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31.
Forty-three regular classroom teachers were provided with four one-hour inservice sessions related to the field of learning disabilities. Pre- and posttest administrations of the Learning Disabilities Information Inventory were utilized to measure change resulting from these sessions. Twenty-four control subjects did not participate in these sessions but did complete the dependent measure. An analysis of covariance with pretest scores serving as the covariate indicated that the inservice treatment did result in improved performance on the dependent measure. Approximately 50% of the experimental subjects completed a follow-up questionnaire and most indicated that the sessions increased their knowledge of learning disabilities and provided them with techniques and materials useful in their classroom settings. It is concluded that such inservice sessions are a viable means of increasing classroom teachers' information concerning learning disabilities and the Learning Disabilities Information Inventory is sensitive to the effects of such inservice. 相似文献
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Indigenous knowledge and science revisited 总被引:3,自引:3,他引:0
This article provides a guided tour through three diverse cultural ways of understanding nature: an Indigenous way (with a
focus on Indigenous nations in North America), a neo-indigenous way (a concept proposed to recognize many Asian nations’ unique
ways of knowing nature; in this case, Japan), and a Euro-American scientific way. An exploration of these three ways of knowing
unfolds in a developmental way such that some key terms change to become more authentic terms that better represent each culture’s
collective, yet heterogeneous, worldview, metaphysics, epistemology, and values. For example, the three ways of understanding
nature are eventually described as Indigenous ways of living in nature, a Japanese way of knowing seigyo-shizen, and Eurocentric
sciences (plural). Characteristics of a postcolonial or anti-hegemonic discourse are suggested for science education, but
some inherent difficulties with this discourse are also noted.
相似文献
Masakata OgawaEmail: |
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Research on multiracial individuals is often cross-sectional, obscuring the fluid nature of multiracial self-categorization across time. Pathways of racial self-identification are developed from a nationally representative sample of adolescents aged 14-18, measured again 5 years later. A significant proportion of multiracial adolescents change racial self-identification across time. Youth who ever report being multiracial are 4 times as likely to switch self-identification as to report consistent multiracial identities. Across this time, more multiracial adolescents either add a racial category (diversify) or subtract one (consolidate) than maintain consistent multiracial self-categorization. Exploratory multinomial analyses show few differences between these pathways on select psychological and social characteristics. Results lend quantitative support to qualitative studies indicating the fluidity of racial self-categorization. 相似文献
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Journal of Science Teacher Education - 相似文献