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Dunst, Carl J.; Dempsey, Ian – International Journal of Disability, Development and Education, 2007
A growing body of research demonstrates that the nature of the relationship between parents and professionals and parents' judgements of their feelings of empowerment are closely linked. This article focuses on one component of this relationship--partnerships--and reports on the association between parent-professional partnership and both parent…
Descriptors: Child Rearing, Developmental Delays, Parent Attitudes, Teamwork
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Daniels, Harry – International Journal of Disability Development and Education, 2004
In this article I will discuss the route by which I came to work with Cultural Historical Activity Theory (CHAT). The brief tracing of my own biography will highlight theoretical and methodological milestones. I will then discuss my current work, with colleagues, on approaches to investigating and improving the learning of professionals who are…
Descriptors: Learning Theories, Social Isolation, Professional Development, Research Methodology
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Van der Aalsvoort, Geerdina M.; Van Tol, Annemarie M.; Karemaker, Arjette M. – International Journal of Disability Development and Education, 2004
The question asked by this study was whether information on play behaviour of young children at-risk of learning difficulties could act as a diagnostic means of investigating emerging learning difficulties. A sociocultural perspective was taken to examine the role of interaction during the play of students in a regular primary school and in a…
Descriptors: Sociocultural Patterns, Learning Problems, Interaction, Young Children
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Goldenberg, Claude – International Journal of Disability, Development and Education, 2003
This article reviews findings from research and practice in school reform, with a special focus on literacy outcomes in schools with students at risk. It describes videotape excerpts that illustrate the "Getting Results Model." This model involves four key change factors: goals, indicators, assistance from others, and leadership. (Contains…
Descriptors: Academic Standards, Educational Change, Educational Environment, Educational Improvement
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Meyer-Probst, Bernhard; And Others – International Journal of Disability, Development and Education, 1991
The Rostock Longitudinal Study, which has followed 247 at-risk children from birth to age 14, seeks to identify factors contributing to interindividual developmental differences. Results reported underscore the limited prognostic value of single risk factors, the diminishing impact of organic perinatal risk factors over time, and the increasing…
Descriptors: At Risk Persons, Child Development, Elementary Secondary Education, Followup Studies
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Egeland, Byron; Abery, Brian – International Journal of Disability, Development and Education, 1991
Children (n=185) identified as at risk because of poverty were assessed on overall adjustment and academic progress during grades 1-3. Results suggested that excellent decisions were made in terms of who received special educational assistance. There did not appear to be any bias in the referral process. (Author/JDD)
Descriptors: Academic Achievement, At Risk Persons, Decision Making, Handicap Identification
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Margolis, Howard – International Journal of Disability, Development and Education, 1990
This article describes common forms of relaxation training that can be used with at-risk or exceptional students in remedial, special education, or regular settings. In addition to reviewing salient research assessing the effects of relaxation training on reading achievement, attention, hyperactivity, impulsivity, self-concept, stress, and…
Descriptors: Academic Achievement, Anxiety, Attention Control, Behavior Change
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Jordan, Anne; And Others – International Journal of Disability, Development and Education, 1993
Interviews with 27 regular class elementary teachers confirmed that teachers hold consistent and coherent belief systems about the needs of at-risk and exceptional students and the teacher's role and responsibilities. Teachers with "preventive" beliefs had higher self-efficacy scores than those with a "restorative" (assuming that problems reside…
Descriptors: Beliefs, Disabilities, Educational Needs, Elementary Education
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Center, Yola; Freeman, Louella; Robertson, Gregory – International Journal of Disability, Development and Education, 1998
An evaluation of Schoolwide Early Language and Literacy (SWELL) was undertaken in New South Wales, Australia, using a sample of 366 disadvantaged kindergarten students. Participants outperformed controls on pseudo-word decoding and reading connected text at the end of kindergarten, and on invented spelling and reading measures midway through first…
Descriptors: Decoding (Reading), Disadvantaged Youth, Early Intervention, Foreign Countries
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Most, Tova; Al-Yagon, Michal; Tur-Kaspa, Hana; Margalit, Malka – International Journal of Disability, Development and Education, 2000
A study examined the relationship between phonological awareness skills and social-emotional competence among 98 Israeli preschool children, 39 at risk for developing learning disabilities. Children at risk had lower phonological awareness measures, viewed themselves as more lonely, felt less confident, and were less accepted by peers. (Contains…
Descriptors: Emotional Development, Foreign Countries, High Risk Students, Interpersonal Competence
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Center, Yola; Freeman, Louella – International Journal of Disability, Development and Education, 1997
A study evaluated the Schoolwide Early Language and Literacy (SWELL) program using four Australian disadvantaged schools. Two schools implemented the program in the kindergarten year, while the other two schools pursued regular kindergarten curriculum. Children in the program outperformed others on words read in context, but not on words read in…
Descriptors: Beginning Reading, Context Clues, Disadvantaged Environment, Economically Disadvantaged