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论外语教学行动研究的重要性 总被引:1,自引:0,他引:1
This article mainly gives a brief introduction to the general idea of Action Research and the wayshow it can be applied in the foreign languages teaching. A very practical teaching approach can be derived fromthe study of Action Research,and so we can do something better to manage how to teach to learn and how tolearn to teach well in the real situation. 相似文献
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Laurice M. Joseph Moira Konrad Gary Cates Terra Vajcner Elisha Eveleigh Katelyn M. Fishley 《Psychology in the schools》2012,49(2):122-136
Studies that examined copy‐cover‐compare (CCC) and variations of this procedure were reviewed and analyzed. This review revealed a substantial number of studies that validated the use of CCC across spelling and math skills and across students with and without disabilities. A meta‐analysis of findings indicated that CCC and variations of this procedure were effective for helping students acquire and become fluent in academic skills. The strongest effects were evident when CCC and variations of this procedure were combined with other evidence‐based instructional components. Limitations, future directions for research, and recommendations for practice are offered. © 2011 Wiley Periodicals, Inc. 相似文献
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Moira Nelson 《比较教育学》2010,46(4):463-486
In his article ‘Globalisation, the Learning Society, and Comparative Education’, Peter Jarvis recommends lifelong learning in the period of globalisation as a topic ripe for scholarly research. In particular, he argues for the examination of the extent of lifelong learning around the world and its relation to different levels of employment. This article contributes to this line of inquiry by analysing how education policies facilitate adjustment to economic change and examining how advanced industrialised countries (AICs) compare in their promotion. Principal component analysis is used to construct indices for education systems that reflect these two objectives, and the results reveal considerable cross‐national variation. The Nordic countries appear well‐positioned to cope with changed skill needs. A closer look at the cases of Denmark and Italy portrays how a national education system can facilitate or hinder adaptation, respectively. 相似文献
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Sandra Bochner Moira Pieterse 《International Journal of Disability, Development & Education》1989,36(2):133-150
THE ATTITUDES of preschool directors in New South Wales towards the integration of children with disabilities were surveyed using a questionnaire that had been developed in early studies in this area. Analysis of data showed that directors were most positive about children with mild impairments, for whom they felt they had appropriate training and resources. They were least positive about children who required additional help that was outside their regular duties. Skills required by teachers and directors involved in integration included general competence, knowledge of specialised techniques that are required and an ability to work with therapists, special advisors and other support staff. Directors who had postgraduate qualifications and those from community preschools tended to be more positive about integration than other groups. Overall, it was concluded that integration is most likely to be successful if children are placed in centres where staff are positive and feel they have the necessary skills. 相似文献
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