Journal of Special Education Technology最新文献_第5页

Guided Inquiry Learning: How to Improve Students' Argumentation Abilities in Science Learning? 引导探究学习:科学学习中如何提高学生的论证能力?

IF 1.9 4区教育学

Journal of Special Education Technology Pub Date : 2023-06-26 DOI: 10.23887/jet.v7i2.63193

Della Novri Yanti, J. Ikhsan, A. Wiyarsi

{"title":"Guided Inquiry Learning: How to Improve Students' Argumentation Abilities in Science Learning?","authors":"Della Novri Yanti, J. Ikhsan, A. Wiyarsi","doi":"10.23887/jet.v7i2.63193","DOIUrl":"https://doi.org/10.23887/jet.v7i2.63193","url":null,"abstract":"A big challenge for educators in carrying out learning that has undergone drastic changes. During the pandemic, learning activities carried out online were again carried out offline. This learning adaptation has a considerable impact on learning outcomes. Students have difficulty understanding chemical concepts and are passive in giving opinions in learning so it is difficult to integrate knowledge. During online learning activities, student learning resources are still focused on abstract concepts and books provided. The purpose of this study was to improve students' argumentation skills on chemistry in interpreting the knowledge obtained with the guided inquiry learning model. This type of research is a descriptive research with a quantitative approach. Data collection techniques used observation, argumentation ability tests, and documentation. The data obtained were analyzed using quantitative analysis techniques. Based on the results of the study, it showed that students were able to make claims but had difficulty presenting data and proving evidence. Students' initial argumentation abilities can be a reference for educators to determine future learning activities, with the hope that learning is designed not only to focus on achieving conceptual understanding but to develop students' argumentation abilities.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"2 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78978938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Smartpens for Students With Disabilities in Inclusive Content-Area Classes 在包容性内容区课程中为残疾学生提供智能笔

IF 1.9 4区教育学

Journal of Special Education Technology Pub Date : 2023-06-20 DOI: 10.1177/01626434231184877

Joseph R. Boyle, Latesha Watson, Hannah E. Robinson

引用次数: 0

Content Acquisition Podcasts vs Open-Access Podcast: Improving Preservice Physical Educators’ Ability to Teach Students With Visual Impairments 内容获取播客与开放获取播客：提高防腐体育教师教视障学生的能力

IF 1.9 4区教育学

Journal of Special Education Technology Pub Date : 2023-06-19 DOI: 10.1177/01626434231184820

Scott W. T. McNamara, A. Brian, M. Patey, Melissa Bittner

{"title":"Content Acquisition Podcasts vs Open-Access Podcast: Improving Preservice Physical Educators’ Ability to Teach Students With Visual Impairments","authors":"Scott W. T. McNamara, A. Brian, M. Patey, Melissa Bittner","doi":"10.1177/01626434231184820","DOIUrl":"https://doi.org/10.1177/01626434231184820","url":null,"abstract":"Children with visual impairments (VI) have numerous and well-documented health disparities that negatively impact their quality of life. Although physical education should serve as an avenue to reduce these disparities, physical educators often report being unprepared to work with children with VI. Physical education undergraduate programs also struggle to adequately address issues related to teaching children with disabilities. Hence, it is imperative that educational tools are identified that can more efficiently imbue the knowledge and skills related teaching children with VI in a physical education setting. The purpose of this study was to compare the effects of two types of educational podcasts (i.e., content acquisition podcasts and open-access podcasts) on preservice physical educators' knowledge and self-efficacy around teaching students with VI. The CAPs group had significantly higher knowledge gains compared to the control group but was non-significantly higher than the open-access group. The CAPs group significantly improved self-efficacy compared with the open-access and control groups. Implications for future research and suggestions for the use of educational podcasts within college and university settings are discussed.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48541369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Effects of a Repeated Reading Intervention Delivered Online to Upper Elementary Students 小学高年级学生在线重复阅读干预的效果

IF 1.9 4区教育学

Journal of Special Education Technology Pub Date : 2023-06-19 DOI: 10.1177/01626434231184879

