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Dorothy Villarreal Manuel González Canché Andrés Castro Samayoa Alice Ginsberg 《The Teacher Educator》2013,48(4):446-459
AbstractMinority-serving institutions are important in the production of teachers of color. However, this formative process is not without limitations. This multisite, multistate study relied on network analysis techniques to unveil timely and relevant concerns that students, faculty, and administrators identified as critical toward the strengthening of teacher production. 相似文献
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The genetic and environmental etiologies of diverse aspects of language ability and disability, including articulation, phonology, grammar, vocabulary, and verbal memory, were investigated in a U.K. sample of 787 pairs of 4.5-year-old same-sex and opposite-sex twins. Moderate genetic influence was found for all aspects of language in the normal range. A similar pattern was found at the low end of the distribution with the exception of two receptive measures. Environmental influence was mainly due to nonshared factors, unique to the individual, with little influence from shared environment for most measures. Genetic and environmental influences on language ability and disability are quantitatively and qualitatively similar for males and females. 相似文献
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Julie A. Millar Janet Thompson Dorothy Schwab Ana Hanlon‐Dearman Deborah Goodman Gal Koren Paul Masotti 《Journal of Research in Special Educational Needs》2017,17(1):3-17
Fetal alcohol spectrum disorder (FASD ) is a prevalent neurodevelopmental disability with significant implications for learning and behaviour. International research suggests that the prevalence of FASD in school‐aged children is 2.3–6.3%. In this paper, we address the questions: (1) what is FASD ; (2) what is the prevalence of FASD in schools; (3) what is the impact of FASD ; and (4) why develop special FASD education strategies and programmes? We summarise the 18‐year history of W innipeg S chool D ivision's development of its FASD P rogramme of services, describe the specialised FASD classrooms and then present the results from a consensus‐generating workshop comprised of 36 FASD education professionals, with over 209 years of collective FASD education programme experience, who were asked to identify and reach consensus on best strategies and lessons learned in FASD education programmes. We then suggest that effectively educating children with FASD is critical to get right if positive educational outcomes are to be realised. 相似文献
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Dorothy V. Smith Pamela J. Mulhall Christina E. Hart Richard F. Gunstone 《International Journal of Science Education》2016,38(10):1607-1621
This article presents a case study of 10 high-profile Australian research scientists. These scientists are highly committed to engaging with the public. They interact with a wide range of groups in the community, including the traditional media. They are aware that they are seen as representatives of science at a time when the authority of science and scientists is threatened in Australia by controversy around issues such as climate change and vaccination. Through their experiences of interacting with non-scientists, they have developed views about qualities, characteristics and knowledge that contribute to, or inhibit, positive interactions between scientists and non-scientists. Their experiences and insights highlight aspects of contemporary science that are not generally acknowledged in science curricula. 相似文献
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Wendy M. Smith-D'Arezzo Dorothy Jean Yocom 《Community College Journal of Research & Practice》2013,37(5):395-409
ABSTRACT This article describes the process of integrating special-education content into 2 delivery models used in 2 different general-education teacher-preparation programs for elementary-education majors at the University of Wyoming and Casper (Community) College. One program was the traditional 4- year undergraduate elementary-teacher preparation program; the other was a creative and resourceful way of offering the same program at one of the state's community colleges. The models were based on theoretical and practical applications of current teaching practices. These included the integration of special-education students into the general-education classroom. Students' reactions to what they were learning and implications for practice are included. 相似文献
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