Joseph Michael Valente  Gail Boldt 《Equity & Excellence in Education》2016,49(3):336-349

In this article, the authors examine deaf education as a “curious case” to prompt thinking about issues of language inequities. The authors argue that tying the fortunes of deaf students to those of other language minority students provides opportunities for new insights into policies and practices of deaf education as well the education of other language minorities in American schools. The authors provide a case example of successful deaf bilingual education that challenges the equation of deaf communicative difference with academic failure. They conclude with a discussion of American bilingual education history and how a consideration of the “curious case” of deaf education opens up possibilities for expanding understandings of more general issues of language difference in education.  相似文献   

    

Gail Deuce 《British Journal of Special Education》2017,44(4):376-393

CHARGE syndrome, although a low incidence condition, is now recognised as a leading cause of congenital deafblindness among genetic conditions. Anecdotal reporting has suggested that learners with CHARGE syndrome are distinct from the wider deafblind population. This study investigates the education of learners with CHARGE syndrome, while also examining what the similarities and differences might be between this group of learners and the wider deafblind population. The findings of this study support the identification of potential learning characteristics of individuals with CHARGE syndrome, and also indicate that educational deafblind practice is applicable for this group of learners, although alternative or additional strategies may be required. Both commonalities and distinctions were found, but it was concluded that educationally there may be something unique and distinct in learners with this condition.  相似文献   

    

Gail Crimmins 《Educational Action Research》2017,25(3):337-353

This article discusses how a performed drama based on a narrative inquiry into the lived experience of women casual academics in Australian universities is understood by an audience. The audience, principally comprised of casual and ongoing academics, described the drama as authentic and personally recognised many of the main scenarios and preoccupations re-presented. In particular, they identified that the drama’s re-presentation of casual academics’ feelings of insecurity, precarious collegial relationships, and a lack of belonging and voice strongly resonated with them. The presentation also provoked them to communicate their own lived experiences of academia, which constituted a second set of narrative data. Moreover, when the audience was invited to engage with and respond to performed data they became active and collaborative participants in the research project by sharing personal insights and narratives which extended the scope and depth of the initial research project. Therefore, a public re-presentation of narrative research can transform narrative inquiry research into an action research project if the researcher adjusts her/his research approach and accepts that the audience narrative response can function as a second phase of data gathering. Adjusting to the emergent generation of data in turn further democratises research processes and relationships.  相似文献   

    

Gail E. FitzSimons 《Educational Studies in Mathematics》2007,64(3):373-379

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Gail M. Cheramie  Ron P. Edwards 《Psychology in the schools》1990,27(3):186-195

The purpose of this research was to determine the diagnostic validity of Part Two of the AAMD Adaptive Behavior Scale-School Edition (ABS-SE) for the classification of behavior-disordered (BD) children. The sample consisted of 66 elementary school students ranging in age from 7-0 through 12-11. There were three groups of subjects: (a) children classified BD; (b) children referred for behavior problems, but not classified; and (c) children in regular classrooms, neither referred nor classified. Teachers completed Part Two of the ABS-SE for all subjects. Validity was investigated for both domain and factor scores, with discriminant analyses yielding significant classification results. Using the domain scores generated by the stepwise discriminant analysis, the overall rate of correct classification was 71.21%; using factor scores, the level of correct classification increased to 77.27%.  相似文献   

Flexible reporting options for skilled child abuse professionals     

David Finkelhor  Gail L Zellman 《Child abuse & neglect》1991,15(4):335-341

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Many monkey experiments "not justified     

Vines G 《New scientist (1971)》1991,132(1796):15

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Equal rights for experimental octopuses?     

Vines G 《New scientist (1971)》1991,130(1772):17

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The Realities of Middle School for Mexican Children     

Gail G. Bollin 《Clearing house (Menasha, Wis.)》2013,86(4):198-201

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Doctors warn of loophole in embryo bill     

Vines G 《New scientist (1971)》1990,125(1710):21

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