(1996). Learning Disabilities: Lifelong Issues. This book contains papers on learning disabilities based on presentations made at the "Summit on Learning Disabilities: A National Responsibility," held in September 1994. The first section provides an overview and includes "The State of Research" (G. Reid Lyon). The second section focuses on education and includes: "Preventing Early Reading Failure" (Benita A. Blachman); "Public Policy: An Agenda for the Future" (Edwin W. Martin); "Strategies for Implementing Policies" (Barbara K. Keogh); "Head Start and Young Children with Learning Disabilities" (Helen Taylor); "Implementing Effective Instruction" (Louisa Cook Moats); "Academic Accommodations: A Personal View" (Shelley Mosley Stanzel); "Education Reform: A Child-Centered Perspective" (Waldemar Rojas); "A Developmental Pediatric Perspective on Neurologically Based Specific Learning Disabilities" (Pasquale J. Accardo); "A…
(2004). Proceedings of the NCTM Research Catalyst Conference. National Council of Teachers of Mathematics In 1999-2000, the National Council of Teachers of Mathematics (NCTM) Board of Directors established the Standards Impact Research Group (SIRG) in response to the continuing need for a clearer understanding of the role of standards in the improvement of mathematics education. SIRG has undertaken a number of activities in support of its objectives, culminating in the September 2003 Research Catalyst Conference. These proceedings document the discussions and outcomes of eight working groups, as well as the presentations made at three plenary sessions during the conference. Also included are the SIRG research briefs, produced as background documents and distributed to all participants in advance of the conference. This book begins with a foreword (Johnny W. Lott), Acknowledgments (Board of Directors of the National Council of Teachers of Mathematics), and Introduction: Studying the Role and Influence of Standards on K-12 Mathematics Education–The Standards Impact Research Group Catalyst… [Direct]
(2004). The Condition of Pre-K-12 Education in Arizona: 2004. Arizona Education Policy Initiative This paper is a collection of ten policy briefs examining various key elements of the state's public education system. The authors, contributors, and reviewers of the briefs are, for the most part, on the faculty of Arizona's three public universities: Arizona State University, Northern Arizona University, and the University of Arizona. Michael Kelley, of ASU West Campus, and Joseph Tobin, of ASU Tempe Campus, examine Early Childhood Education and Care (ECEC) in the state. They note that there is a large number of children on the state's childcare subsidy waiting list, and that there is a significant disparity in wages paid to ECEC practitioners. Beyond that, they note that data necessary to plan efforts to strengthen and expand ECEC are not available. They recommend a variety of strategies to collect the necessary information in key areas. Kate Mahoney, of ASU East Campus, and Marilyn Thompson and Jeff MacSwan, both of ASU Tempe Campus, assess how policies affecting English Language… [PDF]
(1987). Girls and Science and Technology. Proceedings and Contributions of the GASAT Conference (4th, Ann Arbor, Michigan, July 24-29, 1987). In 1979, North European researchers met informally to discuss issues regarding women in science. In addition to discovering that the issues raised crossed national boundaries and cultural differences, they found that numerous efforts were underway to address their concerns. What started as an informal meeting has evolved today into an international effort that enfolds a conference (GASAT-Girls and Science and Technology). The fourth GASAT conference hosted by the University of Michigan focused on the attraction, retention, and achievement of girls and women in scientific and technological courses and careers. Papers presented in "Contributions" volumes I through III are as follows: (1) "The Monopoly of Classroom Discussion by Boys as a Misleading Measure of Superiority in Science"; (2) "Analogies Promote Learning in Science"; (3) "Teachers' Differential Treatment of Girls in Technological Education–A Celebration of Diversity?; (4) "Are the…
(2003). Cross-Talk in Comp Theory: A Reader. Second Edition, Revised and Updated. This revised and updated resource contains a total of 43 essays that serve to initiate graduate students and more experienced teachers into the theories that inform composition studies. Under Section One–The Givens in Our Conversations: The Writing Process–are these essays: "Teach Writing as a Process Not Product" (Donald M. Murray); "Writing as a Mode of Learning" (Janet Emig); "The Composing Processes of Unskilled College Writers" (Sondra Perl); "Revision Strategies of Student Writers and Experienced Adult Writers" (Nancy Sommers); "The Writer's Audience Is Always a Fiction" (Walter J. Ong); "Audience Addressed/Audience Invoked: The Role of Audience in Composition Theory and Pedagogy" (Lisa Ede and Andrea Lunsford); "Post-Process 'Pedagogy': A Philosophical Exercise" (Lee-Ann M. Kastman Breuch). Under Section Two–Talking in Terms of Discourse: What It Is; How It's Taught–are these essays: "Basic Aims of… [PDF]
