Bilingualism and Inclusion: more than just rhetoric?

Within education policy in England the principle of inclusion has been established as a goal and a factor on which improvements in overall standards are seen to depend. Prominent within the drive to raise standards has been a demonstrable need to improve the National Curriculum attainment of members of certain minority ethnic groups, some of which are characteristically bilingual. In the context of education in England, this paper explores the relationship between bilingualism and inclusion, examining, on the one hand official attitudes to bilingualism, and bilingual support as expressed in the publications of the Department for Education and Skills (DfES) and Office for Standards in Education (OFSTED) and on the other on the reflections of a number of bilingual teaching assistants.     

More than just test scores

Around the world we hear considerable talk about creating world-class schools. Usually the term refers to schools whose students get very high scores on the international comparisons of student achievement such as PISA or TIMSS. The practice of restricting the meaning of exemplary schools to the narrow criterion of achievement scores is usually premised on the view that test scores are closely linked to the provision of a capable labour force and competitive economy. In fact, the measured relationships between test scores and earnings or productivity are modest and explain a relatively small share of the larger link between educational attainment and economic outcomes. What has been omitted from such narrow assessments are the effects that education has on the development of interpersonal and intrapersonal skills and capabilities that affect the quality and productivity of the labour force. This article provides evidence on some of these relationships, on the degree to which the non-cognitive effects of schooling contribute to adult performance, and on the evidence that deliberate school interventions can influence non-cognitive outcomes. It concludes with the view that the quest for world-class schools must encompass a range of human development characteristics that extend considerably beyond test scores.     

More than just saying goodbye

即将下课时, "Let's summarize what we have learnt in class." "Are there any problems about the lesson?"似乎变成约定俗成的结束语,希望以下一些建议能为你在课堂结束时带来一些灵感。     

Developmental co‐ordination disorder (DCD): more than just a movement difficulty

Developmental co‐ordination disorder (DCD) also known as dyspraxia, is characterised by severe impairment of movement that has a detrimental effect on activities of daily living. This impairment of movement can be the result of poor planning or execution during an action. An assessment for DCD usually comprises of a standardised test for movement skills and clinical observations, but an assessment may not always consider both planning and/or execution components. This study used an ecologically valid task to examine how typically developing children compared with children with DCD plan and execute their movements in response to a novel movement challenge. Children were asked to cross a ‘river’ using as few ‘stepping stones’ (carpet tiles) as possible without falling in. The study measured a number of variables in order to construct a profile of the child's ability to plan and execute movements, including pattern and consistency of movement, and distance travelled by each child, as well as the ability to formulate and correct their plan. The results of this pilot study showed both differences and similarities between the two groups, with the DCD group showing more difficulties in planning, executing and in correcting their movements, as well as being more inconsistent in their movement patterns. The results are discussed in terms of the need for multiple measures for a complete assessment of a child, the implications for educational practice and the potential of an additional clinical tool to aid intervention in children with DCD.     

“no more…than”和“not more…than”——从《新编高级英语》（上）Unit2的译文和课后习题谈起

本文主要针对新教材《新编高级英语》（上）第二单元《海明威致母亲》中编者所提供的译文和设计的理解题中出现“no more…than”和“not more…than”混淆的问题,探讨了两者在含义、语法层面及感情色彩上的诸多不同,并就相关译文和习题提出自己的理解。     

Several complex variables are better than just one

In this popular expository article, we discuss some important ways in which complex analysis in more than one variable is different from complex analysis in one variable. Analytic continuation in several variables is contrasted with that in one variable, and the notion of psuedoconvexity is defined. Hartogs phenomenon and the Levi problem are also discussed in an informal way.     

如何优化函数题的解答过程

例1植树节某班20名同学在一段直线公路一侧植树,每人植l棵,相邻两棵树相距10米．开始时需将树苗集中放置在某一树坑旁边,使每位同学从各自树坑出发前来领取树苗往返所走的路程总和最小,则这个最小值为____（米）．     

"more than"解读

本文对英语中的"more than"结构在连着使用和分开使用两种情况进行了讨论.     

