Rural Special Education Quarterly最新文献_第3页

Teachers’ Knowledge and Practice of Using ICT Tools in High School Science Teaching and Learning 高中科学教学中教师使用ICT工具的认识与实践

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-08-07 DOI: 10.3126/jeqtu.v4i1.57246

Rajeshwer Prasad Yadav

{"title":"Teachers’ Knowledge and Practice of Using ICT Tools in High School Science Teaching and Learning","authors":"Rajeshwer Prasad Yadav","doi":"10.3126/jeqtu.v4i1.57246","DOIUrl":"https://doi.org/10.3126/jeqtu.v4i1.57246","url":null,"abstract":"Information and communication technology (ICT) tools are the integral part of innovative science teaching. Effective uses of ICT tools play a vital role in teaching and learning in this era. This research was done to analyze the level of expertise and practice of using ICT tools among teachers in classroom teaching. The study is based on quantitative descriptive design. Four municipalities and 16 schools were selected randomly. Fifty science teachers were selected on the basis of census sampling from Siraha district. The collected data were evaluated by utilizing statistical tools which indicates that most science teachers have inadequate access to ICT tools and have moderate knowledge and practice of handling them. All teachers used mobile phone and internet for personal purpose but ICT tools practices were poor in an integrated science classroom. The traditional lecture-based pattern of teaching, lack of ICT-specific knowledge and practice, content-based knowledge of teachers, aged teachers, inadequate ICT infrastructure and lack of ICT-friendly environment are the major barriers to the transfer of ICT teaching-learning process. The study suggested that there is the need for conducting of ICT based educational training, and preparing the teaching guidelines for regular use of ICT tools.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74705368","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

अनलाइन शिक्षामा विद्यार्थीको पहुँच र धारणा {Student Access to and Perceptions of Online Education} अनलाइनशिक्षामाविद्यार्थीकोपहुँचरधारणा{学生访问和对在线教育的看法}

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-08-07 DOI: 10.3126/jeqtu.v4i1.57303

दावा Dawa शेर्पा Sherpa, सन्जिता Sanjita सिँतान Singtan

{"title":"अनलाइन शिक्षामा विद्यार्थीको पहुँच र धारणा {Student Access to and Perceptions of Online Education}","authors":"दावा Dawa शेर्पा Sherpa, सन्जिता Sanjita सिँतान Singtan","doi":"10.3126/jeqtu.v4i1.57303","DOIUrl":"https://doi.org/10.3126/jeqtu.v4i1.57303","url":null,"abstract":"कोरोना महामारी पश्चात् त्रिभुवन विश्वविद्यालयले अनलाइन माध्यमवाट शिक्षण गर्ने योजना बमोजिम माइक्रोसफ्ट टिम्स मार्फत शिक्षण गराउने गरी देशभरका प्राध्यापकतथा विद्यार्थीहरूको व्यक्तिगत विवरण (आइ. डी.) तयार गरी शिक्षण सिकाइ सञ्चालनमा ल्याउन सफल भयो । यसै सन्दर्भमा यस अध्ययन अनलाइन शिक्षामा विद्यार्थीको पहुँच र अनलाइन शिक्षाप्रति विद्यार्थीको धारणासँग कस्तो रह्यो भन्ने प्रश्नमा यस अध्ययन केन्द्रित रहेको छ । यस अध्ययन सर्वे विधिमा आधारित भई स्नातकोत्तर तह प्रथम सेमेस्टरमा अध्ययनरत विद्यार्थीहरूलाई गुगल फर्ममा प्रश्नावली पठाई आवश्यक तथ्याङ्क सङ्कलन गरिएको छ । यस अध्ययनमा जम्मा ५० जना विद्यार्थीहरूलाई प्रश्नावली पठाइएकोमा ३५जनाले प्रश्नावली फारम भरेका थिए । उक्त तथ्याङ्कलाई प्रतिशतमा र रेटिङ स्केलमा उल्लेख गरी व्याख्या गरिएको छ । अधिकांश विद्यार्थीहरू ग्रामीण क्षेत्रका रहेको र उनीहरूको इन्टरनेटको पहुँच राम्रो नभएको उनीहरू मध्ये अधिकांशले स्मार्ट फोनद्वारा नै कक्षा लिन बाध्य भएको पाइयो । अनलाइन कक्षा सञ्चालनमा अधिकांश विद्यार्थीहरू सन्तुष्ट रहेको पाइयो । यसबाट इन्टरनेट र विद्युतीय साधनको व्यवस्था राम्रो भएमा अनलाइन कक्षा प्रभावकारी हुने निष्कर्ष निकालिएको छ । यसका लागि विद्यार्थी, प्राध्यापक, पाठ्यक्रम निर्माता, स्थानीय तह, केन्द्रीय तहको सक्रियता हुनु अति आवश्यक देखिन्छ ।","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83614001","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

