Individualizing schedules of instruction for school children with learning and behavior problems

Current emphasis on developing individual educational plans for children presents a problem of matching one child's educational plan with that of other children and then grouping several such children together for instruction, such that the individual qualities of each child's program are still maintained. Teacher and child variables in a noncategorical program for early childhood education of retarded, autistic, seriously disturbed, learning disabled, and aphasic children were used to generate monthly computerized schedules of instruction for 12–16 children each month. Schedules were generated over an eight-month period, and the last month's weekly schedule was presented for purposes of illustration and discussion. Advantages and feasibility of such a system were discussed.     

Classroom behaviors associated with difficulties in visual-motor perception

The relationship between visual-motor perception as measured by Koppitz errors on the Bender and classroom behavior as indicated by teacher ratings on the Devereux was investigated for a sample comprised of 76 first-grade children from a suburban school. Most of these children came from upper middle class homes and were within the bright normal range of intelligence. Analysis of the regression of Koppitz errors on Devereux ratings indicated that three types of classroom behavior tend to be associated with poor visual-motor perception: (a) children with problems in this area seem to encounter difficulty understanding what is going on around them in the classroom; (b) these children appear to rush through their work without much concern for quality, and (c) they do not seem to show overt disrespect or resistance toward their teacher, school, or school work.     

Road maps to results

In this article, the author examines three related domains of performance––financial, operational, and human––and shows how diagrams of the structure of these domains can serve as road maps to results. Several examples are provided, along with diagrams of the structure of the related domains. Such road maps help establish linkages between and among the three domains, making it possible to demonstrate the financial impact of interventions in the operational and human domains.     

A model for studying gaps in education: a Swaziland case study in the learning of science

Frequently voiced complaints about gaps between different stages of education systems are seldom thoroughly explored and explained. This paper develops a model to provide a holistic analysis of educational gaps. It does so by first differentiating two aspects of a gap — a momentary and longitudinal aspect and then examining data about the system at both the macro and micro level. A Swazi case study on a perceived gap between the junior and senior secondary stage is used to illustrate the use of the model. The model proved useful in identifying aspects of the gap needing bridging, e.g. progression in teaching and assessing for higher levels, and dispelling myths about disparities that did not exist, e.g. lack of articulation in the content of the syllabus between the two stages.     

Employment Reference Response Strategies in K–12 Schools: Harmonizing Policies and Practices with Ethical Standards and Professional Responsibilities

This article describes Teacher Work Sample Methodology (TWSM) as one piece of an in-place accountability system for the initial preparation and licensure of teachers that includes evidence of student learning. The underlying tenets of both the methodology specifically and the notion of accountability systems generally are explored from the perspective of using evidence of student learning. This discussion includes the argument that teacher do indeed influence student learning and thus can ethically be part of an accountability system. However, the author also argues that the teaching and learning context is important and must be taken into account within such systems. The author also describes why, especially at the preservice level, the notion of accountability is part of a broader “social contract.” Finally, the author argues that the aim of any accountability system should be to develop personal, professional responsibility rather than to develop an external hammer for performance. A summary of the differences TWSM has made at the individual teacher level and within the institution, the state, and the nation generally is presented. The author concludes that the intended impact of the system—to develop personal, professional responsibility—has been largely achieved.     

Keeping Up Appearances before the “Other”? Interculturality and Occidentalism in the Educational TV-Program “Happy Chinese”

“Happy Chinese” or kuaile hanyu is an educational melodrama produced by the Chinese TV channel CCTV in 2009. Aiming to improve foreign learners’ Chinese language skills, the plot revolves around Susan, an American, staying with her former Chinese classmate’s family. “Happy Chinese” proposes both language and cultural learning. In this paper, the authors are examining the first seven episodes marking Susan’s arrival in China for the Spring Festival. Basing the study on a postmodern and critical approach to the “intercultural,” as well as on a critical view towards Orientalism and Occidentalism, the authors are interested in how the programme constructs the arrival of the American and the way she is perceived and represented by the “locals.” The authors are also looking into what the Chinese family teaches Susan about being Chinese and, at the same time, the tensions that a certain tendency to “keep up appearances” and appear “real Chinese” before her trigger in the family, across generation and gender. The research tools used to analyze the data are derived from discursive pragmatics.