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271.
Tracy Packiam Alloway Susan Elizabeth Gathercole Hannah Kirkwood Julian Elliott 《Child development》2009,80(2):606-621
This study explored the cognitive and behavioral profiles of children with working memory impairments. In an initial screening of 3,189 five- to eleven-year-olds, 308 were identified as having very low working memory scores. Cognitive skills (IQ, vocabulary, reading, and math), classroom behavior, and self-esteem were assessed. The majority of the children struggled in the learning measures and verbal ability. They also obtained atypically high ratings of cognitive problems/inattentive symptoms and were judged to have short attention spans, high levels of distractibility, problems in monitoring the quality of their work, and difficulties in generating new solutions to problems. These data provide rich new information on the cognitive and behavioral profiles that characterize children with low working memory. 相似文献
272.
Tracy Gershwin Mueller Anna Moriarity Vick 《Journal of educational and psychological consultation》2013,23(2):99-127
ABSTRACTDecades of research identify the need to improve the individualized education program (IEP) meeting process. The purpose of this study was to explore the experiences of parents, advocates, educators, and facilitators who have utilized an emerging alternative IEP procedure known as a facilitated IEP (FIEP) meeting. This new process is used as an alternative dispute resolution practice in special education. FIEP meetings use a collaborative approach to encourage family and professionals to develop a meaningful educational program designed to best address student needs. Using qualitative interview methodology, 32 participants described their experiences with IEP and FIEP meetings. Data analysis identified the FIEP as a promising collaborative practice that can be used to restructure IEP meetings with the intent to prevent and resolve conflict through encouraging active parent participation through consensus building and maintaining focus on the student. Implications for practice and future research are presented and discussed. 相似文献
273.
Kristin M. Perrone Stephen L. Wright Tracy M. Ksiazak Amy L. Crane Aarika Vannatter 《Roeper Review》2013,35(2):127-139
The purpose of this study was to learn about gifted adults' experiences in advanced classes and attitudes about advanced classes or gifted programs for their children. Participants were 88 adults (33 men and 55 women) who have been participating in a longitudinal study of academically talented individuals since their high-school graduation in 1988. Participants responded to open-ended questions via mailed surveys. Eighty-five percent of participants described their academic experiences in advanced classes as positive, whereas slightly fewer participants (59%) described their interpersonal experiences in advanced classes as positive. Seventy-five percent of participants with children described signs of giftedness in their children, and 88% of participants indicated that they would support advanced placement for their children if it were recommended by the school. Implications of the findings were discussed and directions for future research were provided. 相似文献
274.
Presidents of professional education associations and parent organizations were surveyed in Mississippi to determine the perceived interests and needs of their members in relation to gifted education. All of the respondents reported interest in gifted education workshops at future state conferences. A mean priority of 3.9 on a scale of 1 to 6 was given to gifted education by the presidents of the surveyed associations. Strategies for working with organizations and associations interested in gaining information on the gifted are discussed. 相似文献
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Tracy J. Posnanski 《Journal of Science Teacher Education》2010,21(5):589-621
Establishing literacy in science is often linked to building knowledge about the Nature of Science (NOS). This paper describes
and evaluates an inservice program designed to build elementary teachers’ understanding of NOS and an awareness of how NOS
impacts science classroom instruction. Data sources consisted of surveys, action research plan documentation and classroom
observations. Program participants tended to demonstrate some gains in understanding more about NOS and they linked positive
experiences in the program to the explicit and activity-based NOS instruction provided. Yet, participation in the professional
development project might not have been equally beneficial for all teachers. The understanding of NOS may have been restricted
to certain NOS aspects, and the demonstration of the participants’ understanding of NOS may have been short-lived with a somewhat
limited impact on sustainable, long-term NOS-based classroom instruction. Implications for designing NOS related professional
development programs and suggestions for improvements to further develop teacher understanding of NOS are discussed. 相似文献
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