教学生学会关心

长期以来。我们一直重视知识获得。忽略了学生其他方面的发展。导致了学生缺失关心。这种关心的缺失引起了一系列的问题。本文探讨了如何教育学生学会关心，使学生能够在充满关心的环境中健康成长。     

Critical Elements of Classroom and Small-Group Instruction Promote Reading Success in All Children

The components of effective reading instruction are the same whether the focus is prevention or intervention: phonemic awareness and phonemic decoding skills, fluency in word recognition and text processing, construction of meaning, vocabulary, spelling, and writing. Findings from evidence-based research show dramatic reductions in the incidence of reading failure when explicit instruction in these components is provided by the classroom teacher. To address the needs of children most at risk of reading failure, the same instructional components are relevant but they need to be made more explicit and comprehensive, more intensive, and more supportive in small-group or one-on-one formats. The argument is made that by coordinating research evidence from effective classroom reading instruction with effective small-group and one-on-one reading instruction we can meet the literacy needs of all children.     

Marketing Counseling: What Counseling Can Learn From Other Health Care Professions

Counselors can benefit from the knowledge gained by health care professionals to meet clients needs more effectively. Marketing strategies can be used as tools to meet this end.     

Getting a Read on Ready To Learn Media: A Meta-analytic Review of Effects on Literacy

Most U.S. preschoolers have consumed media created with funding from the U.S. Department of Education's Ready To Learn (RTL) initiative, which was established to promote school readiness among children ages 2–8. Synthesizing data from 45 evaluations (N = 24,624 unique child participants), this meta-analysis examined the effects of RTL media exposure on young children's literacy skills. Results indicate positive effects of RTL media exposure on children's literacy outcomes, especially vocabulary and phonological concepts. These effects are equivalent to about one-and-a-half months of literacy learning above and beyond typical growth. Findings are robust across a variety of research designs and for exposure to both television and new media. These results are discussed in terms of accountability evidence for RTL and larger debates in scholarly understanding of educational media effects.     

Development of Oral Reading Fluency in Young Children at Risk for Failure

The body of knowledge on critical components of reading instruction is broad and deep with phonemic awareness, phonics, fluency, vocabulary, and comprehension serving as building blocks for literacy. The importance of fluent reading (i.e., with speed, accuracy, and proper expression, as well as comprehension) in the formula for success is widely accepted. The purpose of this study was to evaluate oral reading rates in a sample of 2nd-grade children. Using growth curve analysis, we identified models for a combined sample of at-risk and not-at-risk children. Large and important differences in oral reading were evident, but the growth rates remained the same throughout the 2nd- grade; in fact, the gap between at-risk and not-at-risk students remained constant. We discuss the implications of our findings for future research and the improvement of practice.     

Title I Can Help Give a Voice of Hope to All Children

Speaking about Title I shortly before he died in July 1996, former Secretary of Education Ted Bell said, [It] is the heart and soul of national policy in elementary and secondary education in this nation. Right now, Title I can truly help drive reform .... But always remember, Title I was created because of poverty. It must often speak for those children who—by themselves—have no voices. (personal communication) In a similar vein, Secretary of Education Richard Riley has spoken of the "new" Title I as a vehicle to assist "the children for whom we have cast a tyranny of low expectations" (personal communication). As the "new" Title I enters its 2nd year of operation, the words of both secretaries serve as a reminder to those of us who administer Title I of the need to reach out aggressively to the "children who have no voices" and recognize that the circumstances of these children vary widely.     

Do Volunteers in Schools Help Children Learn to Read? A Systematic Review of Randomised Controlled Trials

The aim of unpaid volunteer classroom assistants is to give extra support to children learning to read. The impact of using volunteers to improve children's acquisition of reading skills is unknown. To assess whether volunteers are effective in improving children's reading, we undertook a systematic review of all relevant randomised controlled trials (RCTs). An exhaustive search of all the main electronic databases was carried out (i.e. BEI, PsycInfo, ASSIA, PAIS, SSCI, ERIC, SPECTR, SIGLE). We identified eight experimental studies, of which seven were RCTs. One of the RCTs was excluded because it did not meet the inclusion criteria. One RCT randomised intact classes and the other six studies randomised individual children and could therefore be included in a meta-analysis. All of the trials were fairly small, with the largest including 99 pupils. Four of the trials showed a positive outcome, while three showed a negative effect and the remaining study was equivocal. We pooled the four most homogeneous trials. The pooled data indicated an effect size of 0.19, which was not statistically significant ( p = 0.54, 95% confidence interval = -0.31 to 0.68). Overall, volunteering appeared to have a small effect on reading outcomes. However, the confidence intervals were wide, which could conceal a potentially large benefit or a harmful effect. Thus, more good quality RCTs are required in order to provide more conclusive evidence.     

How Can Children be Taught to Read Differently? Bill's New Frock and the 'Hidden Curriculum'

ABSTRACT There has been a great deal written about the theories of the interaction between readers and books. This article is an attempt to continue the debate. It includes a brief survey of the literature feminist theories of reading. The main focus of the article is based on classroom observations of a class of 10-11 year-olds reading and discussing the book Bill's New Frock by Anne Fine. The opinions expressed by the children appear to confirm the view that girls and boys are treated differently. The reading and discussion of the book raised awareness of these differences. The question raised is: How can children be taught to read 'differently'?     

借鉴新课程标准 创新课堂教学

根据中学新课程标准的精神,新课程的根本目的在于培养学生的创新能力和创新精神,而这种目的的实现,主要是通过课堂创新教学来完成的,这一点是非常值得我们高职院校借鉴的。课堂创新教学是我们培养高职学生创新能力和创新精神的主阵地,是通过教师的创新来培养学生的创新能力和创新精神。只有教师的创新,才会有课堂的创新;只有课堂的创新,才会有学生思维的创新。从变革教法和改进学法两个方面讨论如何培养学生的创新能力和创新精神。     

The Children Act: A Challenge for All

The Children Act 1989 comes into force next month. Earlier, in the March 1990 issue of the journal, Philippa Russell, director of the Voluntary Council for Handicapped Children, summarised sections of the Act most relevant to children with special educational needs. In this article she looks more closely at issues to do with assessment, independent residential schools and child protection in the light of the guidance which the Department of Health is issuing on the Act.     

美国NBA赛场对我国篮球运动发展的启示

回顾第 2 7届奥运会我国男篮的比赛情况 ,对照美国“梦之四队”的出色表演及NBA赛场火爆场面 ,分析了国际篮球竞技发展的变化特点 ,针对我国男篮的现状 ,就指导思想 ,教练员水平、技、战术攻防观念等问题引发的思考 ,提出了一些有益的看法和建议 ,旨在引以为鉴 ,取人之长为目的 .缩小CBA与NBA之间差距 ,加速我国篮球运动发展的进程     

悦读:基于儿童的图画书阅读

图画书是图画和文字的完美结合,儿童是图画书阅读的主体,图画书文字的蕴藉传神,图画富有表达性和叙述性,都能给人以发现的乐趣与探索的期待,我们要以儿童为本位,引领孩子们在图画书阅读中健康发展.     

学会关心学生--教师面前的一大课题

要教会学生"学会关心",教师首先自己要学会关心学生,这是实现"学会关心"教育的关键环节.主要论述"学会关心"教育中教师存在的问题,提出学会关心学生的几个教育策略.