想象力比知识重要

很久以前我就听过爱因斯坦的名言：“想象力比知识重要。”但体会不深,直到最近研究品德对成功的影响,才深切了解爱因斯坦为何会说这句话。知识和想象力就好比冰山上和冰山下的部分,想象力能帮助我们解脱实相的束缚,探索更深、更广阔的空间,尤其跟人有关的互动更需要想象力。我们所说的美德如鼓励、包容、宽恕、欣赏、谦逊等,都需要想象力做后盾,尤其是领导者要看出并激发部属的潜能,更需要想象力。     

方法比结论更重要--介绍《质的研究方法与社会科学研究》

恩格斯说：在一切哲学家那里,体系都是暂时的东西,但包含在体系中的真正有价值的方法却可以长久地启迪人心智、发人深思。黑格尔也说：方法不是外在的形式,而是内容的灵魂。与方法相比,我们有时更重视研究的结论,因为我们总认为方法是“桥”和“船”,结论是“彼岸”。我们的思维中,求目的不求手段的模式是存在的。但是我们还应当认识,结论总不免受到时代条件的局限,它们可能随时间推移而过时,比如有了爱因斯坦,牛顿定律就必定有一定的条件制约了。随着时间的流动,结论或者由正确变为错误,或者由整体合理变为局部的合理。但是正…     

Music across the curriculum: More than just circle time

Most educators will agree that music has an important place in a high-quality program for young children. Singing or listening to music are pleasurable activities, and the affective benefits of music are obvious to anyone who has ever sung a child to sleep. What teachers may not realize, however, is how music may be incorporated into other areas of the curriculum. Joyce Ury Dumtschin has taught in day care centers in Illinois and Ohio and is presently a freelance writer and musician.     

国家比任何时候都更需要充满朝气的理想主义

社会意识、崇高精神以及企业家能力一直植根于我们民族的核心价值之中,这是一种“我能”的态度,坚信没有挑战是不能被超越的。     

LOGO: more than a decade later

More than a decade has elapsed since Papert and his MIT colleagues combined cybernetic and Piagetian concepts into a user-friendly computer program called LOGO; and five years have elapsed since Papert, in his book Mindstorms , extolled the virtues of LOGO, arguing that children who experienced LOGO learned much more than a computer language—they learned powerful ideas, skills, and heuristics as well. This paper examines the current state of LOGO and LOGO research and attempts to come to some conclusions about the efficacy of LOGO as a research and teaching tool.     

Switzerland imports more cheese than it exports

<正>只有少数几个国家以生产奶酪而闻名,瑞士就是其中之一。然而,瑞士奶酪进口量首次超过出口量。原因是在20世纪90年代,瑞士开放了乳制品市场。这意味着其他国家可以在瑞士销售牛奶。结果是瑞士奶农很难与更便宜的进口牛奶竞争。许多瑞士奶农因无法盈利而放弃。这导致瑞士奶酪产量下降。瑞士乳制品协会的一位发言人曾表示,该国现在只能为本国人口生产足够的奶酪。     

Time is even more important than money

喻彻谕茄碗扁缸痴漏屁铸T属;二六锰言轰品{{鑫云高{益祷去硫诚认赫拓偏黑{认碗漏五俞i后舀i)漏获讥痴赫痴…漏藏扭而蔚从{{布俞i而磁燕茹碱)娜踢瘫必痴益交i)韶夏淞涵痴诚球筛如命哑查;如磷或瘫而赫宕如嵌油余立丘贡备命才晶漏而坛;丧)瑞病而茄介注石t偏云偏碳…惠豁黑黑黑蕊希产添琳福稿诉,赤而翻品)弃福漏赫拓爪偏月点而、奋石俪。、示、,台舜而。p劫娜烹然糕森铆鲜吟卿份峥今扭 脚勿moll竹W.{吮黑Time is even more important than money@杨晓红     

比第一更重要的事情

去朋友家做客,正赶上朋友在训斥孩子。我第一次看到他发那么大的火,额头上青筋暴起,脸色紫涨,气呼呼的样子,有点吓人。太意外了。在我的印象里,朋友是一个优雅沉稳的人,遇事不急不躁,处变不惊,待人宽容和蔼。我曾亲眼看到一个外乡人挤车的时候在他的脚上踩了一下,那可是一双崭新的皮鞋,朋友也只是大度地笑笑而已。为什么对自己的孩子他竟然会