their various roles as agents of social change. 相似文献
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Elizabeth Shaunessy Patricia Alvarez McHatton Claire Hughes Alejandro Brice Mary Ann Ratliff 《Roeper Review》2013,35(3):174-182
Eight gifted and eight general‐education students engaged in discussions regarding their observations of, experiences in, and recommendations for education. Six categories emerged through qualitative analysis of their conversations. These categories include: problem solving, task commitment, self‐perceptions, education, communication, and discrimination. Content within each category provides a glimpse into the students’ perceptions of their schooling experiences. The roles of ethnic identity development, identification with majority culture, adolescence, and gifted‐ness are examined and recommendations for future research are provided. 相似文献
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Mary Meeker 《Roeper Review》2013,35(4):39-41
The author provides some insight into the behavior of gifted children and suggests ways in which parents can provide a solid emotional foundation for their child's growth. 相似文献
97.
This article describes an interdisciplinary continuing education approach for health professionals in a rural remote area implemented by the Northern Educational Centre for Aging and Health (NECAH) at Lakehead University in Thunder Bay, Ontario, Canada. The article discusses issues of rural health care practice and the implications for practitioners’ educational needs. The key components involved in delivering interdisciplinary education and teamwork training are reviewed, followed by a discussion of the relevance of an interdisciplinary participatory approach for rural practitioners given their practice context and work style. Using NECAH's experience in planning and delivering a 5‐day interdisciplinary education program in palliative care as a case example, it is argued that simultanous attention to these issues in the design and delivery of continuing professional education for rural professionals contributes to a relevant educational experience in the short‐term and an increased interdisciplinary collaboration in the long‐term. The article suggests that NECAH's interdisciplinary participatory approach is a significant model for the continuing education of health professionals in rural remote areas. 相似文献
98.
Mary James 《Curriculum Journal》2013,24(3):343-364
The year 2000 marks the end of compulsory education for the first cohort of students to experience the National Curriculum throughout their school careers. This article describes their experience of assessment and compares it with the testing regime that those children who start school in 2000 are likely to experience. Changes in policy from the early Task Group on Assessment and Testing proposals are analysed, especially the increasing priority given to the use of assessment for monitoring and evaluating the performance of teachers, schools and local education authorities. This shift is interpreted in terms of underlying assumptions about effective strategies for change. While Conservative and Labour governments have pursued somewhat different goals, they have used a similar change strategy. This explains why the general thrust of policy has continued in a broadly similar direction - towards ever more testing in schools and the use of results as performance indicators. It is argued, however, that this strategy cannot be pursued indefinitely. After a point, further improvements will only be made if teachers are helped to work ‘smarter’, not just harder. Policy-makers need, therefore, to look again at the contribution that formative assessment - or assessment for learning as part of pedagogy - can make to lifelong learning, in a more coherent, balanced and ‘educational’ system. 相似文献
99.
Doug Marston Mary Pickart Amy Reschly David Heistad Paul Muyskens Gerald Tindal 《Exceptionality》2013,21(2):97-117
The importance of early literacy instruction and its role in later reading proficiency is well established; however, measures and procedures to screen and monitor proficiency in the area of early literacy are less well researched. The purpose of this study was to (a) examine the technical adequacy and validity of early curriculum-based literacy measures, Letter–Sound Correspondence, Onset Phoneme Identification, and Phoneme Segmentation, developed for use within the problem-solving model in the Minneapolis Public Schools and (b) describe the district-wide implementation of these measures. In general, these measures were found to have adequate reliability and validity, have moderate to moderately high correlations with criterion measures (oral reading, report cards), and be sensitive to growth across the school year. A case study of how these measures are used for screening and progress monitoring to improve reading achievement within 1 school is included. Limitations and future directions are also presented. 相似文献
100.
In two experiments, participants made inferences from weather maps, before and after they received instruction about relevant meteorological principles. Different versions of the maps showed either task-relevant information alone, or both task-relevant and task-irrelevant information. Participants improved on the inference task after instruction, indicating that they could apply newly acquired declarative knowledge to make inferences from graphics. In Experiment 1, participants spent more time viewing task-relevant information and less time viewing task-irrelevant information after instruction, and in Experiment 2, the presence of task-irrelevant information impaired performance. These results show that domain knowledge can affect information selection and encoding from complex graphics as well as processes of interpreting and making inferences from the encoded information. They also provide validation of one principle for the design of effective graphical displays, namely that graphics should not display more information than is required for the task at hand. 相似文献