1337 research outputs found
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Effects of the explicit instruction with decoding strategies as an early intervention
No full textThe researcher hypothesized that the explicit instruction of decoding strategies to struggling first grade students would increase their ability to self-correct and self-monitor during oral reading. The purpose of the study was to teach strategies for reading unfamiliar words; so, the first grade students would become more independent in their reading. Students were introduced to five different decoding strategies during thirty minute lessons. The intervention occurred over four weeks and consisted of twenty lessons. Self-corrections were measured during informal running records as well as observations during lessons. Also, self-corrections were compared formally during pre-and post-testing. The data collected during the research revealed that the struggling first grade students increased their ability to self-correct, increased their reading level, and learned valuable strategies to use independently when reading unfamiliar words. The findings suggest that the intervention was appropriate for struggling first grade students to increase their ability to self-correct during oral reading
Does stating the learning intentions before the lesson improve students\u27 progress?
No full textAs a special education teacher, I strive to bring a variety of techniques to my students in order for them to succeed academically. What if a teacher explained to students what they were going to learn, the same objectives the teacher has when planning the lesson? We break down our lesson planning in steps to ensure we are guiding students through the learning process, so why not state these steps directly to the students? Breaking lessons into explicit steps for students with special needs is especially important as these students are generally already behind their peers academically. I believe that, the retention of students with special education needs is reflected in the score of the mandated state-wide testing, which once published for the public reflects upon the students, teachers, school and district. The vicious cycle of being judged from mandated state wide tests highlights for the public a failing system of inadequate instruction. Purpose of study: Too often when teaching students we struggle with how to get the students to comprehend and retain the information we are delivering to them. Teachers are placed in the spotlight because of how their students achieve, which can be reflective of how the teachers instruct
Effect of late week admission compared with early week admission in residential care on premature therapy dropout and symptom reduction was investigated for adult obsessive-compulsive patients in a residential treatment setting: a retrospective chart review
No full textThe effect of late week admission compared with early week admission in residential care on premature therapy dropout and symptom reduction was investigated for adult obsessive-compulsive patients in a residential treatment setting. Treatment drop out has long been identified as an obstacle in therapy and treatment for obsessive-compulsive disorder has been no exception (Wierzbicki and Pekarik, 1993). This study set out to investigate factors that may lead to premature therapy drop out and symptom reduction in a residential setting. Early week admissions were identified as those who were admitted on a Monday or a Tuesday and late week admissions were identified as those who were admitted on a Thursday or a Friday. It was hypothesized that those admitted late in the week would have a higher frequency of premature drop out compared to those admitted early in the week as there would be less time to form a therapeutic relationship. It was also hypothesized that those admitted on a Monday or a Tuesday would show greater OCD symptom improvement than those who were admitted on a Thursday or a Friday. This was done through a retrospective chart review of 109 patients through the index period of February 2008 and May 2010. All participants had a primary diagnosis of obsessive-compulsive disorder. The Yale Brown Obsessive Compulsive Scale was used to determine treatment progress or symptom reduction and discharge status was identified as either recommended or not recommended by treatment staff. Results did not indicate a relationship between the day of the week admitted and premature discharge rate. Results also did not indicate a relationship between admission day of the week and symptom reduction
The Troubadour, Issue 142 (June 3, 2010)
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The Troubadour, Issue 148 (July 26, 2010)
Get PDFhttps://digitalcommons.stritch.edu/troubadour/1147/thumbnail.jp
Media usage and flow activities: the correlation with happiness levels
No full textThe purpose of this study is to determine the relationship between media usage and level of happiness. Media usage is defined as the amount of time spent watching television and/or playing video games. Happiness is best represented by the Happiness Formula, which is further explained in the Introduction. It was hypothesized that participants who spent more time engaged in media usage would have lower levels of happiness than participants who spent more time engaged in other flow activities. Flow activities are defined as activities a person loses oneself in completely (Csikszentmihihalyi, 1990). The only thing the person is aware of is the pleasure of engaging in the activity. Other flow activities include: playing non-electronic games, reading, cooking, and others. To test this hypothesis, the participants were given a packet of surveys designed to determine how much time per week is spent engaged in media usage, how much time is spent in other flow activities, and the level of each person’s happiness and life satisfaction
School satisfaction and stress in mothers of children with autism and down syndrome
No full textRaising children can put Parents at a higher risk for stress, but when a child is diagnosed with a developmental disability it is highly probable that their parents will experience a clinically significant level of stress related to parenting. Previous research has shown that there are several factors related to why parents of children with developmental disabilities experience higher levels of stress than parents of children without developmental disabilities (Beck, Hastings, Daley, & Stevenson, 2004; Lecavalier, Leone & Wiltz, 2006; Patterson, 1988). In this study the researcher explores the link between parental stress and a previously understudied stress factor: school satisfaction
Effects of using writing-to-learn and the activation of prior knowledge in collaborative online discussion on high school students\u27 comprehension of science texts and content
No full textThis research studied the effect of using writing to learn to activate and build prior knowledge in a collaborative manner on a Ning social network on tenth through twelfth grade science students prior to reading expository science text and learning unit content. The researcher measured the effects on comprehension and metacognition using pre-, mid-, and post-assessments, both objective and short answer, pre-and post-learning self-reflections, and student writing samples from their Ning responses. The six participants engaged in independent and collaborative written responses on the Ning before and after reading the assigned expository texts. The strategies implemented correlated with gains in comprehension and metacognitive process use. Positive gains were made in both areas, though students did not show an increased awareness of their own use of metacognitive strategies. More research should be conducted to support these findings
The Troubadour, Issue 129 (February 18, 2010)
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Self-empowerment through spirituality: the African-American woman
No full textResearch has shown that throughout history African-American women have been subjected to various forms of oppression. According to Thomas, Speight and Witherspoon (2008) the oppression that African-American women encounter occurs simultaneously as a result of being both Black and female. For some African-American women, the experiences of being both a woman and an African-American have not been easy to separate, because they identify with discrimination due to their race and gender. The oppression that African-American women face contributes to the stress of the African-American women. Important studies have explored the intersections of race and gender for African-American women. Shorter-Gooden and Jones (2003) conducted a large national study on African-American women\u27s perceptions and experiences of racism and sexism simultaneously. The qualitative study revealed that African-American women reported a range of oppressive experiences including but not limited to discrimination, harassment, sexism, and negative stereotyping. The places where African-American women experienced the unequal treatment varied from the place of work, educational settings, and to service providers. The effects on the African-American women caused different levels of distress and oppression. The literature shows that African-American women\u27s life stressors place demands upon them to find ways to cope with continuing racial and gender oppression. Shorter-Gooden (2004) outlined the ways African-American\u27s deal with the impact of racial and gender bias in its various forms. It was explained that despite the long history of racial and gender discrimination toward the African-American women, little was known about the strategies that African-Americans use to cope and handle the day-to-day stresses. My study aims to show that in coping with stresses an individual\u27s spirituality affects one\u27s resiliency to coping with stress. I have three hypotheses, the first hypotheses is African-American women participants who score high on spirituality will likely score high on measure of resilience. Secondly, it is hypothesized that the older the participants are, the higher the score on spirituality in comparison with the younger participants. Lastly, older research participants who score high on spirituality will also score high on resilience