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131.
Ulla Sirén 《International Journal of Early Years Education》1995,3(2):75-84
Official language policies in Sweden were assumed to facilitate the transmission of minority language to the next generation. Parents with main languages other than Swedish were investigated in three successive surveys in order to map parental intentions during pregnancy and compare them with parental language use when their children are two and a half and four years old, respectively. Generally, parents tend to continue to speak minority languages, although there are differences between groups. In the last survey, language transmission is measured, defined as the child's active use of a minority language in communication with a parent. Given that the mother uses the minority language exclusively, home language support in child day care can promote minority language transmission. There is, however, an ever increasing gap between official language policy and realities as regards home language support. 相似文献
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133.
Sir Peter Swinnerton-Dyer 《Higher Education Quarterly》1991,45(3):204-218
My main theme is the relationship between British universities and Government, how it is likely to change in the next few years, and what effect this will have on what universities do and how they do it. I shall discuss what I expect to happen, which is not always what I would wish to see; the weather forecaster who predicts cold and rain does not thereby declare himself a masochist. 相似文献
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135.
Sir Michael Thompson 《Higher Education Quarterly》1991,45(4):346-353
The introduction of interdisciplinary courses and a high level of research activity were characteristics of the science schools of the New Universities whose consequences, educational and financial, are examined in this paper. 相似文献
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137.
This study examined the relationships between students’ motives for communicating with their instructors (i.e., relational, functional, participatory, excuse making, and sycophantic) and their perceptions of the classroom environment (i.e., classroom climate, classroom connectedness, and personalized education). Participants were 174 undergraduate students enrolled in several introductory communication courses at a large, Mid-Atlantic university. The results indicated that students’ self-reports of their relational, functional, participatory, and sycophantic motives to communicate with their instructors were positively related to their perceptions of the classroom environment, but students’ self-reports of their excuse-making motives were not related to their perceptions of the classroom climate. Future research should examine whether students’ motives to communicate with their instructors remain constant or whether these motives fluctuate over the course of a semester or increase or decrease based on the instructional tasks that normally occur during an instructional period. 相似文献
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139.
Sir Geoffrey Chandler 《Cambridge Journal of Education》1984,14(1):3-9
The paper printed below is based upon a lecture given by Sir Geoffrey Chandler, former Director General of the National Economic Development Office. The lecture was delivered at a school based in‐service conference of the staff of Northgate High School, Ipswich on 23rd September, 1983. The conference venue was the Research Headquarters of British Telecom, Martdlesham, Suffolk and the conference organiser was Ray Dalton of Homerton College, Cambridge. The editors wish to record their thanks to Sir Geoffrey for his permission to publish the lecture in the Cambridge Journal of Education. 相似文献
140.
Sir Sidney Caine 《Higher Education Quarterly》1954,8(2):128-135