J. Romig, Ashley Jetton

引用次数: 0

“Double-Sided Learning”: A Qualitative Study of Teacher Candidate Experiences in a Virtual Reading Intervention Clinical Experience “双面学习”:虚拟阅读干预临床体验中教师候选人体验的定性研究

IF 1.9 4区教育学

Journal of Special Education Technology Pub Date : 2023-06-18 DOI: 10.1177/01626434231184880

Samantha A. Gesel, Jared H. Stewart-Ginsburg, Erin K. Washburn, Corinne R. Kingsbery, Jocelyn H. Lev, Rachel Brooks, Hayley Owen

{"title":"“Double-Sided Learning”: A Qualitative Study of Teacher Candidate Experiences in a Virtual Reading Intervention Clinical Experience","authors":"Samantha A. Gesel, Jared H. Stewart-Ginsburg, Erin K. Washburn, Corinne R. Kingsbery, Jocelyn H. Lev, Rachel Brooks, Hayley Owen","doi":"10.1177/01626434231184880","DOIUrl":"https://doi.org/10.1177/01626434231184880","url":null,"abstract":"The COVID-19 pandemic altered the ways that teacher educators could provide teacher candidates (TCs) with clinically-rich opportunities to build TCs’ skills and self-efficacy related to teaching reading. The purpose of this qualitative study was to investigate the experiences of 19 TCs who participated in a semester-long virtual reading tutoring program during the COVID-19 pandemic. We conducted semi-structured interviews, then analyzed data through inductive and deductive coding. Four themes emerged, centering (a) the impact of the pandemic on typical clinical experiences, (b) the application of coursework within this virtual clinical experience, (c) TCs’ perceptions of program elements that supported their implementation, and (d) TCs’ perceived benefit of the program for their own development as a teacher and for the reading outcomes of the children with whom they worked. We discuss implications for future work related to enhanced clinical experiences related to TCs’ implementation of reading interventions for striving readers.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":"1 1","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41880880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Using Augmented Reality Based Intervention to Teach Science to Students With Learning Disabilities 使用基于增强现实的干预对有学习障碍的学生进行科学教学

IF 1.9 4区教育学

Journal of Special Education Technology Pub Date : 2023-06-16 DOI: 10.1177/01626434231184829

Busra Yilmaz Yenioglu, Samed Yenioğlu, Kübra Sayar, Funda Ergulec

引用次数: 0

The Landscape of Technology Research in Special Education: A Bibliometric Analysis 特殊教育技术研究的景观：文献计量学分析

IF 1.9 4区教育学

Journal of Special Education Technology Pub Date : 2023-06-15 DOI: 10.1177/01626434231180582

Gamze İnci̇, H. Köse

{"title":"The Landscape of Technology Research in Special Education: A Bibliometric Analysis","authors":"Gamze İnci̇, H. Köse","doi":"10.1177/01626434231180582","DOIUrl":"https://doi.org/10.1177/01626434231180582","url":null,"abstract":"This study analyzes information accumulated in WoS databases on special education and technology with bibliometric methods. Bibliometric analyses, seen as an alternative to systematic literature reviews, meta-analysis, and meta-synthesis, contribute to determining essential actors in the field by analyzing the publication and citation trends, the stage of the research topic, and trends in the volume of publications. Furthermore, bibliometric analysis can reveal the collaboration structure between institutions and authors and identify the most frequently studied topics, top-producing authors, institutions, and journals in a field. In the study, we analyzed 4493 articles published in Social Sciences Citation Index (SSCI), Emerging Sources Citation Index (ESCI), Social Sciences Index Expanded (SCI-Expanded), and Arts & Humanities Citation Index (AHCI) databases using the co-authorship and co-occurrence analysis method. Also, we used frequency analysis in publications and citations related to special education and technology research to determine the situation. The main findings of the research are that the literature on the use of technology in special education: (a) has grown steadily over the years, particularly since 2003; (b) research topic foci have changed over the years; (c) articles are published in different journals, particularly special education journals; (d) produced by authors from a wide variety of countries; and (e) published by research groups with limited contact with other research groups.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49336366","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Iterative Pilot Testing of the POWR Intervention: Online Training to Support Paraeducator Implementation of Augmentative and Alternative Communication Strategies POWR干预的迭代试点测试：支持辅助教育者实施增强和替代沟通策略的在线培训

