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Creating Computer-Mediated Communities of Practice in Special Education 在特殊教育中创建以计算机为媒介的实践社区
Special services in the schools Pub Date : 2002-01-16 DOI: 10.1300/J008v17n01_04
K. Ryba, Linda Selby, L. Kruger
{"title":"Creating Computer-Mediated Communities of Practice in Special Education","authors":"K. Ryba, Linda Selby, L. Kruger","doi":"10.1300/J008v17n01_04","DOIUrl":"https://doi.org/10.1300/J008v17n01_04","url":null,"abstract":"Summary The convergence of theory and research on socially shared cognition represents a promising new direction for understanding how to enhance the intellectual growth of individuals. In this article, we draw upon the metaphor of “apprenticeship” to explain how individual cognitive development of children and adults alike can be enhanced by mentoring relationships within a particular educational “culture.” The view advanced here is that computers and related technologies can be instrumental in creating socially interactive and reflective learning communities. Within these communities there is active transmission of knowledge between individuals as they are guided from the periphery through to the center of the learning enterprise. Examples of communities of learners are provided to illustrate the process of socially shared cognition and development of knowledge networks. Principles for the creation of sustainable learning communities apply equally to traditional educational settings and on-line communities. The concept of the “collective zone of proximal development” is advanced here to explain how cognitive growth progressively occurs for community members who are operating within a socially interactive and reflective learning environment. Finally, principles and recommendations are offered on how to design communities so that all individuals can achieve their optimal functioning level through guided social participation.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"18 8","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120930839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Enabling Constructivist Teaching Through Telementoring 通过远程教学实现建构主义教学
Special services in the schools Pub Date : 2002-01-16 DOI: 10.1300/J008V17N01_03
D. O’Neill
{"title":"Enabling Constructivist Teaching Through Telementoring","authors":"D. O’Neill","doi":"10.1300/J008V17N01_03","DOIUrl":"https://doi.org/10.1300/J008V17N01_03","url":null,"abstract":"Summary On-line mentoring is a relatively new way to support students and teachers in the pursuit of ambitious constructivist learning. Using examples from classroom practice, this paper describes such “tele-mentoring” relationships, and how they differ from traditional mentoring, apprenticeship and tutoring. The design and use of a telementored curriculum unit in middle school science is then discussed, and a set of general guidelines is provided to aid teachers and administrators in designing and carrying out their own telementoring initiatives.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121625204","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 7
Using E-Mail to Collaborate with Professionals and Parents 使用电子邮件与专业人士和家长合作
Special services in the schools Pub Date : 2002-01-16 DOI: 10.1300/J008v17n01_05
Gayle L. Macklem, L. Kruger, Joan Struzziero
{"title":"Using E-Mail to Collaborate with Professionals and Parents","authors":"Gayle L. Macklem, L. Kruger, Joan Struzziero","doi":"10.1300/J008v17n01_05","DOIUrl":"https://doi.org/10.1300/J008v17n01_05","url":null,"abstract":"Summary A multidimensional framework of collaboration is provided. We review research on e-mail, and discuss implications for practice and research with respect to collaboration in the schools. We devote particular attention to the implications of e-mail in consulting with classroom teachers, the functioning of school-based teams, and collaborating with parents. Barriers to collaboration are discussed, as well as how e-mail might improve collaboration. Ethical issues in using e-mail are considered, and guidelines for protecting confidentiality are presented. Finally, we discuss possible future uses of the Internet and e-mail with respect to special services in the schools. Examples are provided from our research on e-mail consultation and the Global School Psychology Network.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"111 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116035004","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
Computer Support for School-Based Team Consultation 校本小组谘询的电脑支援
Special services in the schools Pub Date : 2002-01-16 DOI: 10.1300/J008v17n01_07
S. Aldrich
