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151.
This exploratory study investigates perceived levels of family stress for military families who have a young child with a disability. Two primary areas of study were the sources and levels of stress, and the benefits of resources designed to help families cope. Results of the study indicate an increased level of stress for families when the demands of military life were coupled with the demands of caring for a young child with a disability. Events such as separation from family members, relocation, deployment, and personal safety and health issues emerged as concerns of the military personnel. The importance of coordinating services for these families is discussed. 相似文献
152.
The Influence of Guided Inquiry and Explicit Instruction on K–6 Teachers’ Views of Nature of Science
Valarie L. Akerson Deborah L. Hanson Theresa A. Cullen 《Journal of Science Teacher Education》2007,18(5):751-772
This study assessed the influence of guided inquiry and explicit reflective instruction on K-6 teachers’ views of nature of
science (NOS). Using the Views of Nature of Science Elementary School Version 2 (VNOS-D2), and associated interviews we tracked
the changes in NOS views of teacher participants prior to and following a summer professional development program. The teachers
participated in guided inquiry to improve physics knowledge, and explicit-reflective NOS activities to improve their views
of NOS. Videotaped records of the workshop ensured that explicit reflective NOS instruction took place in conjunction with
physics inquiry instruction. Analysis indicated that teachers improved their NOS views by the conclusion of the institute
Implications for providing professional development combining inquiry and NOS instruction are made. 相似文献
153.
Theresa Catalano 《Journal of Latinos & Education》2017,16(2):124-142
Since June, 2014 when the U.S. government began to document an increase in unaccompanied/separated children arriving in the United States from Central America, these children have become a frequent topic in media discourse. Because rhetoric about immigration issues have been shown to affect schooling of these children, the present article aims to examine how these children are represented in the discourse of one community. Findings from this critical multimodal discourse analysis reveal multiple strategies of representation that result in the dominant metaphor of IMMIGRANT CHILDREN ARE DANGEROUS WATER and negative perceptions that have implications for the education of these students. 相似文献
154.
Mary L. Swift Theresa Julia Zielinski 《Journal of Science Education and Technology》1995,4(2):171-179
During the on-line conference, Applications of Technology in Teaching Chemistry, June 14-August 20, 1993, the topic What Chemists (or Chemistry Students) Need to Know About Computing generated considerable discussion. In this paper some of the key points of the discussion are collected and integrated with information from the literature. The key points developed here include: the computer as a tool for learning study, research, and communication; hardware, software, computing concepts and other teaching concerns; and the appropriate place for chemistry computer usage instruction. Some suggestions for access, implementation, and extent of implementation of useful skills for the chemist and chemistry student are given in the paper. The papers, graphics, discussion streams, and related materials from the on-line conference have been archived. Information on retrieving these documents and the documents themselves can be obtained through anonymous ftp: inform.umd.edu, Path: /Educational Resources/Faculty Resources and Support/Chemistry Conference (CHEMCONF). 相似文献
155.
This study was undertaken to determine the suitability of the California Abbreviated WISC—Form 1 (CAW-1) for use with WISC-R subtests. Subjects were drawn from the files of previously evaluated students from two southern mountain communities. Examination of WISC records within the age and IQ ranges of the CAW-1 (CA 8-0 to 13-6, IQ 50 to 80) indicated that our sample was not significantly different from the CAW-1 noim group (N = 148, r = .85 between CAW-1 & WISC Full Scale IQ). WISC-R recods (N = 178) for the same ranges were examined and were found to be more highly predictive of Full Scale IQs (r = .91, FSIQ = .98 CAWIQ + 2.2). Extensions of the age range from 6-0 to 16-11 and of the IQ range from 40 to 100 were attempted. Final results (N = 284) indicated the CAW-1 could be used with the WISC-R over the full age range and for IQs ⩽ 100 with minor alteration (r = .96, FSIQ = 1.09 CAWIQ - 5.4). The second sample served for cross validation of these results. Using the alteration, results were consistent with original findings (N = 202, r = .93, FSIQ = .98 CAWIQ + 2.2). It was concluded that the CAW-1 was suitable for use with WISC-R subtests with minor alterations. 相似文献
156.
