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221.
Laurie Marion 《Higher Education in Europe》2002,27(3):197-209
This article describes the happy intersection of a philosophy of life and its recommended approach to teaching and learning and the need for educational reform in Indonesia. The philosophy is called Deep-Dialogue/Critical-Thinking and is the fruit of two professors, Ashok Gangadean and Leonard Swidler, who have set up the Global Dialogue Institute in Philadelphia to teach and to propagate the philosophy. In collaboration with UNICEF, this Institute is working with the Indonesian government to develop a programme whereby primary school teachers will learn to apply the principles of Deep-Dialogue/Critical-Thinking to their work. Given the cultural and religious diversity of this country, this approach to teaching will serve the aims of non-coercive national unity. 相似文献
222.
The reading and mathematics achievement and specific mathematical competencies of 74 children were followed over four time points during second and third grades. At the beginning of the study, children were classified into one of four groups: moderate mathematics deficiencies but normal reading (MMD‐only); moderate mathematics and reading deficiencies (MMD/MRD); moderate reading deficiencies but normal mathematics (MRD‐only); and normal achievement in reading and mathematics (NA). Although the MMD‐only and the MMD/MRD groups started out at the same level in mathematics, the MMD‐only group surpassed the MMD/MRD group over time. A parallel pattern in reading was not observed for the MRD‐only and MMD/MRD groups, with children in both groups performing at consistently low levels. Weaknesses in fact retrieval and estimation characterized children with MMD, with or without RD. The MMD‐only group showed an advantage over the MMD/MRD group in problem solving. Reading and language strengths help children compensate for deficiencies in selected areas of mathematics. 相似文献
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T. Scott Plutchak, director of Digital Data Curation Strategies, gave a talk about managing data, managing expectations, and opportunities to manage your institution in the move to make research data accessible. An historic view of the Office of Science and Technology Policy, the funder’s mandates, and other policy formations set the stage for the discussion of the role of the library in this institutional challenge. In his new role at the University of Alabama at Birmingham, Plutchak operates at The Edge of Chaos, with “data wranglers”— concerned parties from a variety of disciplines who all have an interest in data management and who come together to share ideas and move closer to an innovative solution. 相似文献
226.
In this paper we evaluate action learning for leaders of social enterprises and charities. Based on ethnographic research including participant observation, facilitator reflective diary notes and in-depth, qualitative interviews with participants of two action learning sets undertaken over eight months, analysed using Wenger, Trayner, and de Laat [2011, “Promoting and Assessing Value Creation in Communities and Networks: A Conceptual Framework.” Open universiteit, Ruud de Moor Centrum. http://www.ou.nl/documents/14300/23cd8044-ce98-48d3-8733-8fa0404380ab.] value creation framework, we show how the current and future value of action learning is perceived by the participants. We seek to give a deeper understanding of the perceived value of action learning in the context of the not-for-profit sector. We discuss how the value creation framework can be used to think about learning interventions such as action learning, the value of which is notoriously challenging to articulate both in terms of evaluating action learning and forward planning value. 相似文献
227.
Nguyen Tin Q. Pickren Sage E. Saha Neena M. Cutting Laurie E. 《Reading and writing》2020,33(4):1037-1073
Reading and Writing - As readers struggle to coordinate various reading- and language-related skills during oral reading fluency (ORF), miscues can emerge, especially when processing complex texts.... 相似文献
228.
Ansara Alice Gillotte Helen P. Goodman Laurie R. Hall Cynthia Rankin Norman Philip S. Hartwig Elinor Linn Ansara Alice Rawson Margaret B. 《Annals of dyslexia》1980,30(1):285-309
Annals of Dyslexia - 相似文献
229.
Alexandra Ursache Rebecca Robbins Alicia Chung Spring Dawson-McClure Dimitra Kamboukos Esther J. Calzada Girardin Jean-Louis Laurie Miller Brotman 《Child development》2021,92(5):1932-1950
Children of color are more likely to have poor sleep health than White children, placing them at risk for behavioral problems in the classroom and lower academic performance. Few studies, however, have utilized standardized measures of both classroom behavior and achievement. This study examined whether children’s sleep (parent and teacher report) in first grade concurrently related to independent observations of classroom behavior and longitudinally predicted achievement test scores in second grade in a sample of primarily Black (86%) children (n = 572; age = 6.8) living in historically disinvested neighborhoods. Higher teacher-reported child sleepiness was associated with lower adaptive behaviors and higher problem behaviors in the classroom, and predicted lower achievement. Parent-reported bedtime resistance and disordered breathing also predicted lower achievement. 相似文献
230.