Instructional Strategies for Students with Reading Disability: Based on Case Studies

2007 ◽  
Vol 16 (4) ◽  
pp. 125-142 ◽  
Author(s):  
강종구 ◽  
허명진 ◽  
CHOI, SUNG KYU
Keyword(s):  
Reading Disability ◽  
Instructional Strategies ◽  
Case Studies

What's after “What's That?”: Preservice Teachers Learning to Ask Literary Questions

1996 ◽  
Vol 28 (4) ◽  
pp. 459-497 ◽  
Author(s):  
Shelby A. Wolf ◽  
Erikka L. Mieras ◽  
Angela A. Carey
Keyword(s):  
Preservice Teachers ◽  
Children's Literature ◽  
Instructional Strategies ◽  
Case Studies ◽  
Children’S Literature ◽  
Question Types ◽  
Questioning Strategies ◽  
Response To Literature ◽  
Teacher Dialogue ◽  
Over Time

This year-long study analyzed the effects of using carefully assisted case studies to prepare preservice teachers to be more knowledgeable and skilled in supporting children's response to literature. As part of an undergraduate course in children's literature, 43 preservice teachers read weekly to individually selected children. The purposes of the assignment were (a) to expand the preservice teachers' understandings of response to literature by analyzing an individual child's responses over time and (b) to enhance their instructional strategies and critical stances toward literature. Over time, preservice teachers' question types shifted in amount and content, moving from teacher dominance to child-teacher dialogue. Within the dialogue, the preservice teachers learned to create or at least reflect on a balance between comfort and challenge. As the preservice teachers changed, the children changed as well, moving from hesitancy to confidence, even to the point of contradicting the preservice teachers. Additionally, the course emphasis on questioning as well as on detailed fieldnotes heightened preservice teachers' attention to the results of their own questioning strategies, causing them to be more reflective about the content and consequences of their queries.

Instructional Strategies for People With Profound Intellectual and Multiple Disabilities

2022 ◽  
pp. 98-113
Author(s):  
Laura Roche ◽  
Jeff Sigafoos
Keyword(s):  
Assistive Technology ◽  
Instructional Strategies ◽  
Case Studies ◽  
Adaptive Behavior ◽  
Augmentative And Alternative Communication ◽  
Multiple Disabilities ◽  
Alternative Communication ◽  
Systematic Instruction ◽  
Instructional Programs ◽  
Communication Devices

Educating people with profound intellectual and multiple disabilities (PIMD)creates a number of challenges. One general challenge relates to identifying and successfully implementing instructional programs for developing and enhancing the person's adaptive behavior, such as teaching communication and social skills and increasing their overall level of engagement. The purpose of this chapter is to provide an overview of three main instructional approaches that have been applied to enhance engagement and adaptive behavior functioning among people with PIMD. These approaches are (1) intensive interaction, (2) systematic instruction, and (3) assistive technology. Two case studies are included to illustrate the use of assistive technology—specifically augmentative and alternative communication devices and micro-switches—with two adolescents with PIMD. This overview and the case studies suggest that the use of systematic instructional tactics to establish functional use of assistive technology can be an effective instructional approach for people with PIMD.

Broad Landscape of School Jazz Education

2019 ◽  
pp. 9-16
Author(s):  
Chad West
Keyword(s):  
Student Achievement ◽  
Instructional Strategies ◽  
Case Studies ◽  
The Other ◽  
Music Teacher ◽  
Approaches To Teaching ◽  
Jazz Education ◽  
Other Hand ◽  
Jazz Musician ◽  
High Student Achievement

Previous research has shown what school jazz educators spend their time teaching, but not how they teach those things or why. Certain instructional strategies are correlated with high student achievement in jazz, but it is not known whether school jazz teachers are utilizing them or what those strategies look like when they do. Teaching School Jazz: Perspectives, Principles, and Strategies introduces the reader to two expert, yet very different, school jazz educators, whose case studies are inserted in chapters throughout the book. Bruce considers himself an experienced music teacher who happens to also teach jazz, rather than a professional jazz musician. Emily, on the other hand, considers herself both an experienced music teacher and a professional jazz musician. This chapter describes differing thoughts about and approaches to teaching school jazz to help paint a picture of what school jazz looks like.

Case studies in reading disability.

1938 ◽  
Vol 8 (2) ◽  
pp. 230-254 ◽  
Author(s):  
Robert A. Young
Keyword(s):  
Reading Disability ◽  
Case Studies

scholarly journals EduBlogs as metaphor

2009 ◽  
Vol 10 (6) ◽  
Author(s):  
Glenn Groulx
Keyword(s):  
Comparative Analysis ◽  
Instructional Strategies ◽  
Case Studies ◽  
Learning Goals ◽  
Ethical Considerations ◽  
Roles And Responsibilities ◽  
Guerrilla War ◽  
War Zone ◽  
Private And Public ◽  
Sharing Space

This presentation will discuss a number of recent case studies, contrast examples of private and public edublogs, and explore issues such as learner and instructor roles and responsibilities, learner choices, ethical considerations, learning goals, instructional strategies and activities, and assessment methods. A comparative analysis will be made between private, autonomous, anonymous, embedded, networked, and liminal edublogs. The following metaphors will be used to describe these edublogging environments: incubator, launch pad, sandbox, stage or persona, therapeutic or cathartic, sharing space, rhizome, learning feast, arena, guerrilla war zone, network of practice, slow edublogging, and transformational edublogging.

