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91.
92.
Leon H. Spotts Conference Secretary 《Journal of Jewish Education》2013,79(4):41-52
The challenge to the smaller community Jewish school in the 1990's is that it will be the object of increased expectations and at the same time less able to employ the educational professionals traditionally associated with quality Jewish education. The shape of the challenge is already apparent. Many communities are already experiencing the social trends in which the challenge is created. 相似文献
93.
Jo Haynes Leon Tikly Chamion Caballero 《British Journal of Sociology of Education》2006,27(5):569-583
Pupils of White and Black Caribbean descent make up the largest category of mixed heritage pupils in the United Kingdom. As a group they are at risk of underachieving and are proportionally over‐represented in school exclusions. Yet little is known to date about the barriers to their achievement. The common‐sense explanation for their underachievement is often in relation to the perception that mixed‐heritage people are more likely to have ‘identity problems’ and low self‐esteem because of their mixed backgrounds. In some cases, this view is further compounded by low teacher expectations associated with the socio‐economic background and household structure of some mixed heritage pupils. By drawing on qualitative data from recent research, 1 this article will explore the barriers to achievement faced by White/Black Caribbean pupils in English schools. We argue that although White/Black Caribbean pupils are likely to experience a similar set of barriers to achievement as Black Caribbean pupils, there are important distinctions to be made. The specific barriers to achievement identified for White/Black Caribbean pupils derive from socio‐economic disadvantage, low teacher expectation linked to misunderstandings of mixed heritage identities and backgrounds, and the behavioural issues and attitudes towards achievement linked to peer group pressures. 相似文献
94.
Leon McCarty 《Quarterly Journal of Speech》2013,99(3):417-420
Speech and Voice. By G. Oscar Russell. New York: The Macmillan Company, 1931 ; pp. xvii, 250. $4.00. Prose, Poetry and Drama for Oral Interpretation. By William J. Faema. New York: Harper and Brothers, 1930; pp. 526. Voice and Speech. By M. R. Drennan. Capetown, South Africa: The Mercantile Press (A. W. Elford and Co., Ltd.), 1929; pp. 67, 5 shillings six‐pence, post free. Projects in Speech for a Foundation Course. By Alan Houston Monroe and Paul Emerson Lull. New York: D. C. Heath and Co., 1931 ; pp. iii + 168. The Art of Directing Plays, By D. C. Ashton. Franklin, Ohio and Denver, Colorado: Eldridge Entertainment House, Inc., 1931 ; pp. 119, $1.50. Modern Speeches (Revised Edition). By Homer D. Lindgren. New York. F. S. Crofts Company, 1930; pp. xv, 514; $3.00. Language Development of the Preschool Child. By Dorothea A. McCarthy. Minneapolis: University of Minnesota Press, 1930. pp. 174. Short Plays. By Edwin Van B. Knickerbocker. New York: Henry Holt, 1931; pp. 532. Stammering. By Elsie Fogerty, New York: E. P. Dutton and Co., 1930; pp. 64, $.95. Personality. By A. A. Roback. Cambridge, Mass.: Sci‐Art Publishers, 1931: pp. 144. 相似文献
95.
Lee Diane Sookyoung Ramirez Garcia Jose Manuel Overton Larissa Gordon Biddle Kimberly A. Lacey Rodney O. Gorter Josiah Heller de Leon Brian 《The Urban Review》2022,54(4):624-648
The Urban Review - The purpose of this study was to identify the internal and external factors that support the academic and career resourcefulness of adolescents from underserved backgrounds. This... 相似文献
96.
Leon C. Smith 《广播与电子媒介杂志》2013,57(1):107-112
Banning alcoholic beverage commercials would be ineffectual and counterproductive; tightened restrictions and increased prevention information offer more promising approaches for addressing drinking problems. 相似文献
97.
Leon Benade 《Educational Philosophy and Theory》2014,46(11):1243-1257
AbstractThe prominence given in national or state-wide curriculum policy to thinking, the development of democratic dispositions and preparation for the ‘good life’, usually articulated in terms of lifelong learning and fulfilment of personal life goals, gives rise to the current spate of interest in the role that could be played by philosophy in schools. Theorists and practitioners working in the area of philosophy for schools advocate the inclusion of philosophy in school curricula to meet these policy objectives. This article tests claims that philosophy can aid in the acquisition of democratic dispositions and develop critical thinking and considers to the extent to which these aims are compatible with each other. These considerations are located in the context of certain policy statements relating to the curricula of Western Australia and New Zealand. 相似文献
98.
This article critically analyses the extent to which the Ethnic Minority Achievement Grant (EMAG) has been successful in meeting its core objective of raising the achievement of minority ethnic groups who are at risk of underachieving. The article provides an historical analysis of the Grant, sets the Grant within the context of the Labour government’s policies relating to minority ethnic groups and social inclusion and reports on the authors’ research into the use made by Local Education Authorities (LEAs) of EMAG based on an analysis of LEA EMAG action plans. It suggests that although there have been some improvements in closing the gaps between minority ethnic achievement and national averages since the introduction of the Grant, these have been largely limited to groups receiving English as an Additional Language (EAL) support, although these groups continue to underachieve. Further the relative achievement of some groups, notably Black Caribbean pupils, has not improved at all since the introduction of the Grant. The article proposes that if the government wishes to more effectively tackle minority ethnic underachievement then it needs to increase the overall amount spent on the Grant, which has been frozen in recent years, and demonstrate more commitment to tackling institutionalized racism within the education system and the national curriculum. Although the government is issuing guidance to schools to address historic weaknesses in the way that the Grant has been deployed, the guidance itself does not go far enough in acknowledging the role of schools and particularly LEAs in tackling underachievement. Nor does the proposed new guidance recognize the importance of including the perspectives of local Black and Asian communities in decisions on how the Grant is deployed. 相似文献
99.
A. Leon Pines 《Roeper Review》2013,35(3):26-31
Teachers need to know the psychology of meaningful learning to understand how gifted children learn. 相似文献
100.