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Morag Stuart 《Journal of Research in Reading》2005,28(1):39-49
The first paper published in the Journal of Research in Reading on the topic of phonological awareness ( Schreuder & van Bon, 1989 ) appeared some fifteen years after the seminal paper by Liberman, Shankweiler, Fischer and Carter (1974) , which had demonstrated that there was a relationship between spoken word segmentation ability and reading acquisition. That the field had moved on in those fifteen years is evident in the sophistication of the questions addressed by Schreuder and van Bon. I present here a brief summary of Schreuder and van Bon's paper, and explore how some of the issues they discuss have been developed over the subsequent fifteen years. 相似文献
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Stuart Watt Claire Simpson Chris McKillop Viv Nunn 《Assessment & Evaluation in Higher Education》2002,27(4):325-337
This paper discusses an electronic course survey system designed to support evaluation of a modular programme in management taught through distance education. The scale and communication issues raised by distance education, when compounded by a complex rolling modular programme, make conventional evaluation complicated, slow and expensive. To overcome these problems, an automated evaluation process was introduced, partly based on web-based surveying, but significantly emphasising the reporting process and allowing performance indicators and complex analyses to be embedded in high quality word-processed reports, that can be quickly and easily generated after each presentation of a module. The paper discusses the system and the impact that it has had on the evaluation process, before looking to future opportunities for developments in this field, and discussing some of the implications - both expected and unanticipated - that have come out of using automation in the evaluation process. 相似文献
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Stuart Copans Helen Krell John Gundy Frances Field Janet Rogan 《Child abuse & neglect》1979,3(1):123-130
A wide range of health workers in the community provide care for families that abuse or have a potential for abusing their children. Frequently these workers are unable to work effectively because of difficulty dealing with feelings aroused by contact with such families.An experimental child abuse training program for community health workers was designed by a pediatrician, a social worker, a public health nurse and two child psychiatrists. This program included a six-month study group which met weekly to focus on feelings and conflcts aroused during the course of work with abusing or potentially abusing families.Through analysis of the group experience, the leaders identified eleven sets of feelings or conflicts which seemed to interfere consistently with effective delivery of care: 1)anxieties about a) being physically harmed by angry parents and b) about the effects of a decision; 2) denial and inhibition of anger; 3) need for emotional gratification from clients; 4) lack of professional support; 5) feelings of incompetence; 6) denial and projection of responsbility; 7) feeling total responsibility for assigned families; 8) difficulty separating personal from professional responsibility; 9) feelings of being a victim; 10) ambivalent feelings a) toward clients and b) about one's professional role; 11) need to be in control.This type of group experience seems to be an effective method for exploration and resolution of feelings and conflicts. 相似文献
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Many constructivists tag as `absolutist' references to mathematics as an abstract body of knowledge, and stake-out the moral high-ground with the argument that mathematics is not only utilised oppressively but that mathematics is, in-itself, oppressive. With much reference to Ernest's (1991) Philosophy of Mathematics Education this tag has been justified on the grounds that if mathematics is a social-cultural creation that is mutable and fallible then it must be social acceptance that confers the objectivity of mathematics. This paper argues that mathematics, albeit a social-cultural creation that is mutable and fallible, is a body of knowledge the objectivity of which is independent of origin or social acceptance. Recently, Ernest (1998) has attempted to express social constructivism as a philosophy of mathematics and has included the category of logical necessity in his elaboration of the objectivity of mathematics. We argue that this inclusion of logical necessity not only represents a U-turn, but that the way in which Ernest has included this category is an attempt to maintain his earlier position that it is social acceptance that confers the objectivity of mathematics. 相似文献
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