भाषा शिक्षकका दृष्टिकोणमा सुनाइ सिप परीक्षण {Listening skills test from a language teacher's point of view} भाषाशिक्षककादृष्टिकोणमासुनाइसिपपरीक्षण{听力测试从语文老师的角度}

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-08-07 DOI: 10.3126/jeqtu.v4i1.57416

उमेश Umesh काफ्ले Kafle

{"title":"भाषा शिक्षकका दृष्टिकोणमा सुनाइ सिप परीक्षण {Listening skills test from a language teacher's point of view}","authors":"उमेश Umesh काफ्ले Kafle","doi":"10.3126/jeqtu.v4i1.57416","DOIUrl":"https://doi.org/10.3126/jeqtu.v4i1.57416","url":null,"abstract":"कथ्य वा विद्युतीय सामग्रीमा व्यक्त भाव, विषयवस्तु, सन्देश, सूचना, तथ्य वा अनुभव बुझ्ने गरी सुन्नुलाई सुनाइ सिप भनिन्छ । उपर्य‘क्त पक्षको प्राप्ति भए नभएको मापन वा लेखाजोखा गर्नु नै सुनाइ सिप परीक्षण हो । सुनाइ सिप परीक्षणबारे भाषा शिक्षकको दृष्टिकोण पहिचान गर्ने उद्देश्यले यो लेख तयार पारिएको छ । पूर्वकार्यको समीक्षालाई आधार मान्दा नेपालमा प्रयोगात्मक मूल्याङ्कनको सन्दर्भमा सुनाइ सिप परीक्षणको व्यवस्था भए पनि यसको कार्यान्वयनका विषयमा अध्ययन भएको देखिँदैन । सर्वेक्षण विधिको प्रयोग गरी ४१ जना शिक्षकबाट मतावली लिई परिमाणात्मक ढाँचामा यस अध्ययनलाई पूरा गरिएको छ । सुनाइ सिप परीक्षण सम्बन्धी कथन निर्माण गरी लिकर्ट पद्धतिबाट विश्लेषण गरिएको छ । पाँचओटा स्केलमा दृष्टिकोण लिई प्रतिशतमार्फत परिणामको छलफल गरी निष्कर्षमा पुगिएको छ । माध्यमिक तहमा सुनाइ सिप परीक्षणमा शिक्षकहरू सचेत भए पनि यसको प्रयोग र व्यवहारमा सैद्धान्तिक दृष्टिले एकरूपता हुन नसकेको देखिन्छ । प्रयोगात्मक मूल्याङ्कनमार्फत सुनाइ र बोलाइ सिपको परीक्षण गर्ने व्यवस्था प्रशंसनीय भए पनि यसको साधन र परीक्षण पद्धतिमा निश्चित मार्गदर्शन हुन सकेको देखिएन । सुनाइ सिप परीक्षण गर्दा मौखिक अभिव्यक्तिबाट तथा श्रुतिलेखन र श्रुतिबोधलाई मुख्य आधार मान्नुपर्ने तथ्यबाट पुष्टि भएको छ । श्रव्य सामग्रीको उचित व्यवस्थापनका साथ वस्तुगत प्रश्नबाटविद्यार्थीको सुनाइ सिप परीक्षण गरिएको छ । यस लेखबाट प्राप्त तथ्यले पाठ्यक्रम निर्माता,पाठ्यपुस्तक लेखक, भाषा शिक्षक तथा शिक्षण सिकाइसँग सरोकार राखी नवप्रवर्तनप्रति चासो दिने सम्पूर्ण व्यक्तिलाई सहयोग पुग्दछ ।","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73299818","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

Collecting Field-Based Oral Language Data: Experiences and Reflections 基于现场的口语数据收集:经验与思考

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-08-07 DOI: 10.3126/jeqtu.v4i1.57244