{"title":"Computer Support for School-Based Team Consultation","authors":"S. Aldrich","doi":"10.1300/J008v17n01_07","DOIUrl":"https://doi.org/10.1300/J008v17n01_07","url":null,"abstract":"Summary School-based consultation teams have been implemented in a variety of ways to address students' academic and behavioral difficulties while supporting teachers. Recent research has provided information that may benefit the school-based team consultation process. Computer software offers an effective and efficient means of guiding diverse team members through a comprehensive consultation process, generating intervention scripts, tailoring data collection to student needs, as well as recording and communicating information shared during team consultation.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123405831","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Family and Related Service Partnerships in Home Computer Decision-Making 家庭计算机决策中的家庭和相关服务伙伴关系
Special services in the schools Pub Date : 2002-01-16 DOI: 10.1300/J008v17n01_06
H. P. Parette, Cindy L. Anderson
{"title":"Family and Related Service Partnerships in Home Computer Decision-Making","authors":"H. P. Parette, Cindy L. Anderson","doi":"10.1300/J008v17n01_06","DOIUrl":"https://doi.org/10.1300/J008v17n01_06","url":null,"abstract":"Summary Effective home computer decision-making often requires partnerships between families from different cultures and professionals. This article provides a review of literature related to perceptions of home computers held by various cultural groups. A case is made that families vary in their degree of involvement in working with professionals to make decisions about home computers. A discussion is provided related to expectations that families may have of professionals who work with them during team decision-making processes. Because families also vary markedly with regard to supports needed to ensure effective implementation of home computers, training is described as a primary support required by many families.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"71 22","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114005670","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Computer Applications to Curriculum-Based Measurement 计算机在课程测量中的应用
Special services in the schools Pub Date : 2002-01-16 DOI: 10.1300/J008v17n01_01
L. Fuchs, D. Fuchs
{"title":"Computer Applications to Curriculum-Based Measurement","authors":"L. Fuchs, D. Fuchs","doi":"10.1300/J008v17n01_01","DOIUrl":"https://doi.org/10.1300/J008v17n01_01","url":null,"abstract":"Summary Students learn more when teachers individually tailor student programs using curriculum-based measurement (CBM) to inform instructional planning. Given the demonstrated efficacy of CBM, along with teachers' difficulty in implementing this method, we have developed and researched computer applications to CBM. In this article, we describe these computer applications and provide examples of how the technology has been used; then, we provide an overview of the research we have conducted to examine its utility. We discuss implications for the field of special education.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122400984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 12
Constructivism and the Role of Skills in Mathematics Instruction for Academically At-Risk Secondary Students 建构主义与技能在学业风险中学生数学教学中的作用
Special services in the schools Pub Date : 2002-01-16 DOI: 10.1300/J008v17n01_02
J. Woodward
{"title":"Constructivism and the Role of Skills in Mathematics Instruction for Academically At-Risk Secondary Students","authors":"J. Woodward","doi":"10.1300/J008v17n01_02","DOIUrl":"https://doi.org/10.1300/J008v17n01_02","url":null,"abstract":"Summary Instructional uses of technology in special education have evolved considerably over the last two decades. Many researchers have moved away from stand alone uses (e.g., computer assisted instruction) toward an array of different technologies that serve as tools in complex learning environments. A change in thinking about teaching and learning has also occurred, as researchers have moved away from didactic instructional methods to constructivist approaches. Yet constructivism remains problematic for many in the field, in part because of the traditional emphasis on skills in day-to-day instruction. This article describes how skills instruction can be an important feature of constructivism for teaching special education students.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2002-01-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122887677","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 5
Educators' Perceptions and Documentation of Testing Accommodations for Students with Disabilities 教育工作者对残疾学生考试便利的看法和记录
Special services in the schools Pub Date : 2000-11-17 DOI: 10.1300/J008v16n01_03
Aleta A. Gilbertson Schulte, S. Elliott, T. Kratochwill
