The Regular Classroom Interactions of Learning Disabled Adolescents and Their Teachers

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.Research on the process of teaching indicates that students who are low achievers, hyperactive, defiant, and dependent receive less approval and support and more criticism and disapproval from their teachers. Further, students discriminate teacher approval and disapproval and form corresponding attitudes toward the teacher and learning which influences performance and adjustment. Since the implications are quite serious for learning disabled students in regular classrooms, this study tested these findings through direct observation of learning disabled adolescents in regular classrooms. Results indicated that teachers were equitable in their interactions with learning disabled and non-learning disabled students and did not perceive learning disabled students as more hyperactive, defiant, or dependent than non-learning disabled students. Even though learning disabled students were treated like non-learning disabled students, they perceived less approval and more disapproval from their teachers and were happy in their regular classrooms significantly less often than non-learning disabled students

Formal Reasoning Abilities of Learning Disabled Adolescents: Implications for Mathematics Instruction

This research was published by the KU Center for Research on Learning, formerly known as the University of Kansas Institute for Research in Learning Disabilities.Modern mathematics education relies heavily upon the cognitive theories of Jean Piaget and Jerome Bruner. These theories provide the basis for explanations of levels of development as well as direction for instructional procedures. Research related to cognitive abilites in learning disabled adolescents, specifically in mathematics, are virtually nonexistent. The present investigation sought to determine the level of formal reasoning in mathematics of LD adolescents. The results of the study suggest that LD junior high school students are functioning at the concrete operations stage of Piaget's developmental sequence. The need for mathematics interventions which use interactive and iconic, as well as verbal/symbolic, representations is stressed

Categorization by Organizations: Manipulation of Disability Categories in a Racially Desegregated School District

The authors propose and test the concept of categorical manipulation, a process in which subordinate group demands for greater access to high-status categories are met with reversals in the hierarchy of existing categories. The analysis addresses a school district’s response to pressure from a racial desegregation movement to improve black access to a high-status majority-white disability category. The district complied, but it also allowed whites to migrate to a low-status majority-black category, from which blacks then were excluded. This category was enhanced with benefits desirable to whites. The original categorical hierarchy was restored during resegregation 20 years later. In categorical manipulation, subordinate groups gain greater access to high-status categories, but these categories suffer in value as dominant groups reaffiliate with previously low-status categories, which may be revised for improvements. This is different from more familiar forms of resistance to change such as symbolic compliance, ritualization, and tokenism

Categorization by Organization: Manipulation of Disability Categories in a Racially Desegregated School District

We propose and test the concept of categorical manipulation, a process in which subordinate group demands for greater access to high status categories are met with reversals in the hierarchy of existing categories. The analysis addresses a school district’s response to pressure from a racial desegregation movement to improve black access to a high status majority-white disability category. The district complied, but it also allowed whites to migrate to a low status majority-black category, from which blacks then were excluded. This category was enhanced with benefits desirable to whites. The original categorical hierarchy was restored during resegregation 20 years later. In categorical manipulation, subordinate groups gain greater access to high status categories, but these categories suffer in value as dominant groups reaffiliate with previously low status categories, which may be revised for improvements. This is different from more familiar forms of resistance to change such as symbolic compliance, ritualization, and tokenism.Division of Social and Economic Sciences of the National Science Foundation under Grant Number 1154843

Factors increase social welfare of the population in the knowledge economy

At present, the knowledge economy plays a very important role. It is the key to competitiveness in the market and is the driving force of enhanced social life of mankind. Improving the welfare conditions of the knowledge economy is a very urgent problem that most countries are particularly interested. This problem mainly be promoted based on the development of cognitive capital

Inclusive School Community: Why is it so Complex?

This paper addresses the question: why is it so hard for school communities to respond to diversity in learners, staff and parents in inclusive ways? The authors draw on theory and recent professional experience in Queensland, Australia, to offer four guiding principles that address traditional assumptions about learning that result in inequality of opportunity and outcomes for students. The authors suggest these principles to support the development of a more inclusive school community: (1) develop a learning community incorporating a critical friend; (2) value and collaborate with parents and the broader community; (3) engage students as citizens in school review and develop¬ment; and (4) support teachers’ critical engagement with inclusive ideals and practices. The authors describe how the principles can work in concert in a school community

Systems of education governance and cultures of justice in Ireland, Scotland and Pakistan

This chapter compares the issue of cultures of justice in the systems of education governance in three education systems: Ireland, Scotland and Pakistan. The focus for the comparison are the current policies which shape the regulation of education. These policies were reviewed to identify key issues relating to social justice and equality, decision-making and accountability. From the analysis of each system, three central issues were identified: firstly, the improvement of a state education system; secondly, the degree of decentralisation and centralisation in governance structures and thirdly, the expectations placed on school leaders. The chapter concludes by discussing the tensions between the drive for system improvement and opportunities for school leaders to build strategies to address issues of inequality in schools