IF 1.9 4区教育学

Journal of Special Education Technology Pub Date : 2023-06-01 DOI: 10.1177/01626434231180591

Sarah N. Douglas, R. Bowles, Joshua B. Plavnick, Tiantian Sun, Sarah M. Dunkel-Jackson, Atikah Bagawan

{"title":"Iterative Pilot Testing of the POWR Intervention: Online Training to Support Paraeducator Implementation of Augmentative and Alternative Communication Strategies","authors":"Sarah N. Douglas, R. Bowles, Joshua B. Plavnick, Tiantian Sun, Sarah M. Dunkel-Jackson, Atikah Bagawan","doi":"10.1177/01626434231180591","DOIUrl":"https://doi.org/10.1177/01626434231180591","url":null,"abstract":"The development of communication is a fundamental part of early childhood. Yet many students with disabilities require supports such as augmentative and alternative communication to develop communication skills. Teachers and paraeducators play key roles in supporting communication for these students, but often lack effective and accessible training options that include relevant content, active engagement, and application with individualized coaching. To meet this need, we engaged in iterative development, revision, and testing of the POWR Training System, an online training and coaching program for teachers and their paraeducators. As part of a multi-year, federally funded grant, this iterative process was informed by feedback from educators and experts as well as by outcomes for paraeducators, a teacher, and children in a series of nonconcurrent single case studies. A description of the iterative process, outcomes for paraeducators, a teacher, and children as well as feedback related to the program are described. Future research directions are discussed.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44174047","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Using Video Modeling Via iPads to Teach Multiplication to Struggling Learners 通过iPad使用视频建模向陷入困境的学习者教授乘法

IF 1.9 4区教育学

Journal of Special Education Technology Pub Date : 2023-05-31 DOI: 10.1177/01626434231180584

Ryan O. Kellems, Melissa Steinburg, Damon L. Bahr, Blake D. Hansen

{"title":"Using Video Modeling Via iPads to Teach Multiplication to Struggling Learners","authors":"Ryan O. Kellems, Melissa Steinburg, Damon L. Bahr, Blake D. Hansen","doi":"10.1177/01626434231180584","DOIUrl":"https://doi.org/10.1177/01626434231180584","url":null,"abstract":"There is a growing body of research that suggests that video-based interventions, such as video modeling and video prompting, are effective tools for teaching academic skills to struggling learners. This study used a single subject, multiple-baseline-across-subjects design to evaluate whether a video-prompting intervention could effectively assist five second grade students who had been identified by their teachers as “struggling” in mathematics to better solve multiplication story problems. Five second grade students (one female and four males) ages 7 to 8 viewed the intervention videos on an iPad that modeled how to solve multiplication word problems. To evaluate the effectiveness of the videos, a rubric was used as the primary measure to assess the domains of problem-solving, communicating, and representing with numbers. Based on visual analysis between baseline and intervention, there was a functional relationship between the introduction of the intervention and the performance on the mathematic problems. In addition, a visual analysis between intervention and maintenance appeared stable for all participants. Lastly, the social validity data had overall positive results. These results indicate that technology can be used to implement interventions for struggling learners and may be utilized in regular classrooms. Results also demonstrate that video modeling can be a useful instructional tool for helping many individuals, not just those with an identified disability, to learn complex tasks. Implementing video models in a classroom setting could enable teachers to consistently provide interventions to students that work more independently, allowing teachers to work on a more one-on-one or small group basis with their students.","PeriodicalId":46468,"journal":{"name":"Journal of Special Education Technology","volume":" ","pages":""},"PeriodicalIF":1.9,"publicationDate":"2023-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42651959","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

One Teach-One Teach: An Emerging Co-Teaching Strategy 一教一教:一种新兴的合作教学策略

IF 1.9 4区教育学

Journal of Special Education Technology Pub Date : 2023-05-24 DOI: 10.1177/01626434231177869

Alicia M. Drelick, Michelle L. Damiani, B. Elder

引用次数: 0