Search results for: Reviews of the literature
Page 9/11 107 items
Investment vs. Return: Outcomes of Special Education Technology Research in Literacy for Students with Mild Disabilities
This article presents a review of the research on technology integration in the area of literacy for individuals with mild disabilities. In the area of reading, research has investigated such technologies as using multimedia to improve reading, using voice recognition to improve reading skills, and using text-to-speech synthesis to compensate for reading deficits. Written language research in special education technology has studied the use of word processors, text-to-speech synthesis, word prediction, and spelling and grammar checkers. In summary, integrating technology into instruction for students with mild disabilities seems to provide an academic gain for them.
Updated: Jun. 13, 2010
International Evidence on Ability Grouping With Curriculum Differentiation and the Achievement Gap in Secondary Schools
This article reviews international research on the connection between various forms of ability grouping with curriculum differentiation and the achievement gap. The article concludes that such practices are likely to increase the gap between initially high- and low-achieving students. Furthermore, there is a stronger link between students’ social backgrounds and their achievement in educational systems with more curriculum differentiation and in those with earlier placement in differentiated educational programs as compared with others.
Updated: Jun. 01, 2010
The Salience of the Subtle Aspects of Parental Involvement and Encouraging That Involvement: Implications for School-Based Programs
The purpose of the article is to examine what the body of research literature indicates about the role and utility of the subtle aspects of parental involvement. The article reaches conclusions based on investigations into family and school practices.
Updated: May. 25, 2010
This paper draws on an analysis of relevant research and an illustrative case study of one teacher educator’s learning to debate how well-framed practitioner research might give some ways forward in devising appropriate professional learning provision for teacher educators entering Higher Education from work in schools. The article raises a number of issues about the long-term value and importance of the proposed type of research as part of teacher educators’ induction and professional development, with particular reference to the current situation for educational research in England.
Updated: Apr. 06, 2010
In this article the authors address the question: 'What sub-identities of teacher educators emerge from the research literature about teacher educators and what are the implications of the sub-identities for the professional development of teacher educators?' To answer the research question, the authors set out to analyze the research literature relating to teacher educators to search for ways in which such sub-identities might be explicitly or implicitly described. Based on the research literature the authors found four sub-identities that are available for teacher educators: schoolteacher, teacher in Higher Education, teacher of teachers (or second order teacher) and researcher.
Updated: Mar. 21, 2010
In this article, two beginning teacher educators discuss their experiences of professional learning and identity construction during the first years of their work as academics. The authors entered teacher education after working as classroom teachers but, as has been found by others in the literature, were provided with little formal preparation for this career transition. The tensions and dilemmas inherent in being ‘expert’ teachers and ‘novice’ teacher educators are discussed. The authors emphasize particularly the complexity of developing professional connections with colleagues in the academic context.
Updated: Mar. 21, 2010
This article reviews research on the achievement outcomes of reading programs for all elementary children, Grades K through 5, applying consistent methodological standards to the research. The scope of the review includes four types of approaches: reading curricula, instructional technology, instructional process programs, and combinations of curricula and instructional process. The review concludes that instructional process programs designed to change daily teaching practices have substantially greater research support than programs that focus on curriculum or technology alone.
Updated: Mar. 02, 2010
The purpose of this article is to provide a quantitative synthesis of the empirical literature comparing adults with reading disabilities (RD) and adults without RD across an array of intellectual, academic, cognitive, vocational, and life-adjustment measures. The central question posed by this review is to what extent and in what manner do adults with reading disabilities differ from adults without reading disabilities on measures assumed to relate to overall reading competence. In all, 52 studies met criteria for a meta-analysis yielding 776 effect sizes (ESs). The results revealed that adults with RD varied substantially in ESs from adults without RD on the classification measures (reading comprehension, reading recognition, verbal intelligence).
Updated: Feb. 21, 2010
Viewing Classroom Discipline as Negotiable Social Interaction: A Communities of Practice Perspective
Classroom discipline is a major concern of American teachers and why many leave teaching. The purpose of this literature review is to propose a critical social practice view of learning as defined by legitimate peripheral participation (LPP), providing a communities of practice framework to guide future research that sets out to transform conventional views of learning, particularly within the context of classroom discipline.
Updated: Jan. 12, 2010
This meta-analysis of the experimental literature of distance education (DE) compares different types of interaction treatments (ITs) with other DE instructional treatments. ITs are the conditions or environments that are designed and arranged by teachers into DE courses. These treatments are intended to facilitate student-student (SS), student-teacher (ST), or student-content (SC) interactions. Seventy-four DE versus DE studies that contained at least one IT are included in the meta-analysis, which yield 74 achievement effects.
Updated: Nov. 30, 2009