共查询到20条相似文献,搜索用时 15 毫秒
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Meree Reynolds 《International Journal of Disability, Development & Education》2007,54(2):199-223
Reading Recovery is an intensive literacy programme designed for young students who have been identified as being at‐risk of reading failure after 1 year of schooling. The intervention was developed and trialled in New Zealand over 20 years ago and is now implemented in a number of education systems. The focus of this article is on recent research into the operationalisation of the programme with an overview of what it has done well and what it has not done so well. Reading Recovery has been very successful in bringing about change on the political and teacher training levels. In terms of efficacy in remediating literacy difficulties, however, the findings are more equivocal. What we have learned from Reading Recovery may assist in the implementation of new interventions based on more contemporary research. 相似文献
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John Wallace Rachel Sheffield Leonie Rénnie Grady Venville 《The Australian Educational Researcher》2007,34(2):29-49
In Australia, and internationally, integration is a widely promoted middle school curriculum reform strategy. Integration
is claimed to engage students by providing opportunities to work on a few cross-disciplinary objectives, to apply knowledge
across the subject boundaries and to work on tasks with meaning and relevance. While these curriculum goals enjoy a certain
popularity among middle school reformers and curriculum integration adherents, in practice, the prevalence of integration
is patchy and provisional. In this article, we (re) examine two of our studies of middle school integration over the past
decade to explore the reasons for this apparent disparity between the rhetoric and the reality. In our re-search for integration,
we look back at our data to identify enabling and inhibiting conditions for curriculum reform and develop a list of key program
characteristics. Finally, we look forward, drawing on the notion of institutional resilience to speculate on the reasons why
some middle school programs seem to flourish while others wither. 相似文献
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Marilyn Cochran-Smith Megina Baker Stephani Burton Wen-Chia Chang Molly Cummings Carney M. Beatriz Fernández 《欧洲师范教育杂志》2017,40(5):572-588
AbstractIn keeping with the theme of the 40th anniversary issue of EJTE, this article looks back and forward at US teacher education accountability. It argues that “holding teacher education accountable” has been the major approach to reforming teacher education in the US for the last two decades, assuming that enhanced teacher education quality depends on vigilant public evaluation and monitoring of outcomes related to teacher education institutions, programs, and teacher candidates. This article looks back at the “era of accountability” by examining five policy, political, and professional developments that contributed to its emergence and strong hold on US teacher education. Looking forward to the future of teacher education accountability in the US, the article argues that we need a new approach – democratic accountability in teacher education – which is based on intelligent professional responsibility for students’ learning including democratic knowledge and skills, strong equity, and genuine collaboration with multiple stakeholders. 相似文献
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Cultural Studies of Science Education - In this conceptual paper, we argue that social justice, morality, and healing must be at the core of an equity agenda for science education. When we view... 相似文献
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基础教育新课改:反观与前瞻后的沉思 总被引:5,自引:0,他引:5
笔者作为一名关注我国基础教育课程改革的基层教育科研工作者,近年来,认真研读了《基础教育课程改革纲要》、《新课程标准》、《基础教育课程改革纲要解读》等有关我国基础教育课程改革的支柱性文本,多次听取了有关课程专家的学术报告.并深入若干教改实验区进行调研。在接受过各种信息并经过冷静思考之后,心中充满了复杂的情感.我既对新课改的机遇和前景感到乐观.又对新课改面临的巨大风险和种种困惑而感到忧虑和迷茫。 相似文献
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Barbara M. Kehm 《Tertiary Education and Management》2013,19(1):93-110
Abstract The article analyses the content of articles published in TEAM in the period from 1995 to 2004. Central themes are highlighted, and it is discussed how these have developed and have been transformed over the decade. In the conclusion, gaps in knowledge about certain aspects of higher education are identified. 相似文献
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The article analyses the content of articles published in TEAM in the period from 1995 to 2004. Central themes are highlighted, and it is discussed how these have developed and have been transformed over the decade. In the conclusion, gaps in knowledge about certain aspects of higher education are identified. 相似文献
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