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71.
This study surveyed a national sample of school psychologists with respect to the identification of reading disabilities (RD). It covers school psychologists' opinions regarding perceived benefits of the use of cognitive assessment in RD identification, both within and outside of an IQ–achievement discrepancy model. The survey also solicited opinions about the nature of RD, particularly conceptions of general slow learners (and readers) versus those evidencing a discrepancy. Results related to school psychologists' concerns about job security, should IQ testing be reduced, are presented. Furthermore, the perceived benefits of a Response to Intervention (RTI) model, how school psychologists see themselves contributing to an RTI effort, as well as possible hurdles to RTI implementation are covered. Measurement of these perceptions may be beneficial in informing current and future service delivery models for RD identification as well as possible training needs of currently practicing school psychologists. Finally, the current work represents an effort to measure assessment acceptability for RD identification techniques. © 2010 Wiley Periodicals, Inc. 相似文献
72.
Social informatics research offers insights into the relationship between information technologies and social contexts. However, the material roles of information technologies, and their interplay with the agentic work of social actors, have not been addressed. Drawing on a field study of 37 mobile knowledge workers, we examine the dual material roles (enabling and constraining) played by information technologies in their work practices. We also investigate how these workers exert agency by fashioning multiple information technologies into a functioning digital assemblage. Although information technologies provide consequential affordances that enable mobilization of work across spaces and times, they simultaneously present design-driven, local, organizational, and temporal technological constraints that require mobile knowledge workers to engage in “configuration work” to make information technologies function effectively. Building on a sociomaterial perspective, we further discuss the interplay of information technologies and work practices enacted by mobile knowledge workers, in which both human and technological agency are materialized. 相似文献
73.
Lauren F. Lichty Emily A. Parks Amy Nelson 《American journal of sexuality education》2018,13(2):232-244
Photovoice, a participatory action research method, supports deep, personal reflection through the use of photography, personal narrative development, and group discussion. This lesson plan describes the use of Photovoice as a pedagogical tool in an undergraduate human sexuality course. The goal of this activity is to encourage students to 1) think beyond the texts presented in class, 2) make critical connections to their own lived experience and community context, and 3) deepen reflection through sharing and discussing with others. The lesson plan describes the process of bringing Photovoice into the classroom as well as student insights on the activity. 相似文献
74.
Richard C. Nelson Chauncey A. Morehouse 《Research quarterly for exercise and sport》2013,84(3):441-445
Abstract The purpose of this study was to determine if differences in mental imagery exist among groups of university women varying in experience, interests, and abilities in motor skills. Subjects for this study were 77 women, all of whom were associated with the Pennsylvania State University. Included were 14 physical education faculty members, 18 senior physical education majors, 19 freshman physical education majors, and 26 freshman nonmajors. Mental imagery was measured with three imagery tests developed specifically for this study. Test data were analyzed and treated statistically using analysis of variance and Duncan's new multiple-range test. The four groups did not differ significantly in their ability to recognize previously presented geometric forms or previously presented motor acts. The three major groups were significantly superior in remembering details of motor demonstrations when compared to the least experienced. 相似文献
75.
Janet A. Wessel Richard Nelson Eva Lou Dillon 《Research quarterly for exercise and sport》2013,84(3):523-533
Abstract Frequency distributions of the records of a random selection of 200 college women in a nonmajor required program on anthropometric and physical performance measures commonly employed in physical education were compared with best-fitting normal curves for the same data. A table of random numbers was used to secure the sample. A percentile table for the various measurements was constructed. It was concluded that various measurements commonly employed by physical educators give a non-normal distribution. Hence, the obtained distribution as found on various measurements in this study does not warrant treating these data as normal. 相似文献
76.
Lee Nelson Christopher J. Cushion Paul Potrac Ryan Groom 《Sport, Education and Society》2013,18(5):513-531
Discussions about ‘athlete-centered’ coaching and ‘coach-centered’ coach education have started to gain increasing popularity in the field of coaching science. While it has been suggested that these ‘learner-centered’ approaches arguably align with the theoretical ideals of humanistic psychology, an in-depth examination of the implications of this learning orientation to sports coaching remains elusive. Rather, discussions have tended to be detached from theory, focusing instead on practices and methods. In light of this development, the present paper provides a detailed and critical overview of one of the leading humanistic thinkers' work, namely Carl Rogers, in order to consider what implications his theorising about ‘person-centered’ learning could have for the development of athletes and coaches. In doing so, we hope that this article will serve to advance understanding and theoretically underpin what have tended to be largely a-theoretical and superficial discussions about ‘athlete-centered’ coaching and ‘coach-centered’ coach education. 相似文献
77.
This research investigated the effectiveness of a computerized study guide, in comparison to a notetaking condition, as a method to increase textbook comprehension among students with learning disabilities and remedial education pupils enrolled in a ninth-grade world geography class. Results indicated that the computerized study guide produced significantly higher performance than notetaking for both groups of students. There was no significant difference in the performance of the two groups within treatments. Several practical issues concerning the implementation of computerized study guides in secondary programs serving students with academic handicaps are discussed. 相似文献
78.
Tamara Holmlund Nelson 《Journal of Science Teacher Education》2008,19(3):235-254
Preservice teachers in a K–8 science methods course used guided video reflection to examine their interactions with children
during science teaching. This inquiry approach helped preservice teachers identify and respond to gaps between their beliefs
and intentions about teaching all children and their enactment of those beliefs. The experience of teaching a science lesson
and then viewing it multiple times through a critical framework provided an opportunity for preservice teachers to recognize
hidden assumptions, unexamined behaviors, and the unintentional meanings they may have conveyed to children. This encouraged
them to think more critically about their roles as teachers in creating spaces where all children have access to quality science
learning experiences.
相似文献
Tamara Holmlund NelsonEmail: |
79.
Adam R. Nelson 《History of education quarterly》2016,56(2):358-361
For this first History of Education Quarterly Policy Forum, we invited participants in the special Plenary Session at the 2015 Annual Meeting of the History of Education Society (HES) in St. Louis to publish their remarks on the historical significance of the Elementary and Secondary Education Act (ESEA) at fifty. Organized and introduced by HES vice‐president and program chair Adam R. Nelson, the session consisted of presentations by three expert panelists from the fields of History and African American Studies, American Law and Politics, and Political Science and Public Policy: Crystal Sanders of Penn State University, Doug Reed of Georgetown University, and Susan Moffitt of Brown University, respectively. What follows are the texts of Adam Nelson's introductory remarks—including his introduction of the three panelists—followed by the panelists' remarks. 相似文献
80.
Thirteen doctoral students, 7 Caucasians and 6 Hispanics, participated over 3 semesters of practicum/internship in a qualitative research project exploring the experience of becoming supervisors. A follow‐up study with 5 different doctoral students confirmed and refined findings 1½ years later. The research team of 2 female faculty members and 1 male research assistant (the authors) identified 6 themes emerging from individual and group interviews with supervisors‐in‐training regarding the process of becoming a supervisor: (a) learning, (b) supervisee growth, (c) individual uniqueness, (d) reflection, (e) connections, and (f) putting it all together. 相似文献