{"title":"Educators' Perceptions and Documentation of Testing Accommodations for Students with Disabilities","authors":"Aleta A. Gilbertson Schulte, S. Elliott, T. Kratochwill","doi":"10.1300/J008v16n01_03","DOIUrl":"https://doi.org/10.1300/J008v16n01_03","url":null,"abstract":"Abstract Many educators have limited experience in planning and using testing accommodations for state and/or district testing. Recent changes in federal and state laws have confronted many educators with the requirement of using accommodations for students with disabilities in efforts to include them in assessments. This two-part investigation focused on educators' use of the Assessment Accommodation Checklist (AAC) (Elliott, Kratochwill, & Schulte, 1996) to facilitate selection of assessment accommodations for two hypothetical students with disabilities who are taking either a test featuring multiple-choice items or performance tasks. The volunteer participants in this study included 92 educators from Wisconsin and 26 state-level educational leaders from across the United States. Results suggested that educators do not recommend significantly more accommodations for use with a student with a severe disability than a student with a more mild disability. However, educators recommended significantly more accommodations for use on a performance assessment task than on multiple-choice assessment tasks and rated one of the AAC categories, Providing Assistance During Administration, as more helpful and fair on the performance assessment task than on the multiple-choice tasks. Results also indicated educators rated the AAC as possessing good content validity. Furthermore, the educators implied the AAC is useful for generating ideas and documenting accommodations used for students with disabilities. The results of this study have implications for the participation of students with disabilities in large-scale assessments now required in many states and school districts.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"114 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132969423","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 22
Responses of School Psychologists and Special Education Teachers to Administrative Pressures to Practice Unethically 学校心理学家和特殊教育教师对行政压力的反应
Special services in the schools Pub Date : 2000-11-17 DOI: 10.1300/J008v16n01_08
George B. Helton, Barbara A. Ray, M. Biderman
{"title":"Responses of School Psychologists and Special Education Teachers to Administrative Pressures to Practice Unethically","authors":"George B. Helton, Barbara A. Ray, M. Biderman","doi":"10.1300/J008v16n01_08","DOIUrl":"https://doi.org/10.1300/J008v16n01_08","url":null,"abstract":"Abstract Responses of school psychologists (N = 141) and special educators (N = 130) to ethical dilemmas involving conflicts between administrative directives and ethical obligations were examined. Respondents completed a survey asking them to predict their own and others' responses to four ethical dilemmas. The majority of respondents predicted that they, immediate colleagues, and professional peers would make the choices judged as ethical in all situations. Predictions of ethical response were highest for self prediction and varied across the four dilemmas. Respondents who viewed their immediate colleagues as supportive of autonomous decision making were more likely to predict ethical choices than those who viewed their colleagues as supporting deference to administrative authority. No differences in predictions related to gender, degree level, job security, preservice training in or knowledge of professional ethics or special education law were found.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126904959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Clinical Focus of Consultation Outcome Research with Children and Adolescents 儿童和青少年会诊结果研究的临床重点
Special services in the schools Pub Date : 2000-11-17 DOI: 10.1300/J008v16n01_01
L. Reddy, Sharen Barboza-Whitehead, T. Files, L. Reddy
{"title":"Clinical Focus of Consultation Outcome Research with Children and Adolescents","authors":"L. Reddy, Sharen Barboza-Whitehead, T. Files, L. Reddy","doi":"10.1300/J008v16n01_01","DOIUrl":"https://doi.org/10.1300/J008v16n01_01","url":null,"abstract":"Abstract Consultation can be considered as a cost effective, efficient approach for serving children, families, and agencies. Within this context, this study reviewed 35 child and adolescent consultation outcomes studies published from 1986 to 1997. Meta-analytic techniques were used to compute effect sizes for different consultation models, client, consultee, and system variables, and age and gender of clients. Behavioral consultation produced large positive effects on clients (i.e., children) and consul-tees (i.e., parents, teachers), organizational development consultation yielded robust effects at the system level, while mental health consultation produced medium effects on consultees. Consultation was particularly effective with clients with externalized behavior problems and academic difficulties. Large effects were found on consultees' learning of new skills and techniques, the reduction of referrals for psychoeducational assessments, and the increased use of psychological services. Clinical implications of these findings are discussed for practitioners in schools and related settings.","PeriodicalId":287957,"journal":{"name":"Special services in the schools","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2000-11-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123566123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 46
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