K. Poudel, K. Devkota, B. Luitel

{"title":"Collecting Field-Based Oral Language Data: Experiences and Reflections","authors":"K. Poudel, K. Devkota, B. Luitel","doi":"10.3126/jeqtu.v4i1.57244","DOIUrl":"https://doi.org/10.3126/jeqtu.v4i1.57244","url":null,"abstract":"This article unfolds our experiences and reflections of field-based oral corpus collection from the Nepali language in the business setting applying observation, audio-recording, interview and field notes as qualitative techniques. Understanding our own role as auto ethnographic researchers-as-authors, in this article, we draw a set of fieldwork traits: the simplicity of the fieldworker(s), context-dependence of appropriating research ethics, and understanding fieldwork as a spiral process. Based on our practical experiences, we recognize that the qualitative interview is an inefficacious technique for collecting functional linguistic data. Likewise, preserving the linguistic-cultural identity of the source language in terms of its forms, functions and sense while translating the corpus is challenging. We also recognize some fundamental traits to be followed by an oral corpus collector: relative simultaneity of data collection and analysis, the researcher’s autonomy in selecting the topic, the value of good planning in research, research as work and habits, and life and health as being more important than research. The insights derived herein are expected to be pivotal for the researchers working in a similar field.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82956761","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

Strategies for Coping with Teaching and Learning Difficulties During COVID-19 应对新冠肺炎期间教学困难的策略

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-08-07 DOI: 10.3126/jeqtu.v4i1.57245

M. P. Koirala

{"title":"Strategies for Coping with Teaching and Learning Difficulties During COVID-19","authors":"M. P. Koirala","doi":"10.3126/jeqtu.v4i1.57245","DOIUrl":"https://doi.org/10.3126/jeqtu.v4i1.57245","url":null,"abstract":"Finding the reality of the strategies for coping, t teaching, and learning difficulties during the COVID-19 pandemic situation is the primary objective of this study. The study employed a mixed-method research design and drew on primary and secondary data sources. Surveys, field observations, personal interviews with students, teachers, parents, and focus group discussions were used to collect primary data. Two secondary schools involved in online teaching-learning were purposively selected from Lalbandi Municipality in the Sarlahi district of Madhesh Pradesh. Secondary data were collected from policy documents, empirical reports, theoretical literature, and e-resources. The finding shows that schools were not ready for the situations like COVID-19 lockdown. After the lockdown, schools made managerial and policy changes to provide an alternative mode of learning to students in the form of online classes. Schools followed the Student Learning Facilitation Guidelines to some extent and provided training to faculties on how to operate online classes. Those students who had no access to online classes tended to study in groups with teachers, friends, and families. The schools provided textbooks to the students. Thus, this paper concludes the important role local government played in providing effective alternative solutions to online classes rather than leaving students on their own.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-08-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83547854","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

Home Literacy Environment and Literacy Development of Appalachian Preschool Children with Disabilities 阿巴拉契亚学龄前残疾儿童的家庭识字环境与识字发展

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-07-20 DOI: 10.1177/87568705231185083

Naomi L. Rahn, C. Coogle, Jennifer R. Ottley, Sloan O. Storie, Terri Collier, Ami Cook, Shannon Cottrill, Kelly Hicks, Kimary McNeil, Margaret Miltenberger, David Roberts, Mollie Toppe, Lesley Sears, C. Trivette

{"title":"Home Literacy Environment and Literacy Development of Appalachian Preschool Children with Disabilities","authors":"Naomi L. Rahn, C. Coogle, Jennifer R. Ottley, Sloan O. Storie, Terri Collier, Ami Cook, Shannon Cottrill, Kelly Hicks, Kimary McNeil, Margaret Miltenberger, David Roberts, Mollie Toppe, Lesley Sears, C. Trivette","doi":"10.1177/87568705231185083","DOIUrl":"https://doi.org/10.1177/87568705231185083","url":null,"abstract":"A variety of systemic inequities place young children from Appalachian communities in the United States at greater risk for poor academic outcomes than children in other parts of the country. Young children with disabilities are at increased risk for poor academic outcomes because of similar inequities and their need for more intensive learning opportunities. The purpose of this study was to examine associations between early literacy skills and home literacy environment of Appalachian preschool children with disabilities. We completed an online literacy screening tool with 57 children between 3 and 6 years of age who had an Individualized Education Program. Parents completed a questionnaire measuring home literacy environment (parenting beliefs and practices). Children’s scores on the screening tool were not associated with parent reading beliefs but were associated with modeling writing and communication. Neither parent beliefs nor practices were predictive of children’s literacy screening scores. Implications for research and practice are discussed.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43694997","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

