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921.
922.
Marsha A. Schubert Mary F. Landers Michael J. Curtis Thomas E. Anderson Vicki Curtis 《International Journal of Disability, Development & Education》1984,31(1):46-53
Mainstreaming the exceptional child necessitates that regular and special teachers work much more closely today than in the past. The most important element for successful mainstreaming is effective communication (Schubert & Glick, 1981). This article describes the collaborative consultation model as one approach to attaining good, effective communication. 相似文献
923.
Jiménez JE del Rosario Ortiz M Rodrigo M Hernández-Valle I Ramírez G Estévez A O'Shanahan I de la Luz Trabaue M 《Journal of learning disabilities》2003,36(1):34-47
This study was designed to assess whether the effects of computer-assisted practice on visual word recognition differed for children with reading disabilities (RD) with or without aptitude-achievement discrepancy. A sample of 73 Spanish children with low reading performance was selected using the discrepancy method, based on a standard score comparison (i.e., the difference between IQ and achievement standard scores). The sample was classified into three groups: (1) a group of 14 children with dyslexia (age M = 103.85 months; SD = 8.45) who received computer-based reading practice; (2) a group of 31 "garden-variety" (GV) poor readers (age M = 107.06 months; SD = 6.75) who received the same type of instruction; and (3) a group of 28 children with low reading performance (age M = 103.33 months; SD = 9.04) who did not receive computer-assisted practice. Children were pre- and posttested in word recognition, reading comprehension, phonological awareness, and visual and phonological tasks. The results indicated that both computer-assisted intervention groups showed improved word recognition compared to the control group. Nevertheless, children with dyslexia had more difficulties than GV poor readers during computer-based word reading under conditions that required extensive phonological computation, because their performance was more affected by low-frequency words and long words. In conclusion, we did not find empirical evidence in favor of the IQ-achievement discrepancy definition of reading disability, because IQ did not differentially predict treatment outcomes. 相似文献
924.
Piperakis Stylianos M. Papadimitriou Vasiliki Piperakis Michael M. Zisis Panagiotis 《Journal of Science Education and Technology》2003,12(2):135-141
The purpose of this study was to assess Greek primary (1st to 6th grade) school children's understanding of sun exposure during summer vacation. Our results show that children know the damaging effects of long time exposure and the precautions that should be taken during sun bathing (sun glasses, hat, umbrella, sunscreen, etc). Nevertheless, they do not seem to avoid being exposed between 12.00 A.M. and 15.00 P.M., which is the most dangerous time. The socioeconomic status of father has no effect on the attitude of children towards taking protection measures when exposed to the sun, however, the educational status of the mother appears to influence children's reported knowledge and behaviour. Place of residence (urban or rural areas) and gender does not influence their knowledge on the sun's damaging effects and the precautions they should take. Finally, as children grow older they seem to gradually reduce the protective measures they take. 相似文献
925.
Conclusion As culture is at the heart of meaning making, it warrants exacting attention in the systemic design process. As Gustafson
& Powell (1991) point out, too often models are not tested for validity and reliability. It is for this reason that we emphasize
that research must critically evaluate this expanded ADDIE model.
As technology enables us to increase our interaction with the peoples of the world, we are enriched by the incessant shifts
in our own cultural paradigms. Attention to this cultural dynamism and incessant interplay leads to both improved designs
and improved designers. As instructional designers, we must be able to critically analyze our learner’s cultures and allow
it to strengthen the instructional design process. In this way we address our ethical commitment to creating culturally sensitive
products.
His research interests include culture, identity development, and meaning making in technology rich environments.
His research interests are in the areas of Educational Gerontology, Instructional Design, and the Digital Divide.
His research interests include Systemic Change and the Digital Divide. 相似文献
926.
In this article we describe and interpret how two distinct layers of critical friendship were used to support a pedagogical innovation in pre-service teacher education. The innovation, Learning about Meaningful Physical Education (LAMPE), focuses on ways to teach future teachers to foster meaningful experiences for learners in physical education. Critical friendship was applied in two ways: (1) the first two authors served as critical friends to each other as they taught their respective teacher education courses using LAMPE, and (2) the third author acted as a meta-critical friend, providing support for and critique of the first two authors’ development and enactment of the innovation. Over two years, data were gathered from reflective journal entries, emails, recorded Skype calls, and teaching observations. The two layers of critical friendship held significant benefits in advancing and supporting the development of the innovation while also contributing to the professional learning of all participants. Analysis of the first year’s data showed that we entered the critical friendship without thoroughly considering what we each hoped to give and take from the relationship or acknowledging the potential problems that might unfold. In the second year, guided by suggestions from our meta-critical friend, we took a more rigorous inquiry stance as critical friends, contributing contentious feedback and pushing each other beyond our personal and pedagogical comfort zones. This led to a noticeable improvement in our professional learning about teacher education practices and advanced the development of the LAMPE innovation. 相似文献
927.
Rosa M. Rodríguez-Izquierdo 《Cultura y Educación》2018,30(1):177-204
The purpose of this study was to validate the IDI (Intercultural Development Inventory) and to assess the impact of international mobility programmes on the intercultural sensitivity of university students. For this, a quasi-experimental study was carried out using a longitudinal design of repeated pre-test and post-test measures, with an experimental group of students who carried out international mobility programmes and a control group of students who did not. The sample consisted of 3,047 university students. The inventory yielded a five-factor structure (negation/defence, minimization, reversion, acceptance/adaptation and encapsulated marginality) with alpha coefficients ranging from .82 to .91, revealing adequate reliability and validity. The results indicate the effectiveness of the IDI to measure intercultural sensitivity. Although the post-test scores are higher than the pre-test scores for both groups, there are significant differences in favour of the experimental group (p = .000) in all factors except the negation/defence stage. The conclusions focus on the implications of this study for curriculum development and policy at an educational level. 相似文献
928.
Formalist conceptions of aesthetic goals began to give way from the 17th century on to rationalist accounts of experience. Beauty as described as essential by Renaissance thinkers was reconceived as just one possibility, with the sublime in Burke's account as another. In the early 20th century Clive Bell again asserted a formalist position with his argument for significant form. The weakness of the formality position, and the need for a richer, more contextual account of aesthetic goals and experience is argued with reference to the idea of thick and thin concepts as applied by Bernard Williams to ethics, Wittgenstein's attention to the way in which language is used in a specific context, and Scruton's emphasis on an informed conception of the object of aesthetic attention. Beauty, in Alberti's procedural account if not in his version of the Platonic ideal, can be seen to continue to have critical value. The idea of character, however, offers a broader range of possibilities for experience and of goals for design. 相似文献
929.
930.