(2014). Mapping the Gaps: Redesigning a Teacher Education Program to Prepare Teachers for Inclusive, Urban U.S. Schools. Journal of the International Association of Special Education, v15 n2 p63-73 Fall. As part of the process of redesigning an integrated general and special teacher education program to prepare candidates to meet the needs of culturally and linguistically diverse students, researchers engaged a series of focus groups with current candidates, recent graduates, and partner school personnel. Data presented in this paper identified the gaps uncovered through the research process in the understanding of participants along a framework of necessary skills for teachers working in urban and diverse communities: socio cultural, affirmative attitudes, collaboration skills, and diversity pedagogy. Initial analysis indicated three emerging themes in responses: a deficit based understanding, an ability to identify gaps in knowledge and skills, and an emerging awareness of issues. Results of this analysis were used to guide the redesign of the integrated teacher education program…. [Direct]
(2005). Literacy Development of Students in Urban Schools: Research and Policy. International Reading Association (NJ3) Educators can use this collection of diverse, thought-provoking perspectives from the best minds in the field to help make the best decisions possible for urban schools. The book's 26 chapters concisely synthesize research on a number of topics and link it to literacy instruction issues-including implications for local, state, and national policy-so literacy programs around urban school's own unique goals, experiences, and needs can be built. After a foreword (Lesley Mandel Morrow) and preface (James Flood and Patricia L. Anders), the book is divided into three sections. Section I, The Human Contexts of Literacy Development in Urban Schools: Poverty, School Violence, and Health Concerns, contains the following chapters: (1) Poverty and Student Achievement: A Hopeful Review (Jane Hannaway); (2) Poverty and Achievement: A Response to Jane Hannaway (Rita M. Bean); (3) The Effects of Health and Social Welfare Factors on Literacy Development in Urban Schools (Joy C. Dryfoos); (4) The… [Direct]
(2000). Future Research, Research Futures. Proceedings of the National Conference of the Australian Vocational Education and Training Research Association (AVETRA) (3rd, Canberra, Australia, March 23-24, 2000). These proceedings consist of 66 conference papers on these themes: changing nature of work; emerging technologies; internationalization of vocational education and training (VET); enterprise and educational innovation; flexible delivery approaches; and research and technology and using technology in research. The papers are "Training Needs of Older Workers" (Ball et al.); "In Search of Evaluation Truths–Representation and Abstraction" (Barratt-Pugh); "Competency-Based Assessment–One-Minute Wonder or Here to Stay?" (Booth); "Technical and Further Education (TAFE) as a Pro-Active Partner in VET in Schools" (Bradbery, Murphy); "Work-Related Learning and Changing the Nature of Work" (Brown); "Improving the Incentives for Investment in Learning by Adults" (Burke); "Seductive Hope of Education Work" (Childs); "Managing a Case Study Approach in VET Research to Address the Funding Agency's Criteria" (Choy,… [PDF]
(2012). Effects of Job-Embedded Professional Development on Inclusion of Students with Disabilities in Content Area Classrooms: Results of a Three-Year Study. International Journal of Inclusive Education, v16 n10 p1047-1065. During the mid-1990s, members of the global education community issued the Salamanca Statement that described inclusive schools as effective educational environments that also combat discrimination. Since that time, considerable progress has been made in moving students with disabilities from separate placements to inclusive settings. In the USA, nearly 10% of the school-aged population needs special education services and of that group, 96% are educated in general education classrooms 80% of the time. Placement of such large numbers of students with disabilities has increased the diversity of the student body and the complexity of teaching of core curriculum. For teachers and students to be successful, teachers need on-going professional development. This paper explores the efficacy of a Job-Embedded Professional Development (JEPD) model in six schools (urban, suburban and rural) that had made a commitment towards including all students with significant disabilities in general… [Direct]
