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51.
Historical synopses of special education litigation in the USA often reflect traditional perspectives. Because these traditional perspectives are commonly referenced by legislators and judges when new legislation is crafted and judicial decisions are handed down, a reliance on these traditional historical synopses may perpetuate a status quo – which may or may not advance the interests of students with disabilities. We argue that some special education legal cases are decided upon and written from traditional perspectives. This allegiance to traditional perspectives may lead to intentional or unintentional discrimination against children with disabilities. This paper examines the seminal special education case, Hendrick Hudson Central School District v. Rowley, to determine the extent to which those traditional perspectives continue to infiltrate all special education cases 25 years later. 相似文献
52.
Elise Newman 《English in Education》2005,39(1):32-42
This article explores some of the issues raised by the perennial ‘Boys and English’ debate. It questions whether stereotypically masculine or ‘laddish’ behaviour and the apparent ‘feminisation’ of English hinders the achievements within the subject of all boys. A study of a selective independent boys' school reveals that social context greatly influences how boys relate to the subject, suggesting that it is unhelpful to make generalisations about ‘boys’ and English. The analysis frames the fieldwork with reference to media debate, Ofsted reports, and the literature on gender and English. 相似文献
53.
Jude Collins Elise Seip T⊘nnessen Ann Marie Barry Helen Yeates 《Educational Media International》2013,50(4):254-260
Abstract To what extent are children influenced by television and, in particular, by advertising? The study discussed in this article was conducted in four countries with, in some cases, surprising results. Parents think that television influences their children, but children too have views on how adults are affected. 相似文献
54.
Recent studies have shown that children with mathematics difficulties (MD) have weaknesses in multiple areas of mathematics. Andersson, for example, recently found that children with MD perform significantly worse than other children on clock reading tasks. The present study builds on this recent finding and aims at a more profound understanding of the difficulties that children with MD experience with telling time. Therefore, clock reading abilities of 154 children with MD were compared to the abilities of 571 average achieving children, and a qualitative error analysis was performed. The results of this study confirm the earlier findings of Andersson that children with MD perform worse on clock reading than average achieving children and also show that children with MD especially struggle with the combination of procedural and retrieval strategies that are needed to read complex 5-min and 1-min clock times. Children with MD make more errors, which reflects immature counting strategies and deficits in memory retrieval. This finding is in line with Geary's theory of subtypes in MD, which argues that children with MD have problems with mathematical procedures and semantic memory retrieval. 相似文献
56.
In 2007, two years after Hurricane Katrina, several education and child advocacy groups began discussing the depleted conditions of the New Orleans public school district. These groups came together to discuss how to create a sustainable education reform movement post Katrina. New Orleans-based community groups and outside university researchers joined together to implement a multi-year participatory action research project to engage historically marginalized, black communities in a dialog about quality public education. We found that, in order to create a collective vision for what quality public education looks like for black children, the New Orleans community needs to resolve perceived challenges with inequitable access to quality public schools, with who has a say in governing these schools, with inconsistent quality of teachers, with inequitable distribution of resources, and with strategies for serving challenging students. The results of this pilot participatory action research project led to a sustained community engagement campaign addressing these issues. 相似文献
57.
Patricia A. Hershfeldt Karen Pell Richard Sechrest Elise T. Pas Catherine P. Bradshaw 《Journal of educational and psychological consultation》2013,23(4):280-299
There is growing interest in coaching as a means of promoting professional development and the use of evidence-based practices in schools. This article describes the PBISplus coaching model used to provide technical assistance for classroom- and school-wide behavior management to elementary schools over the course of 3 years. This Tier 2 coaching model was implemented within the context of school-wide Positive Behavioral Interventions and Supports (PBIS) and tested in a 42-school, randomized controlled trial. We summarize some of the lessons learned by coaches regarding their efforts to gain access to the administrators, teachers, and student support staff in order to effect change and improve student outcomes. We conclude with a discussion of ways to successfully collaborate with teachers to promote effective classroom- and school-wide behavior management. 相似文献
58.
Sietske van Viersen Elise H. de Bree Peter F. de Jong 《Scientific Studies of Reading》2013,17(6):461-477
ABSTRACTTwo explanations for resolving dyslexia were investigated, one assuming resolving underlying deficits and another assuming compensatory mechanisms based on cognitive strengths. Thirty-six Dutch gifted secondary-school students with either persistent (n = 18) or resolving (n = 18) dyslexia participated. Groups, matched on IQ, were assessed on dyslexia- and intelligence-related cognitive risk and protective factors. Findings for the risk factors showed support for both the resolving-deficit and compensatory-mechanism theories: Resolving and persistent groups were comparable on phoneme deletion and nonalphanumeric rapid automatized naming, but resolvers outperformed students with persistent dyslexia on spoonerisms and alphanumeric rapid automatized naming. For the protective factors, resolvers consistently showed more pronounced cognitive strengths in verbal areas relevant for literacy development, which is in line with the compensatory-mechanism theory. We conclude that, besides underlying deficits resolving to some extent, compensation is a plausible explanation for resolving literacy difficulties in gifted students. 相似文献
59.
CURRICULUM SEQUENCING AND THE ACQUISITION OF CLOCK-READING SKILLS AMONG CHINESE AND FLEMISH CHILDREN
Elise Burny Martin Valcke Annemie Desoete Johannes E. Hans Van Luit 《International Journal of Science and Mathematics Education》2013,11(3):761-785
The present study addresses the impact of the curriculum on primary school children’s acquisition of clock-reading knowledge from analog and digital clocks. Focusing on Chinese and Flemish children’s clock-reading knowledge, the study is about whether the differences in sequencing of learning and instruction opportunities—as defined by the curriculum—result in differences in accuracy and development of clock-reading knowledge. By means of (1) an in-depth qualitative analysis of the Chinese and Flemish mathematics curriculum standards and textbooks and (2) a quantitative analysis of 11,743 students’ accuracy in reading the time, the current study mirrors the differential impact of alternative curriculum designs for primary education. The results of the analyses reveal that Chinese children acquire clock-reading knowledge—for analog and digital clocks—2 years earlier than their Flemish peers, due to a 2-year earlier exposure. Discussing these results, it is argued that the Flemish curriculum tends to underestimate what children are capable of and that clock-reading within the Flemish primary mathematics curriculum builds on dated assumptions and research results. Building on these outcomes, it is argued that curriculum development should be the result of collaborative inquiry involving policy makers, researchers, and teachers. 相似文献
60.
Macaruso Paul Wilkes Shani Prescott Jen Elise 《Educational technology research and development : ETR & D》2020,68(6):2839-2852
Educational technology research and development - Research is needed to address the possible benefits of blended learning as a form of reading instruction in elementary schools. Blended learning... 相似文献