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Empirical data on the development of interaction, communication, and language in deafblind children is very rare. To fill this gap, a case study was conducted in which the interaction between a teacher and a deafblind boy age 3 years 4 months was analyzed. Sequential analysis of their interaction confirmed some general clinical impressions about interaction with deafblind children, and provided the basis for suggestions on how the interaction pattern might be changed. 相似文献
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Harry Gray 《School Leadership & Management》2013,33(2):157-161
Vice-principals’ role and their relationship with principals are of paramount importance in shaping the effectiveness of school management, particularly after the implementation of school-based management (SBM) worldwide. This paper reports primarily on prior studies on the vice-principalship and suggests a framework to help explain the different working relationships between principals and vice-principals. The framework is a matrix based on three dimensions, namely status, roles and management tasks. The framework was then examined through an illustrative case study. What emerged was that the framework provides a powerful means to explain the different combinations of relationship between principals and vice-principals. 相似文献
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Harry Daniels 《Emotional and Behavioural Difficulties》2013,18(2):113-124
Abstract The article is based on a paper delivered to the AWCEBD KEYWORDS Conference at Cirencester in 1999, where the focus was upon staff emotional support. The article proposes that some of the causes of teacher and intelligence; worker stress are organizational factors and perceptual bias, and that staff support; stress is an inevitable consequence of working in an environment supervision where human relationships are critical for the successful management of young people with social, emotional and behavioural difficulties.The author suggests that one way of alleviating this stress is through the introduction of supervision to the educational field. Supervision in other helping professions has been successful in providing support, changing perceptions, managing emotions and coping with stressful situations, and in so doing has improved relationships with others and work performance. 相似文献
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Harry R. Faulk 《Equity & Excellence in Education》2013,46(1):35-45
Vocational educational has long struggled with a reputation as a lower track and dead end for socially disadvantaged populations. Since the alarm call in the 1980s about the “forgotten half,” significant efforts have been expended to develop reform programs that provide disadvantaged populations viable options that would enhance their academic and economic prospects. However, considering the fact that such reform programs consist of a disproportionate numbers of Latinos and African Americans, how do we know that such reforms are not reproducing structures of racial domination? This article, an ethnographic study of a promising vocational education reform, examines race-making in the institutional organization, the representational practices, and the perspectives of students and teachers inside and outside this reform program. I argue that although the academy was a success story to some extent, it encountered negative stereotypes from its host school, while indirectly producing conditions that racially stigmatized its population. This poses questions about racial equity and the role of the institutional culture of the host school in implementing vocational reform programs. 相似文献
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Jonathon Weakley Shaun McLaren Carlos Ramirez-Lopez Amador García-Ramos Nick Dalton-Barron Harry Banyard 《Journal of sports sciences》2020,38(5):477-485
ABSTRACTThe aim of this study was to investigate the differences and long-term reliability in perceptual, metabolic, and neuromuscular responses to velocity loss resistance training protocols. Using a repeated, counterbalanced, crossover design, twelve team-sport athletes completed 5-sets of barbell back-squats at a load corresponding to a mean concentric velocity of ~0.70 m·s?1. On different days, repetitions were performed until a 10%, 20% or 30% velocity loss was attained, with outcome measures collected after each set. Sessions were repeated after four-weeks. There were substantial between-protocol differences in post-set differential ratings of perceived exertion (dRPE, i.e., breathlessness and leg muscles, AU) and blood lactate concentration (B[La], mmol·L?1), such that 30%>20%>10% by small to large magnitudes. Differences in post-set countermovement jump (CMJ) variables were small for most variables, such that 30%<20%<10%. Standard deviations representing four-week variability of post-set responses to each protocol were: dRPE, 8–11; B[La], 0.8–1.0; CMJ height, 1.6–2.0; CMJ PPO, 1.0–1.8; CMJ PCV, 0.04–0.06; CMJ 100ms-Impulse, 5.7–11.9. Velocity loss thresholds control the magnitude of perceptual, metabolic, and neuromuscular responses to resistance training. For practitioners wanting to reliably prescribe training that can induce a given perceptual, metabolic, or neuromuscular response, it is strongly advised that velocity-based thresholds are implemented. 相似文献
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This study details the development and results of a campus-based writing assessment plan that was mandated by a state-wide university system in order to explore the “value-added” from a writing program curriculum to undergraduate students’ competence with written expression. Four writing samples (two timed essays and two conventional essays) that are produced before, during and at the close of enrollment in the writing program are scored for critical thinking, genre knowledge, rhetorical skills, and mechanics. The results indicate that local campus student achievement related to writing is comparable with performance captured by nationally normed technologies and larger assessment projects at similar state universities. The data also suggest significant performance difference related to the institutional position of students’ instructors as well as students’ own enrollment status. The article concludes that while the data produced by this research project are compelling, the policy and political implications of the undertaking suggest greater sensitivity to the institution's culture and program direction as well as its impact on instructor morale, student learning environment and the place of composition studies in the university. 相似文献