Exploring Preparedness to Enter the Field: A Q Method Approach to Understanding a Beginning Rural Special Education Educator Preparation Program 探索进入领域的准备：一种Q方法理解一个初级农村特殊教育教育工作者准备计划

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-07-20 DOI: 10.1177/87568705231182439

Bethany R. McKissick, Melissa Wrenn, Sarah Vach

引用次数: 0

Career Development in Rural Districts: Opportunities and Limitations Regarding Students With Disabilities 农村地区的职业发展:残疾学生的机会与限制

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-07-10 DOI: 10.1177/87568705231179939

Michele A. Schutz, Hilary E. Travers

引用次数: 0

School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout 农村特殊教育教师职业倦怠的学校与人际关系预测因素及稳定性

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-07-02 DOI: 10.1177/87568705231180885

Lisa A. Ruble, J. McGrew, Melanie W Fischer, Jordan A. Findley, Rebecca Stayton

{"title":"School and Intrapersonal Predictors and Stability of Rural Special Education Teacher Burnout","authors":"Lisa A. Ruble, J. McGrew, Melanie W Fischer, Jordan A. Findley, Rebecca Stayton","doi":"10.1177/87568705231180885","DOIUrl":"https://doi.org/10.1177/87568705231180885","url":null,"abstract":"Special education teacher attrition is a significant and chronic problem that has worsened since the pandemic. A longitudinal survey of burnout was conducted with rural special education teachers (N = 48) over four timepoints through the school year just prior to COVID-19. Both school and intrapersonal predictors of burnout obtained at the beginning of the school year were used to predict burnout at the end of the school year. Findings revealed that burnout is highly stable over the course of the school year. Furthermore, the strongest predictors of burnout at the end of the school year were baseline scores of burnout. Only one school factor—excessive work demands—and several teacher intrapersonal variables—coping, social support, and mindfulness skills—predicted at least one indicator of burnout. In a regression analysis, the baseline scores of each of the different domains of burnout (emotional exhaustion, depersonalization, personal accomplishment) accounted for the most variance in burnout reported at the end of the school year, except for passive avoidance. Passive avoidance accounted for unique variance with depersonalization. These findings suggest that burnout is stable and help identify teacher intrapersonal or school factors that might be useful targets for prevention or intervention research related to burnout.","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47145030","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

Serving Individuals With Autism Spectrum Disorder in the Age of COVID-19: Special Considerations for Rural Families. 在 COVID-19 时代为自闭症谱系障碍患者提供服务：农村家庭的特殊考虑。

IF 1.5

Rural Special Education Quarterly Pub Date : 2023-06-01 Epub Date: 2023-05-02 DOI: 10.1177/87568705231167440

Theodore S Tomeny, Caitlin M Hudac, Evie A Malaia, Laura M Morett, Kimberly R Tomeny, Laci Watkins, Rajesh K Kana

{"title":"Serving Individuals With Autism Spectrum Disorder in the Age of COVID-19: Special Considerations for Rural Families.","authors":"Theodore S Tomeny, Caitlin M Hudac, Evie A Malaia, Laura M Morett, Kimberly R Tomeny, Laci Watkins, Rajesh K Kana","doi":"10.1177/87568705231167440","DOIUrl":"10.1177/87568705231167440","url":null,"abstract":"<p><p>This position paper explores the needs of rural families of children, adolescents, and adults with autism spectrum disorder (ASD) during the COVID-19 pandemic. Prior to COVID-19, literature portrays elevated stress in families of individuals with ASD and health and socioeconomic disparities for rural and underserved populations. These disparities were exacerbated due to COVID-19 and subsequent lockdowns and economic turmoil. Academic and adaptive skills training were particularly impacted due to school closures, with parents tasked with taking some responsibility for training these skills. Our goals for this article focus on special considerations for rural families regarding (a) neurobiological and developmental impacts of stressful experiences like COVID-19, (b) delineation of the impacts on individuals with ASD and other comorbid and related conditions, and (c) education and intervention needs during these times. Finally, we offer suggestions for future care during pandemic events, including recommendations for improving service delivery under such conditions.</p>","PeriodicalId":45133,"journal":{"name":"Rural Special Education Quarterly","volume":null,"pages":null},"PeriodicalIF":1.5,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10155053/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"66120519","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0