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291.
292.
Victoria E. White Kress Robyn L. Trippany James Michael Nolan 《Journal of College Counseling》2003,6(2):124-133
College counselors need to be informed of effective interventions when counseling students who have been sexually assaulted. This article applies research and theory from the general literature on counseling sexual assault victims to college counselors' work with this population. An overview of the effects of sexual assault is followed by specific implications for counseling students who have been sexually assaulted. 相似文献
293.
Paul Kirschner Professor of Educational Technology 《British journal of educational technology : journal of the Council for Educational Technology》2003,34(4):537-538
Vrasidas, Charalambos & Glass, Gene ed (2002) Distance education and distributed learning Information Age (Greenwich CT) ISBN 1-931576-88-2 231 pp $29.95 (boards $63.24)
http://www.infoagepub.com orders@infoagepub.com 相似文献
http://www.infoagepub.com orders@infoagepub.com 相似文献
294.
Professor Itamar Gati 《Journal of Career Development》1990,17(2):119-128
This paper benefitted from discussions with Pazit Mei-Raz and Micha Wartski. 相似文献
295.
Peter Farrell, Professor of Special Needs and Educational Psychology in the Faculty of Education, University of Manchester, addresses three key themes related to the education of pupils with special educational needs: the role of categories in special education; the impact of legislation on assessment procedures; and developments in inclusive education. His considered view is that progress towards more inclusive practice and an enhanced role for parents have brought about positive developments. He is more cautious about the impact of the revised Code of Practice , which, he suggests, perpetuates some of the procedural and bureaucratic burdens associated with the past. 相似文献
296.
Democratic science teaching: A role for the history of science 总被引:3,自引:0,他引:3
For John Dewey, democracy meant the opportunity and the ability to participate in the continuing conversation of the community. To participate effectively, education must free the intelligence to creatively reconstruct the community. Dewey traced logic back to its etymological roots in dialogue. The history of science is the history of a conversation of an international community. To participate in it effectively, students must free their intelligence. Logically, this is best done by creative and disciplined democratic classroom dialogue instead of the monologue common to so many schools. We recommend a dialogical model of science teaching. 相似文献
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Outcomes in the inter- and intra-personal realms are central to the goals of Jewish education, yet educators often struggle to address them in a meaningful way. In this article, we describe what we learned from facilitating an online community of practice for congregational school leaders and day school educators seeking to enhance their work in promoting social, emotional, and spiritual growth. First, we provide a rationale for the importance of outcomes in these arenas. Then, we describe the intervention, which included webinars, mentoring, and an action-research component for participants. Finally, we share what we learned about (a) participants’ conceptualizations of socio-affective elements in the Jewish educational context and (b) the supports and challenges encountered by participants in enhancing the socio-affective dimension of their work. 相似文献
300.
Professor Richard Gunstone Brian McKittrick Pam Mulhall 《Research in Science Education》1999,29(4):527-546
Concern with the quality of student engagement and learning in senior high school physics has been evident for many years.
In this study we have focussed on student engagement. Three tasks that utilised a structured discussion, approach to learning
concepts in mechanics were developed in collaborative work with two Year 11 physics teachers. These tasks demanded an initial
individual response from each student, then a single response from groups of three, and then a whole class interpretive dicussion
led by the teacher and based on the group responses. We report the detail of reactions of students and teachers to these tasks
in the two classes taught by the teachers involved in the development of the tasks, and more general reactions from a further
seven Year 11 physics classes. 相似文献