585 research outputs found
Dangerous discourses and uncomfortable silences
In this paper, two teacher educators, a Latino man and an Asian American woman, reflect on their experiences in their graduate teacher-education classes after a controversial book talk and lecture about racism in higher education took place at one of the most diverse institutions of higher learning in the United States. Using critical race and dialogic frameworks, they analyze issues of race, power, and White privilege in academia and probe the reasons why, despite efforts to incorporate multicultural training in teacher education programs, discussing race can be an uncomfortable, threatening, and even cathartic experience to participants
Understanding and addressing racial/ethnic disproportionality
Racial/ethnic disproportionality in the child welfare system is a complicated social problem that is receiving increasing amounts of attention from researchers and practitioners. This review of the literature examines disproportionality in the front-end of the child welfare system and interventions that may address it. While none of the interventions had evidence suggesting that they reduced disproportionality in child welfare front-end processes, some of the interventions may improve child welfare case processes related to disproportionality and outcomes for families of color
La estructura socio-económica del comercio ambulatorio: algunas hipótesis de trabajo
El artículo no presenta resumen
Las Prácticas Basadas en la Evidencia en un programa Learning Support desarrolladas por docentes para la comprensión matemática de estudiantes con TDAH en el 7º grado de un colegio privado en Lima Metropolitana
La presente investigación tiene como objetivo analizar las características de las
Prácticas Basadas en la Evidencia (PBE) utilizadas por los docentes del programa
Learning Support (SST) para fomentar la comprensión matemática en estudiantes con
TDAH de 7mo grado de un colegio privado de Lima. Los estudiantes con TDAH son
aquellos que enfrentan desafíos en el aula relacionados con sus problemas cognitivos
con respecto a la falta de autorregulación y autogestión, interfiriendo con áreas
relacionadas con la planificación y organización, la atención sostenida, la memoria de
trabajo y la velocidad de procesamiento de la información. Además, cuentan con
dificultades de inatención, impulsividad e hiperactividad haciendo que su éxito
académico y matemático sea un desafío. Por lo tanto, la intención de esta tesis es
analizar cuatro prácticas pedagógicas basadas en evidencia, denominadas: 1)
Instrucción explícita con prácticas cumulativas; 2) Representaciones visuales; 3)
Instrucción basada en esquemas; y, 4) Metacognición con el propósito de describir
cómo los docentes SST aplican las distintas PBE en las aulas. Esta investigación
cualitativa desarrollada bajo una modalidad descriptiva utiliza la técnica de las
entrevistas semiestructuradas hacia los SST del programa Learning Support, con el
objetivo de describir las características de los estudiantes con TDAH, y los criterios de
aplicar las diferentes PBE en aula para incentivar un aprendizaje exitoso de las
matemáticas. Finalmente, se concluye que el TDAH es un imperfecto del desarrollo
de las funciones ejecutivas que interfieren con la capacidad de autorregularse e inhibir
comportamientos relacionados con la atención y la organización sostenidas. Por lo
tanto, para usar una estrategia matemática de manera eficiente, los docentes deben
modelar explícitamente el problema, brindar instrucción estructurada, monitorear su
trabajo y ofrecer retroalimentación inmediata para que los estudiantes puedan
comprender y completar con éxito sus actividades.The present research aims to analyze the characteristics of Evidence- Based Practices
(EBP) used by Student Support Teachers (SST) to encourage mathematical
understanding in students with ADHD in 7th grade from a private school in Lima. ADHD
students are those who face challenges in the classroom related to their cognitive
issues regarding a lack of self-regulation and self-management, interfering with areas
related to planning and organization, sustained attention, working memory and speed
of processing information. In addition, these students will also have difficulties related
to inattention, impulsivity, and hyperactivity making their academics and mathematical
success a challenge. Therefore, the intention of this thesis is to analyze four
pedagogical Evidence- Based practices: 1) Explicit instruction with cumulative
practices. 2) Visual representations. 3) Schema based practices. And 4) Metacognition
with the purpose of describing how the SST apply these EBP in their classrooms. This
qualitative investigation, developed under a descriptive modality, uses the technique
of semi structured interviews towards the SST from the Learning Support program with
the goal of describing the characteristics of ADHD students, and the criteria of applying
the different EBP strategies in a classroom to encourage successful math learning.
After this research, we can conclude that ADHD is a developmental impairment of the
brain’s executive functions that interfere with the capacity to self-regulate and inhibit
behaviors related to sustained attention and organization. Therefore, to efficiently use
a strategy, teachers must model the problem explicitly, provide structured instruction,
monitor their work, and provide immediate feedback for successful task completion
Faces do not capture special attention in children with autism spectrum disorder: a change blindness study
Two experiments investigated attention of children with autism spectrum disorder (ASD) to faces and objects. In both experiments, children (7- to 15-year-olds) detected the difference between 2 visual scenes. Results in Experiment 1 revealed that typically developing children (n = 16) detected the change in faces faster than in objects, whereas children with ASD (n = 16) were equally fast in detecting changes in faces and objects. These results were replicated in Experiment 2 (n = 16 in children with ASD and 22 in typically developing children), which does not require face recognition skill. Results suggest that children with ASD lack an attentional bias toward others' faces, which could contribute to their atypical social orienting
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