Theresa S. Chang 《Psychology in the schools》1976,13(1):111-113
One hundred ninety-eight pupils from fourth, fifth, and sixth grades were studied to determine the relationship between children's self-concept, academic achievement, and teacher's rating of children's self-concept. The differences between grade levels, sex, and ethnic group membership were tested by analysis of variance. Significant correlations were found between child's self-concept and teacher's rating of child's self-concept, and between teacher's rating of child's self-concept and child's academic achievement. Significant ethnic group differences were found in self-concept, academic achievement, and teacher's rating of self-concept in this study, with interethnic groups showing the higher scores. 相似文献
157.
Theresa Van Lith Lorelei Voronin 《International journal for the advancement of counseling》2016,38(3):177-193
Practicum experience in counseling and therapy training can be an anxiety-inducing time as students begin to apply their acquired theoretical knowledge. On-site supervisors closely monitor students’ development by making use of example-based involvements to provide valuable insights and learning opportunities. This paper examines the findings from a pragmatic inquiry, where seven on-site supervisors were interviewed about their experiences supervising counseling and art therapy practicum students. By using qualitative analysis, the authors were able to elicit themes that demonstrated important qualities for all counseling and therapy students during this learning stage, as well as for art therapy students in particular. 相似文献
158.
Yujeong Park Mary Theresa Kiely Mary T. Brownell Amber Benedict 《Learning disabilities research & practice》2019,34(2):85-96
The purpose of this study was to explore the relationships among (1) special education teachers’ knowledge for teaching reading fluency, (2) the specific instructional practices they used in fluency instruction, and (3) gains of students with specific learning disabilities (SLD) on a performance measure of oral reading fluency (ORF). Analyses based on multilevel linear modeling and analysis of covariance indicated that for 42 special education teachers teaching third, fourth, and fifth graders with SLD in intensive reading groups, teachers’ knowledge for teaching reading fluency predicted student gains on ORF measures, but did not predict their instructional practice. Furthermore, teacher practice did not predict student gains on ORF. Practical implications and future research are discussed. 相似文献
159.
Theresa Gooda 《English in Education》2016,50(3):209-209
This paper describes some of the key principles and practices of Teachers as Writers groups in the UK. It draws on participants' own accounts of the personal and pedagogic benefits of these voluntary teacher‐led activities. It also presents a case‐study of a teacher who used her experience of the process of writing in such a group to support students who were writing analytically about poetry in an A level (senior secondary) literature course. 相似文献
160.
Theresa Van Lith Lindsay Bullock Iryna Horbal Alexander Lvov 《International journal for the advancement of counseling》2017,39(3):282-294
A particular political and social mindset toward mental health support has impacted how and why people seek counseling and therapy in Ukraine. Although a relatively small and developing field, art therapy is beginning to provide a means for assisting cultural and identity development for young adult Ukrainians during a time of civil and political unrest. Cross culturally, art therapy has been found to assist young people in developing a healthy self-concept by providing them with a realistic and less defensive view of themselves and their environment. This paper evaluates the development of art therapy in Ukraine, and examines the practice of art therapy with undergraduate Ukrainian students. First, it details findings from a questionnaire with university students to determine their perception of art therapy. Analysis of these findings resulted in identifying their level of satisfaction toward art therapy, and common reasons why art therapy was sought. Second, the article provides a brief vignette to demonstrate how art therapy was used with undergraduate university students to assist with processing negative memories associated with living under the Soviet era. Finally, the article concludes with a discussion about how to tailor art therapy so that instead of being perceived as a cure it promotes self-care, thereby helping overcome the stigma associated with seeking therapeutic services. 相似文献