자연주의적 탐구조사(Naturalistic Inquiry)

Both the current school reform and standards movements call for enhanced quality of instruction for all learners. Recent emphases on heterogeneity, special education inclusion, and reduction in out-of-class services for gifted learners, combined with escalations in cultural diversity in classrooms, make the challenge of serving academically diverse learners in regular classrooms seem an inevitable part of a teacher's role. Nonetheless, indications are that most teachers make few proactive modifications based on learner variance. This review of literature examines a need for “differentiated” or academically responsive instruction. It provides support in theory and research for differentiating instruction based on a model of addressing student readiness, interest, and learning profile for a broad range of learners in mixed-ability classroom settings.

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Differentiating Instruction in Response to Student Readiness, Interest, and Learning Profile in Academically Diverse Classrooms: A Review of Literature

Teaching vocabulary to primary grade children is essential. Previous studies of teaching vocabulary (word meanings) using story books in the primary grades reported gains of 20%-25% of word meanings taught. The present studies concern possible influences on word meaning acquisition during instruction (Study 1) and increasing the percentage and number of word meanings acquired (Study 2). Both studies were conducted in a working-class school with approximately 50% English-language learners. The regular classroom teachers worked with their whole classes in these studies. In Study 1, average gains of 12% of word meanings were obtained using repeated reading. Adding word explanations added a 10% gain for a total gain of 22%. Pretesting had no effect on gains. In Study 2, results showed learning of 41% of word meanings taught. At this rate of learning word meanings taught, it would be possible for children to learn 400 word meanings a year if 1,000 word meanings were taught. The feasibility of teaching vocabulary to primary grade children is discussed.

An effective method for building meaning vocabulary in primary grades

The authors evaluated the effect of listening to stories on children's vocabulary growth. Forty-seven children listened to 2 stories read to them in a small-group setting on 3 occasions, each 1 week apart. Target vocabulary items and items assessing generalization to nontarget words were selected, and pre-and posttest multiple-choice vocabulary measures were designed to measure vocabulary gains. In addition, a reading-retelling task was used to measure the subjects' knowledge of target and generalization words. For 1 story, children listened to the reading and were given explanations of target word meanings; for the other, children were not given explanations. The children acquired new vocabulary from listening to stories, with both frequency of exposure and teacher explanation of the target words enhancing vocabulary learning. However, the interventions were not sufficient to overcome the Matthew effect, as the higher ability children made greater vocabulary gains than lower ability children across all conditions.

Vocabulary acquisition from teacher explanation and repeated listening to stories: Do they overcome the Matthew effect?

Student teachers' attitudes towards the inclusion of children with special educational needs in the ordinary school.

In this study we examined the effects of 3 conditions on students' vocabulary acquisition: listening to stories with a brief explanation of the unfamiliar target words, listening to stories with no explanation of the words, and having no exposure to the stories or vocabulary (the control condition). Each story was read over a period of 5 school days. All 3 groups were given a pretest and posttest for each story. 6 weeks later a delayed posttest was administered on the words from both stories. A total of 175 fourth graders from 6 classrooms in 2 urban elementary schools participated in the study. Students who listened to 2 stories along with a brief explanation of target words learned significantly more new words and remembered them better 6 weeks later than students who heard stories with no explanation of the words and students in the control group. Offering simple explanations of words in the context of an interesting story is discussed as a practical and effective method of vocabulary instruction.

https://www.jstor.org/stable/pdfplus/1001864.pdf

Vocabulary Acquisition from Listening to Stories and Explanations of Target Words.

The purpose of this study was to investigate general education teachers' beliefs, skills, and practices in planning and making adaptations for students with learning disabilities (LD) mainstreamed into general education. Participating teachers were identified by administrators and peers as being effective in working with students with LD. Sixty teachers (20 elementary, 20 middle school, and 20 high school) completed a survey instrument assessing teachers' beliefs, skills, and practices. A subset of the initial cohort of teachers (n = 12) also participated in extensive interviews and classroom observations to provide additional insight into their adaptive instructional practices. Results indicated that even among skilled teachers gaps exist between beliefs, practices, and skills. Discussion focuses on teacher beliefs, skills, and practices and differences among teachers in the three grade groupings.

General Education Teachers' Beliefs, Skills, and Practices in Planning for Mainstreamed Students with Learning Disabilities

This in-depth study addressed the nature of general education teachers' planning for content area instruction for students with learning disabilities. Participants included 12 teachers, elementary through high school. Through interviews, classroom observations, teacher reflections, and surveys, we used the Flow of the Planning Process Model to investigate teachers' preplanning, interactive planning, and postplanning activities. Elementary general education teachers did more planning to include the needs of diverse students—and collaborated more with special education teachers—than did teachers at other levels. Other results indicated the extent of special help offered by teachers, as well as the pressures felt by teachers to cover the curriculum.

General Education Teacher Planning: What Can Students with Learning Disabilities Expect?

(1985). Child care in the United States. Early Child Development and Care: Vol. 18, No. 3-4, pp. 281-285.

Child Care in the United States.

https://files.eric.ed.gov/fulltext/ED273395.pdf

Liz Rothlein

Papers

Vocabulary Acquisition from Listening to Stories and Explanations of Target Words.

General Education Teachers' Beliefs, Skills, and Practices in Planning for Mainstreamed Students with Learning Disabilities

General Education Teacher Planning: What Can Students with Learning Disabilities Expect?

Child Care in the United States.

Children's, teachers; and parents' perceptions of play