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31.
Sandra Bochner Moira Pieterse 《International Journal of Disability, Development & Education》1996,43(1):75-95
Since the early 1970s, significant changes have occurred in New South Wales in the educational services provided for students with Down syndrome which should have resulted in improved educational outcomes for the students. Information is reported, here, on the schooling, employment, life experiences, and general skills of sixty‐six 13‐ to 20‐year‐old students with Down syndrome who were born over the period 1971 to 1978. These results are compared with data on achievement levels reported in earlier British and American studies of students with Down syndrome. Overall, the personal and leisure skills of the two groups of students appeared to be similar, with some difficulties associated with social isolation. However, when compared with the other groups, the New South Wales students appeared to have received more of their education in integrated settings, attained higher levels in academic areas (reading and money skills), were more independent, required less supervision, and had more optimistic futures in terms of integrated employment and accommodation options. Clearly, the changes in services begun in the 1970s did result in improvements in outcomes for some students with Down syndrome, though it is also evident that changes in policy do not always lead to the implementation of more effective services for all students. 相似文献
32.
Moira Broadhead Roy Chilton Victoria Stephens 《British Journal of Special Education》2011,38(1):19-27
In this article, Moira Broadhead, Roy Chilton and Victoria Stephens offer an in‐depth analysis of a targeted intervention, Scallywags, aimed at children with emotional and behavioural difficulties. Scallywags, based in Cornwall, offers an early intervention package for children and their families based upon an initial Boxall Profile analysis. Moira Broadhead is a senior educational psychologist for the Scallywags service and both Roy Chilton and Victoria Stephens held split posts as assistant psychologists and support workers within the intervention service. Moira, Roy and Victoria offer practitioners new to the Boxall Profile a compelling account of how it can be used to inform practice for learners with emotional and/or behavioural difficulties and conclude with a series of insightful questions about the use of the Boxall Profile and the role of interventions of this nature. 相似文献
33.
The last place to look: the place of pupil councils within citizen participation in Scottish schools
This article critically examines pupil councils as a means of developing pupils’ citizenship participation. It draws on findings across two research projects. The first study is a mixed method study commissioned by Learning and Teaching Scotland (LTS) that reviews the range of participatory activities in Scottish schools and their contribution to Scotland’s major curriculum revision, the Curriculum for Excellence (CFE). The second is a longer ethnographic study examining young people’s experience of participation projects in more detail. The findings lend strength to the argument that pupil councils as a stand-alone approach are not an effective means of citizenship participation. When pupil councils are complemented by other participation activity across spheres of school interaction, young people’s understanding of and interest in participation can be greatly enhanced. The article examines the cross curricular linkages schools are making, the barriers that impede such linkages and the benefits derived from successful coordinated approaches in light of criteria for ‘graduated participation’ developed through decades of work internationally on children’s participation. 相似文献
34.
The Scottish chartered teacher programme (2003–2011) is an important example of a national policy designed to support the development of ‘accomplished teaching’. This paper provides an account of the emergence of the programme before discussing how the impact of such a scheme might be assessed and thus rendered accountable. The difficulties of developing valid and reliable methodologies for ensuring accountability are explored, including an account of a pilot research project and an indication of what the international literature may reveal about such aspirations. The paper concludes with a summary of four major challenges facing researchers who wish to offer insights that are of use to policy-makers and practitioners. 相似文献
35.
The aim of this small-scale research project was to identify the main concerns of editors, academics, researchers, and librarians involved in the writing for publication (WfP) process. This would provide library and information services (LIS) staff with a clearer understanding of the process to enable them to articulate and develop their own role in supporting this activity. A novel “one thing” approach was used to determine the perspectives of editors, researchers, librarians, and research students on key issues surrounding WfP. The results indicate that there are many opportunities for LIS staff to contribute to the WfP process. One major concern which emerged was just how isolated researchers could feel. Suggestion: Having a CoW (Community of Writers) in the library could provide a potential LIS role. Another best practice to support WfP is also identified. 相似文献
36.
37.
This qualitative study was designed to investigate the metacognitive behaviour displayed by young children during their involvement in a reading intervention program, using videotapes of both intervention sessions and stimulated recall to access metacognition. The children demonstrated a wide range of metacognitive behaviour consistent with models of metacognition for older children proposed by researchers such as Flavell (1979) and Paris (Cross and Paris, 1988). Most metacognitive responses during intervention sessions involved self-regulation whereas responses during stimulated recall tended to reflect metacognitive awareness of reading strategies. Results support the need to use multiple measures of metacognition with young children as well as the need for further research on the relationship between metacognition and reading achievement of children in reading intervention programmes. 相似文献
38.
Katelyn M. Fishley Moira Konrad Terri Hessler Susan Keesey 《Learning disabilities research & practice》2012,27(3):104-115
Although vocabulary plays an important role in literacy and content instruction, there is a paucity of research identifying effective methods for teaching vocabulary. One promising strategy is morphemic analysis, which involves breaking words into morphemes, the smallest meaningful parts of words, and teaching students the meanings of those parts. The current study used a multiple probe across morphemes experimental design to determine the effects of an intervention package, GO FASTER (G raphic O rganizers; F lashcards A dded up and S elf‐graphed to T rack progress; E rrors R eviewed). Findings showed that with three to four instructional sessions, three high school students with high‐incidence disabilities successfully defined morphemes at a predetermined fluency rate and generalized these definitions to untaught words. Implications for practice and future research are discussed. 相似文献
39.
Moira Murphy 《Higher Education》2007,53(2):167-208
This article provides an analysis of the reasons why educational institutions choose to internationalize the services they
offer, how universities are internationalizing and to explore who is participating in the internationalization process. It
not only addresses the theory surrounding the internationalization of education but also the practical issues of implementing
it and making it accessible to students from a wide range of socio-economic situations. A case study of a summer study program
in Poland for students from the Monterrey Tech (in Spanish El Instituto Tecnológico y de Estudios Superiores de Monterrey,
ITESM), Cd. Juarez Campus, Chihuahua, Mexico, is used to explore two theoretical questions: can equality of opportunity be
achieved for all students in the process of the internationalization of education and what are the characteristics of the
internationalization of education which affect development? These issues take on concrete forms when an educational institution
attempts to internationalize the education it offers. At that time, organizations and the people in them must confront questions
such as: what strategies can be implemented to internationalize the education offered and how can students of fewer economic
means be included in the international opportunities available? My focus is on the benefits and costs to the undergraduate
student with an emphasis on examining equality of opportunity for each student. 相似文献
40.
Moira Savage 《Technology, Pedagogy and Education》2016,25(5):533-554
The research examined the nature and scope of e-portfolio reflective writing by primary pre-service teachers about their classroom implementation of information and communication technologies. Familiar and new technologies require a teacher to be able to confidently identify the pedagogical potential for effective learning and teaching. With the author as a teacher educator, uncovering of aspects of commonality and patterns of emphasis in pre-service teachers’ reflective writing prompted reconsideration of established education practice. A qualitative thematic coding approach was adopted using an initial stimulus of Mezirow et al.’s notions of transformational learning: content, process and premise reflection. Extracts were coded by case, structurally and thematically using qualitative analysis software. Distinct categories emerged from cycles of analysis and a comprehensive typological map was created that provided insights into pre-service teachers’ emergent pedagogic thinking in relation to their use of technology whilst on school placements. The research led to revised scaffolding prompts, particularly in relation to premise reflection, for pre-service teachers engaged in reflective writing as a tool to transform and enrich their pedagogical understanding of the interplay between technology, teaching and learning. 相似文献