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Sharon L. Gilbert 《International journal of qualitative studies in education》2013,26(2):323-340
Carrie wanted to be a teacher more than anything else. But Carrie had a learning disability which interfered with the basic literacy skills of reading, writing, and language processing. Although she had entered the university through a special private program designed to identify and support studentswith learning disabilities,Carrie kept her disability a secret when she was admitted to the teacher education program. She did not tell her cooperating teachers or university supervisors about her difficulties until the incident in the high school resource room. Her experiences and the immediate and future dilemmas created for all teacher educators by Carrie's experiences raise larger issues about the balance between individual rights and public interest. 相似文献
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Tanzanian teachers have been criticised for a variety of behaviours such as absenteeism, lack of preparation and rote-teaching. This paper introduces an analytical framework that attempts to provide explanations for these behaviours by locating Capability Approach concepts within a Critical Realist theory of causation. Qualitative data from three primary schools will contextualise this framework and demonstrate how criticised practices are often a product of teachers contending with capability constraint. By reframing teacher actions this way it is hoped that a more nuanced understanding of teacher performance might be had, which may enhance measures aiming to improve it. 相似文献
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Religious Education into the Second Century 总被引:1,自引:0,他引:1
Sharon Warner 《Religious education (Chicago, Ill.)》2013,108(4):370-372
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Amiel T. Sharon 《Journal of Experimental Education》2013,81(2):60-62
Randomly selected students required to take a remedial English course at a community college were placed in a regular English course on an experimental basis. The experimentally placed students were compared with those who enrolled in a regular course after passing a remedial course and with those who did not require remediation. Comparisons were made on ability, persistence, performance, and satisfaction. The remedial course had no effect on student satisfaction and persistence but a modest effect on subsequent course performance. The experimental methodology described can provide the college researcher with a basis for determining whether there is a need to revise or eliminate current remedial courses. 相似文献
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Sharon A. Robinson 《Medical reference services quarterly》2013,32(1):131-132
No abstract available for this article. 相似文献