(2011). Commentary: A Response to \Preparing Special Education Administrators for Inclusion in Diverse, Standards-Based Contexts,\ by Deborah L. Voltz and Loucrecia Collins (2010). Teacher Education and Special Education, v34 n1 p71-78 Feb. The purpose of this commentary is to respond to the article written by Voltz and Collins (2010) that considered the preparation of special education administrators for inclusion in diverse, standards-based contexts by highlighting the Administrator of Special Education Standards that were adopted in 2009 by the Council for Exceptional Children. The authors of the present article agree that the 2003 Administrator of Special Education Standards used in Voltz and Collins's article were not responsive to the contemporary demands of educating students with exceptionalities and serving families from diverse backgrounds. The authors also agree with Voltz and Collins that administrators of special education need to be prepared to lead in settings that serve children with disabilities from diverse backgrounds. In their response, the authors highlight the features of the 2009 standards that they believe address the concerns with the 2003 standards that Voltz and Collins raised in their… [Direct]
(2004). Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004). Volume 4. International Group for the Psychology of Mathematics Education, 28th, Bergen, Norway, July 14-18,. This document contains the fourth volume of the proceedings of the 28th annual conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Inclusion and Diversity". This volume features 64 research report papers: (1) Situated or Abstract: The Effect of Combining Context and Structure on Constructing an Additive (Part-Part-Whole) Schema (Irit Peled and Ruth Meron); (2) Using Graphical Profiles to Study the Learning and Teaching of Mathematics (Dvora Peretz); (3) The Role of Number in Proportional Reasoning: A Prospective Teacher's Understanding (Axelle C. Person, Sarah B. Berenson, and Paula J. Greenspon); (4) Learning to Use CAS: Voices from a Classroom (Robyn Pierce and Kaye Stacey); (5) Technical School Students' Conceptions of Tangent Lines (Marcia Maria Fusaro Pinto and Valeria Guimaraes Moreira); (6) Elementary School Students' Mental Representations of Fractions (Demetra Pitta-Pantazi,… [PDF]
(2021). Education and New Developments 2021. Online Submission This book contains the full text of papers and posters presented at the International Conference on Education and New Developments (END 2021), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.), that this year had to be transformed into a fully Virtual Conference as a result of the Coronavirus (COVID 19) pandemic. Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields,… [PDF]
(2006). Digital Broadband Content: Public Sector Information. OECD Digital Economy Papers, No. 112. OECD Publishing (NJ1) Public bodies hold a range of information and content ranging from demographic, economic and meteorological data to art works, historical documents and books. Given the availability of information and communication technologies (ICTs) public sector information can play an important role in producing innovative value-added services and goods. Furthermore, these technologies also provide a wider population better access to educational and cultural knowledge. Both commercial opportunities and the wider spread of information have positive economic and social benefits. Knowledge is a source of competitive advantage in the "information economy", for this reason it is economically important that there is wide diffusion of public information. Governments also have a basic commitment that citizens have to access national cultural heritage such as paintings, monuments and books; and this is also important for social inclusion. To contribute to better conditions for learning, the… [Direct]
(2012). Getting Personal about Values: Scaffolding Student Participation towards an Inclusive Classroom Community. International Journal of Inclusive Education, v16 n12 p1323-1334. The development of an inclusive community is underpinned by values that support an appreciation of diversity. This paper is based on a larger research project, "student leadership in a primary classroom", which developed different ways for students to interact with each other. The focus not only promoted full student participation in classroom activities but also benefited students such as Mary and Lesley, who had intellectual disabilities, because they were included too. Mary and Lesley attended an Educational Support Unit (ESU) in the morning and returned to their mainstream classroom in the afternoons. The teacher/researcher scaffolded collaborative values explicitly through the social practices of the daily social circle and the weekly class meeting, which provided authentic learning opportunities for students to discuss values. Students developed leadership skills based on inclusive values that were modelled by the teacher. Transcripts from video recordings of… [Direct]
(2019). Annual Proceedings of Selected Papers on the Practice of Educational Communications and Technology Presented at the Annual Convention of the Association for Educational Communications and Technology (42nd, Las Vegas, Nevada, 2019). Volume 2. Association for Educational Communications and Technology For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]… [PDF]