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151.
Lindsay Paterson Alan J. Gow Ian J. Deary 《School Effectiveness & School Improvement》2013,24(1):105-125
The long-term effects of secondary-school reforms in the first half of the 20th century are investigated through the long-term follow up of a sample of people born in Scotland in 1936 who were first surveyed in 1947. Members of the sample who were living in the Lothian region of Scotland were re-interviewed in 2004–2007, providing information about their occupational status and educational achievement. The occupational status and educational attainment of respondents’ parents were collected in the follow up, as was information about school attended by respondents. Respondents completed the same intelligence test as they sat in 1947. The main research question is whether attempts by policy makers in the early 20th century to widen access to secondary schooling had long-term effects on the social distribution of educational and occupational opportunities. 相似文献
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This paper reports on the findings of a multi-centre, year-long study commissioned in July 1999 by the Department for Education and Employment (DfEE), Department of Health (DOH) and the National Assembly for Wales; the focus here is upon the perspectives of parents of children with a variety of speech and language needs, at various stages of assessment and provision within educational settings. Groups of parents were interviewed about their perceptions of the extent and nature of collaboration existing between the agents of health and education, and during the final ‘research into practice’ stage of the study, parents joined managers and practitioners from the two agencies in discussion groups aimed at generating innovative and practical ideas for facilitating future collaboration between the two agencies. Emphasizing their wish for a partnership relationship with professionals, some parents highlighted professionals' failure at times to communicate effectively with them. They perceived a lack of transparency in the process of assessment and provision, voicing concerns about continuity of provision, particularly at the stage of transition from primary to secondary education. In a context of insufficiently defined professional roles, some parents lacked confidence in a move towards a consultative model of speech and language therapy; they suggested a need for greater mutual understanding between teachers and speech and language therapists to provide a more secure basis for implementing therapy effectively. 相似文献
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This article explores the similarities and differences between two asynchronous online information literacy courses. Details of the courses and how the ACRL information literacy standards are incorporated will be outlined. In exploring distance learning and distance teaching, the article will discuss issues related to online information literacy learning experiences and suggest ways to address those issues and improve teaching and learning. 相似文献
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