Facilitating Intercultural Communication in Parent–Teacher Conferences: Lessons From Child Translators

In this article Abraham Lincoln is considered as an alternative to the usual type of patriot's hero. He reminds us of our great historical failings. He remains a figure of controversy, a national hero in only some corners of society. He is the heroic President who serves as the first compassionate defender of the downtrodden, and he is a hero in those subcultures as well. Lincoln's treatment in the movies is discussed, focusing particularly on the recent movie Lincoln. Lincoln is seen as a match for the usual movie hero. His famous immunity to casual treatment in popular culture is discussed as well.     

Moving Beyond Test-Prep Pedagogy: Dialoguing With Multicultural Preservice Teachers for a Quality Education

In a “post-NCLB era,” the schooling experiences of mostly low-income students of color continue to be consumed by a test-prep pedagogy—narrowed curriculum, low expectations, and ignored relationships. In this article the author describes a pedagogical approach using educational dialogues to engage preservice teachers to critically define a quality education.     

巨人的衰落

10年前,几乎所有人都相信网球的未来将被会大力发球的巨人主宰,但现在卡洛维奇和埃斯纳都还是二流选手,这当中到底发生了什么?有人开玩笑说:男子网球有三条铁律。第一,所有时代的伟大选手都有一手漂亮的单反,第二,他们都有一个贤内助(米尔卡?但布里吉特也算吗?),第三,他们都有炮弹发球。这里面听起来比较靠谱的仅仅是发球,作为全世界最好的选手和全世界最高的选手费德勒和卡洛维奇,我们可以拿他们的二十项技术指标做比较,卡洛维奇只有一项技术指标可以超过费德勒,那就是发球,这就使得卡洛维奇有机会在任何时候和费德勒较量一番,这就像拳击手有致命的重拳,网球选手有发球,就有了机会。     

European Journal of Special Needs Education Vol. 18, No. 3, October 2003 erratum

The current paper reports on the outcome of an ongoing action research project at a school for higher-functioning students with Autism Spectrum Disorder (ASD) in Sweden. The overall aim of the study was to develop and evaluate a questionnaire that captures social and individual aspects of classroom learning suitable for use with students with ASD. Interview data is presented on the perceived utility of the questionnaire for understanding and planning classroom instruction for the children with ASD through the eyes of the students’ teachers and their parents, as assessed during an Individual Education Plan meeting. Further, teacher ratings obtained by means of the instrument were found to differentiate a group of students with ASD (n = 10) from a group of typically developing children matched with regard to grade year, word reading ability and receptive vocabulary (n = 10). Implications and future directions are discussed, as are limitations of this pilot study.