Much of the focus on the relationship between parents and professionals in early intervention has been on the rationale for working with families and the processes by which that rationale should be implemented. Although some discussion has occurred regarding desired outcomes, approaches and strategies by which the attainment of family outcomes could be documented have not been widely discussed or agreed upon by the field. In this article we suggest eight questions that could serve as a framework for determining the extent to which early intervention has accomplished the goals inherent in a family-centered approach. Conceptual issues and methodological considerations associated with documenting these outcomes are presented, and recommendations regarding implementation and future directions are made.
Education & learning publications
Plywood Walls And Exposed Pipes: Supporting A Culture Of Learning In An On-Line Teacher Professional Development Community
Innovation In Urban School Settings: Integrating Contexts And Tools In Support Of Learning
Toward An Integration Of The Social And The Scientific; Observing, Modeling, And Promoting The Explanatory Coherence Of Reasoning
Abstract It may seem odd for two cognitive scientists, each with little specific expertise in social psychology, to present a chapter that focuses on social cognition. Indeed, our past work may seem much more in the realm of scientific reasoning than in that of social reasoning. But one question that we have been asking, both […]
Datagotchi Deep Dive
Introduction We believe there is a huge opportunity for new educational appliances that are low-cost, portable, robust, networkable, and highly tuned to particular curricular needs. We can foresee the potential for the success of these devices in the phenomenal impact of graphing calculators and probeware. However, we are concerned that current graphing calculators and probes […]
The Mathematics Of Change And Variation From A Millennial Perspective: New Content, New Context
Introduction In the spirit of the millennial season, this chapter steps back from the front lines of mathematics education reform and looks forward within a long-term perspective. Ourperspective draws upon a historical view of the long-term evolution of representations, the transformative potential of new media, and the growing challenges of meeting societalneeds. We shall see […]
Melding Authentic Science, Technology, And Inquiry-Based Teaching: Experiences Of The Globe Program
Abstract Initial findings from the evaluation of the GLOBE Program are used to shed light on three issues concerning student-scientist partnerships: (1) Can students and scientists both derive genuine benefits from such partnerships? (2) What does technology add to efforts to bring authentic science into schools? (3) What is the relationship between student-scientist partnership programs […]
Scalable Integration Of Educational Software: Exploring The Promise Of Component Architectures
Technology-rich learning environments can serve the pressing need for core curriculum reform in science and mathematics by enabling more diverse students to learn more complex concepts at a younger age. Unfortunately, today’s technology research and development efforts result not in an richly integrated environment, but rather with a fragmentary collection of incompatible software application islands. In this article we ask: how can the best innovations in technology-rich learning integrate and scale up to the level of major curricular reforms? A potential solution is component software architecture, which provides open standards that enable plug and play composition of software tools produced by many different projects and vendors. We describe an exploratory effort in which four research groups produced software components for the mathematics of motion. The resulting prototypes support (a) integration of the separately produced tools into the same windows, files, and interfaces, (b) dynamic linking across multiple representations and (c) drag and drop composition of activities without requiring programming. We also summarize an extended Internet discussion which raised critical issues regarding the future of component software architecture in education, and look ahead to the prospect of scalable integration of components beyond the desktop computer.
Transformation And Transition: Education For The 21st Century
Globe Year 3 Evaluation: Implementation And Progress
Connecting With The Twenty-First Century: Technology In Support Of Educational Reform
Introduction Over the past decade, there have been a number of recognized deficiencies with our current approach to schooling, deficiencies that must be addressed if our students are to be prepared for work and life in the next century (Resnick, 1987). In this chapter we present a vision for twenty-first century education in which these […]
Counselor Simulation Guide, Levels 1-3
Automatic Pronunciation Scoring of Specific Phone Segments for Language Instruction
The aim of the work described in this paper is to develop methods for automatically assessing the pronunciation quality of specific phone segments uttered by students learning a foreign language. From the phonetic time alignments generated by SRI’s Decipher HMM-based speech recognition system, we use various probabilistic models to produce pronunciation scores for the phone utterance. We evaluate the performance of the proposed algorithms by measuring how well the machine-produced scores correlate with human judgments on a large database. Of the various algorithms considered, the one based on phone log-posterior-probability produced the highest correlation with the human ratings, which was comparable with correlations between human raters.
Tapped In: A New On-Line Community Concept For The Next Generation Of Internet Technology
Abstract K-12 education reform research suggests that new models of teacher professional development(TPD) are needed to establish and support communities of teachers engaged in school reform.We are working with several TPD organizations to develop a new on-line TPD community concept called TAPPED IN. Together, we are forging what we believe will be a self-sustaining TPD […]
Role Of Technology In Student-Scientist Partnerships: Perspective From The National Science Foundation
Abstract A variety of student-scientist partnerships (SSPs) have evolved over the years in the K-12 classroom, providing students, teachers, and scientists with activities and experiences not available from any other source. Characteristically these activities are inquiry-based or design-oriented and aligned with Benchmarks (American Association for the Advancement of Science, 1993), (National Research Council of the National Academy […]
