Assessment of severe emotional impairment: Practices and problems

The basic purpose of this study was to determine: (a) how school psychologists operationally define severe emotional disturbance as outlined in PL 94–142 (SED), and (b) the extent to which assessment procedures are in compliance with PL 94–142. A total of 83 school psychologists from two north central states participated in the study. Results indicated that a typical battery for assessing SED consisted of the WISC-R, WRAT, Bender-Gestalt, an incomplete sentences test, a behavior-rating scale, classroom observation, and informal interviews. A high correlation was found between the frequency with which psychologists use a type of data and the importance ascribed to that data source. Psychologists generally relied on only one or two criteria when considering severity of emotional disturbance. Special education placement often was contingent upon program availability. Implications for training and practice were presented.     

Comparison of two teaching strategies in computer-assisted instruction

Three experiments were run using the SCHOLAR CAI system to teach geography to high-school students. The experiments compared a method of teaching derived from analysis of human tutors (Tutorial Mode) vs a method derived from programmed instruction (Block-Test Mode). In the three experiments, Block-Test Mode was systematically converged toward Tutorial Mode in order to pinpoint what aspects of teaching strategy affected student's learning. Tutorial Mode was significantly more effective in the first two experiments, and nonsignificantly in the third. The results indicated that the major factor affecting student's learning was the strategy that tutors use of reviewing the material in greater depth on a second pass. The advantage of CAI for purposes of implementing and evaluating different teaching strategies was discussed.     

Supporting Scientific Conceptual Consciousness or Learning in ‘a Roundabout Way’ in Play‐based Contexts

Little change has been noted over 10 years of research into teacher knowledge and confidence to teach science in the early and primary years of schooling. There is a significant body of research demonstrating that early childhood and primary teachers lack confidence and competence in teaching science. However, much of this research blames the victim, and offers little analysis for the systemic reasons for teachers’ confidence and competence in science education other than a lack of science knowledge. This paper reports on a study that examined teacher philosophy and pedagogical practices within the context of an analysis of children’s concept formation within playful early childhood settings. Through teacher interviews, video recordings of science play, and photographic documentation of children’s science activities in one rural preschool, it was noted that teacher philosophy about how young children learn is a significant contributing factor to learning in science. It is argued that teacher philosophy makes more of a difference to children’s scientific learning than does teacher confidence to teach science or knowledge of science. The study also shows that without a mediational scientific framework for using materials in play‐based contexts, children will generate their own imaginary, often non‐scientific, narratives for making sense of the materials provided.