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133.
Dr. Phyllis K. Mayfield Katherine M. McCormick Martha J. Cook 《Early Childhood Education Journal》1996,23(4):231-233
Adaptations must be made in order to maximize the learning potential of children with visual impairments to compensate for
learning which occurs through visual observation. As the impetus for integration in national and state legislation accelerates,
more young children with visual impairments are being educated in community settings with nondisabled peers. The purpose of
this article is to provide the child-care and preschool teacher with information that may facilitate the development of children
with visual impairments with integrated or inclusive settings. 相似文献
134.
Hand in Hand is an early childhood program for at-risk preschoolers. It is designed to furnish the children with the tools they need to lessen their risk for failure on entry to kindergarten. Circumstances under which the students live include violence, abandonment, homelessness, starvation, and abuse. This article discusses the program and the 7 principles on which it is based. 相似文献
135.
This article is an extension of work reported earlier in this journal (Weaver 1978). In that paper, we echoed the commonly suggested need for examining reading difficulties in relation to higher-order language processes and offered a schema-theoretical framework for guiding such an examination. In this article we report the findings and implications of an empirical investigation into the characteristics of story recall abilities in students with dyslexia or severe reading disabilities. 相似文献
136.
Walter H. Gmelch Phyllis Kay Wilke Nicholas P. Lovrich Jr. 《Research in higher education》1986,24(3):266-286
Previous studies on the role of the professor reflect the existence of a multifaceted complex of strains on faculty. This research study investigated identifiable patterns of faculty stress. From a sample of 80 doctorate-granting institutions, 1,920 professors were selected and stratified by academic rank and Biglan's academic discipline model. The response rate was 75.28%. The multidimensionality of the 45-item Faculty Stress Index, investigated through factor analysis, resulted in five distinct dimensions of perceived stress: reward and recognition (55% common variance); time constraints (12% common variance); departmental influence (7% common variance); professional identity (6% common variance); and student interaction (6% common variance). Each factor was also analyzed according to professional and personal characteristics, and the analysis resulted in significant differences in the areas of tenure, rank, age, gender, and marital status. No differential pattern was discovered among disciplinary categories. 相似文献
137.
What teaching practices foster inquiry and promote students to learn challenging subject matter in urban schools? Inquiry‐based instruction and successful inquiry learning and teaching in project‐based science (PBS) were described in previous studies (Brown & Campione, 1990 ; Crawford, 1999 ; Krajcik, Blumenfeld, Marx, Bass, & Fredricks, 1998 ; Krajcik, Blumenfeld, Marx, & Solloway, 1994 ; Minstrell & van Zee, 2000 ). In this article, we describe the characteristics of inquiry teaching practices that promote student learning in urban schools. Teaching is a major factor that affects both achievement of and attitude of students toward science (Tamir, 1998 ). Our involvement in reform in a large urban district includes the development of suitable learning materials and providing continuous and practiced‐based professional development (Fishman & Davis, in press; van Es, Reiser, Matese, & Gomez, 2002 ). Urban schools face particular challenges when enacting inquiry‐based teaching practices like those espoused in PBS. In this article, we describe two case studies of urban teachers whose students achieved high gains on pre‐ and posttests and who demonstrated a great deal of preparedness and commitment to their students. Teachers' attempts to help their students to perform well are described and analyzed. The teachers we discuss work in a school district that strives to bring about reform in mathematics and science through systemic reform. The Center for Learning Technologies in Urban Schools (LeTUS) collaborates with the Detroit Public Schools to bring about reform in middle‐school science. Through this collaboration, diverse populations of urban‐school students learn science through inquiry‐oriented projects and the use of various educational learning technologies. For inquiry‐based science to succeed in urban schools, teachers must play an important role in enacting the curriculum while addressing the unique needs of students. The aim of this article is to describe patterns of good science teaching in urban school. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 722–745, 2006 相似文献
138.
Phyllis A. Weaver Ph.D. 《Annals of dyslexia》1978,28(1):92-113
Evidence suggesting that dyslexia is a multifaceted syndrome is beginning to accumulate. Furthermore, a reexamination of some
literature suggests that in addition to having word recognition problems, some dyslexics may also have problems understanding
language. Whereas there is a rather extensive literature on word recognition, and even on word understanding, few studies
have examined the problems dyslexics may have in understanding and remembering connected discourse. This paper explores issues
related to certain possible problems of comprehension and recall among dyslexics and proposes a new direction for research
through the application of schema theory.
A version of this paper was presented at the meeting of the New England Branch of the Orton Society, Boston, May 1978. Preparation
of this paper was supported in part by a grant from Harvard University with funds supplied by the Spencer Foundation. The
opinions expressed do not necessarily reflect the position or policy of Harvard or the Spencer Foundation, and no official
endorsement should be inferred. 相似文献
139.
140.
Lori R. Kogan Karen Schaefer Phyllis Erdman 《Journal of College Student Psychotherapy》2016,30(4):268-283
Increasing numbers of students are requesting accommodations for emotional support animals (ESAs) in higher education settings. Since the legislation pertaining to this type of service animal differs from the laws governing disability service animals, colleges and universities are faced with developing new policies and guidelines. A sample of 248 University Counseling Centers (UCCs) completed a survey about student requests for ESA letters of support from their counselor. The UCCs were also asked if they issue official disability diagnoses for clients. Responses showed that UCCs are not yet being asked to write many letters of support for ESAs—56.9% almost never do it, and 31.05% do it only several times per year. And, only 47.18% of UCCs write official diagnosis letters in support of disability accommodations. Yet, most UCCs are aware of the need for official policies in this arena. This article provides general recommendations for establishing university policies. 相似文献