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991.
Anna Wright Pauline Read Mike Anderson 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(2):106-112
Many teachers make the assumption that CAL systems which use a touch screen are more effective for children with severe learning difficulties than those which use a concept keyboard. These two experiments look at which is more effective in helping these children to maintain a previously acquired sight vocabulary, and to learn new sight words. It was predicted that the touch screen would prove more effective because it places fewer information processing demands on pupils. Surprisingly, no difference was found between the two systems. 相似文献
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Mike Rose 《About Campus》2009,14(5):2-4
Mike Rose argues that remediation, despite its negative reputation, is both a historically appropriate function of higher education and intimately interconnected with its foundational concerns. 相似文献
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Abstract In recent times, there have been a number of critiques of Marxist and neo‐Marxist analyses of the state and education policy. These have drawn on postmodernist, ‘quasi‐postmodernist’ and state autonomy perspectives. While the postmodernist and ‘quasi‐postmodernist’ approaches have attracted critical response, to date, the state autonomy perspective has, to our knowledge, gone unchallenged. To address this theoretical lacuna, this paper analyses one writer's attempt, via an historical case study, to uphold state autonomy theory by detailing the ongoing relationship between one quasi‐state agency and the practice of ‘race’ education in initial teacher education. We argue that there are serious conceptual weaknesses in this latest attempt to apply state autonomy theory to educational policy analysis. The arguments in the case study under consideration are seriously compromised by a basically flawed hypothesis, a misrepresentation of contemporary (neo‐) Marxist education policy analysis and by a failure to look at ‘the big picture’. 相似文献
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