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191.
Kassini I 《American annals of the deaf》2008,153(3):309-313
Professionalism arose concurrently with coordination policies among service providers and between parents and service providers in deaf education practices. The author examines the effects of professionalism on coordination among service providers from different disciplines (deaf education, speech-language pathology, elementary education, secondary education, audiology, otolaryngology, and pediatrics), as well as coordination between parents and these service providers in multidisciplinary, interdisciplinary, and transdisciplinary teams in the light of her own experience as a teacher of children who are deaf and hard of hearing in Cyprus. The author concludes that professionalism and coordination can coexist, and that the key issue in this relationship is the personal attitudes of those involved. 相似文献
192.
Valerie Farnsworth Irene Kleanthous Etienne Wenger-Trayner 《British Journal of Educational Studies》2016,64(2):139-160
The aim of this article is to contribute to the understanding and use of the theory of communities of practice. In order to clarify terms, explore applications for education and reflect on various critiques of the theory in the literature, two educational researchers conducted a series of interviews with the theorist Etienne Wenger-Trayner. The interviews have been thematically organised around key concepts from the theory. By relating the concepts to their uses in research and to other social theories, Wenger-Trayner clarifies key ideas of the theory including what constitutes a ‘community of practice’. He explains how he conceptualises identity and participation in order to develop a social theory of learning in which power and boundaries are inherent. The interviewers draw on these conceptual discussions with Wenger-Trayner to consider how the theory of communities of practice resonates with key debates and issues in education. By unpacking some key concepts of the theory from an educational perspective, we provide researchers with conceptual tools to support the complex decision-making that is involved in selecting the best and most appropriate theory or theories to use in their research. 相似文献
193.
In response to the information management and technology changes proposed by the Government’s NHS modernization initiative this article examines the issues that GPs feel to be of major significance to their work. Although information and communications technology is widely used in general practice there is no one agreed standard system. The level of technology and the manner in which it is used is also diverse throughout the profession, as are the attitudes that exist amongst GPs regarding the value of information management and technology, and the benefits efficient information management offers to them and to their patients. The views of three local GPs from practices with varying levels of information technology were obtained through semi‐structured interviews and the findings developed in the light of current discussions in the published literature. The GPs chosen reflect the disparity within general practice and, perhaps, other units of the NHS in the use and understanding of information management. The main conclusions were that there is ambivalence and scepticism about what NHSnet currently has to offer; that local electronic records benefit patient care, but when networked more widely problems of confidentiality and security result. Practitioners were also mindful of the financial costs of changes and concerned, given the impact of PCGs and clinical governance, as to who will be responsible for ensuring a common level of electronic records, IT provision, and financial and technological support. 相似文献
194.
Mitchell Claudia Blaeser Marilyn Chilangwa Barbara Maimbolwa-Sinyangwe Irene M. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1999,45(5-6):417-430
This paper is based on a panel in which the four authors participated at the 10th World Congress of Comparative Education Societies in Cape Town in July 1998. The overall focus of the panel was on how an initiative to promote girl's education in Zambia -- involving governments, NGOs, donor organizations, teachers and girls themselves -- has influenced policy development to the point where the Zambian Ministry of Educaion now has clear directives on girl's education. The authors analyse some of the important factors that contributed to this outcome. 相似文献
195.
Irene W. Gaskins John T. Guthrie Eric Satlow Joyce Ostertag Linda Six Janice Byrne Beth Connor 《科学教学研究杂志》1994,31(9):1039-1056
This article describes the interplay of goals, teacher development, and assessment in the context of a yearlong research and development project. The aim of the project was to integrate the teaching of science, reading, and writing processes in a conceptually based, constructivist curriculum for middle school students who read below grade level. A performance-based assessment was designed and implemented to determine the level of student awareness and control over the processes taught during a unit of instruction. Interviews with science teachers and supervisors revealed the important interaction of curricular goals, the performance assessment, and instructional practice. 相似文献
196.
Irene M. Bozak 《College Teaching》2013,61(3):208-211
197.
An age‐related decline in performance is typically observed in research on tasks that rely on cognitive processing. However, such declines must not be accepted as indisputable evidence that the learning efficiency of older adults is necessarily impaired. Cognitive factors such as a production deficiency in long‐term memory and/or a retrieval deficiency do operate to depress the performance of older adults. However, a number of noncognitive factors such as functional and pathological sensory deficits, psychomotor slowing, poor physical and mental health, and insufficient or excessively high motivation also mitigate against optimal performance in the aged. The learning efficiency of the aged may be improved through the use of teaching and learning techniques designed to compensate for the negative effects of both detrimental cognitive and noncognitive factors. 相似文献
198.
Science & Education - For several decades there has been a broad consensus on the need to promote scientific literacy and, ultimately, to promote the full development of student competency from... 相似文献
199.
This article describes a service-learning collaboration between a research center at a graduate school of social work and a community college. While the goal of the collaboration was to conduct a community needs assessment of the older population of Bermuda, the project offered a unique opportunity to connect community service, teaching, and research. Students' classroom experience prepared them to play a critical role as interviewers of older adults. Participation in this project enabled students to contribute to a vital step in the process of community change. Students reported more positive attitudes toward older adults and greater interest in working with older adults as a result of this experience. Service-learning can be an effective means of teaching students about aging. 相似文献
200.
Attitudes towards inclusive education have a crucial place in the effective implementation of inclusion practices. The aim of this study was to explore teachers’ attitudes towards inclusive education in preschool education in Portugal and to identify teachers’ personal and professional variables that influence these attitudes. The data were collected from a sample composed of 68 preschool teachers working in mainstream schools located in urban and rural areas. The results indicated overall positive attitudes towards inclusion. Having previous personal contact with a person with special educational needs predicted more positive affective attitudes, whereas having previous experience teaching classes that included students with and without special educational needs predicted less positive behavioural intentions. From these results, we infer an emergent need for continuous training and for the promotion of positive attitudes among preschool teachers to achieve the successful implementation of inclusion at this educational level. 相似文献