scholarly journals End-User Software Development: Effectiveness of a Software Engineering-Centric Instructional Strategy

10.28945/4580 ◽  
2020 ◽  
Vol 19 ◽  
pp. 367-393 ◽  
Author(s):  
Ilenia Fronza ◽  
Luis Corral ◽  
Claus Pahl
Keyword(s):  
Software Engineering ◽  
Software Development ◽  
Instructional Strategies ◽  
Case Studies ◽  
Instructional Strategy ◽  
End Users ◽  
Assessment Framework ◽  
End User ◽  
Software Products ◽  
Software Product

Aim/Purpose: This work aims to introduce and evaluate an instructional strategy that aids end-users with developing their software products during intensive project-based events. Background: End-users produce software in the labor market, and one of the challenges for End-User Software Engineering (EUSE) is the need to create functional software products without a formal education in software development. Methodology: In this work, we present an instructional strategy to expose end-users to Agile-based Software Engineering (SE) practices and enhance their ability to developing high-quality software. Moreover, we introduce a SE approach for the collection of metrics to assess the effectiveness of the instructional strategy. We conducted two case studies to validate the effectiveness of our strategy; the comprehensive analysis of the outcome products evaluates the strategy and demonstrates how to interpret the collected metrics. Contribution: This work contributes to the research and practitioner body of knowledge by leveraging SE centric concepts to design an instructional strategy to lay the foundations of SE competencies in inexperienced developers. This work presents an instructional strategy to develop SE competencies through an intensive and time-bound structure that may be replicated. Moreover, the present work introduces a framework to evaluate these competencies from a product-centric approach, specialized for non-professional individuals. Finally, the framework contributes to understanding how to assess software quality when the software product is written in non-conventional, introductory programming languages. Findings: The results show the effectiveness of our instructional strategy: teams were successful in constructing a working software product. However, participants did not display a good command of source code order and structure. Recommendations for Practitioners: Our instructional strategy provides practitioners with a framework to lay foundations in SE competencies during intensive project-based events. Based on the results of our case studies, we provide a set of recommendations for educational practice. Recommendation for Researchers: We propose an assessment framework to analyze the effectiveness of the instructional strategy from a SE perspective. This analysis provides an overall picture of the participants’ performance; other researchers could use our framework to evaluate the effectiveness of their activities, which would contribute to increasing the possibility of comparing the effectiveness of different instructional strategies. Impact on Society: Given the number of end-user developers who create software products without a formal SE training, several professional and educational contexts can benefit from our proposed instructional strategy and assessment framework. Future Research: Further research can focus on improving the assessment framework by including both process and product metrics to shed light on the effectiveness of the instructional strategies.

Corporate Sustainability: Challenge to Managerial Orthodoxies

2003 ◽  
Vol 9 (1) ◽  
pp. 2-11 ◽  
Author(s):  
Dexter Dunphy
Keyword(s):  
Case Studies ◽  
Corporate Sustainability ◽  
Central Place ◽  
Marked Contrast ◽  
Sustainability Management

ABSTRACTThis paper addresses the issue of corporate sustainability. It examines why achieving sustainability is becoming an increasingly vital issue for society and organisations, defines sustainability and then outlines a set of phases through which organisations can move to achieve increasing levels of sustainability. Case studies are presented of organisations at various phases indicating the benefits, for the organisation and its stakeholders, which can be made at each phase. Finally the paper argues that there is a marked contrast between the two competing philosophies of neo-conservatism (economic rationalism) and the emerging philosophy of sustainability. Management schools have been strongly influenced by economic rationalism, which underpins the traditional orthodoxies presented in such schools. Sustainability represents an urgent challenge for management schools to rethink these traditional orthodoxies and give sustainability a central place in the curriculum.

Short-Form Application of the Screening Test of Spanish Grammar and the Northwestern Syntax Screening Test to Latino Children

1978 ◽  
Vol 9 (4) ◽  
pp. 220-235
Author(s):  
David L. Ratusnik ◽  
Carol Melnick Ratusnik ◽  
Karen Sattinger
Keyword(s):  
New York ◽  
Case Studies ◽  
Metropolitan Area ◽  
Screening Test ◽  
Normative Data ◽  
Short Form ◽  
Latino Children ◽  
Data Application ◽  
York Metropolitan Area ◽  
Multiple Regression Technique

Short-form versions of the Screening Test of Spanish Grammar (Toronto, 1973) and the Northwestern Syntax Screening Test (Lee, 1971) were devised for use with bilingual Latino children while preserving the original normative data. Application of a multiple regression technique to data collected on 60 lower social status Latino children (four years and six months to seven years and one month) from Spanish Harlem and Yonkers, New York, yielded a small but powerful set of predictor items from the Spanish and English tests. Clinicians may make rapid and accurate predictions of STSG or NSST total screening scores from administration of substantially shortened versions of the instruments. Case studies of Latino children from Chicago and Miami serve to cross-validate the procedure outside the New York metropolitan area.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

Ethics: The Use of Case Studies in Ethics Education

2003 ◽  
Vol 13 (2) ◽  
pp. 22-24
Author(s):  
Cheryl D. Gunter
Keyword(s):  
Case Studies ◽  
Ethics Education
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