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Dennis Shirley 《Journal of Educational Change》2017,18(3):257-262
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Shirley Pendlebury 《Educational theory》1986,36(4):349-354
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Southern countries have invested rather heavily in higher education. Yet, their development is severely hampered by problems
originating from both national policy conditions and institutional weaknesses. This paper presents an analysis of these problems
through a critical analysis of the World Bank Report onEducation in Sub-Saharan Africa: Policies for Adjustment, Revitalization and Expansion. The paper further highlights the results of a recently published comparative study of higher agricultural education institutions
in ten countries in Asia, Africa and Latin America. By carefully examining the concrete mandates, expectations and actual
possibilities of higher education institutions, this paper tries to explore the academic and societal frontiers of higher
education in the South. The paper ends by suggesting ways to improve higher education in the South by using the instrument
of South-North university co-operation. 相似文献
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Glynis Hannell Glen A. Gole Shirley N. Dibden; Kevin F. Rooney Kenneth J. Pidgeon 《Journal of Research in Reading》1991,14(1):56-71
There have been numerous anecdotal reports of an improvement in reading in dyslexic children fitted with tinted spectacle lenses. Few of these cases have been subjected to any sort of scientific scrutiny. We report the findings in two dyslexic brothers each of whom showed a marked improvement in reading facility when reading print material either through a semi-transparent tinted plastic sheet (overlay) or through tinted spectacle lenses. Other observed effects of the tinted overlays and/or tinted lenses were improved visual acuity, improved figure/ground perception and reduction in apparent distortions and fragmentation of print. Such improvements were noted in either one or both of the boys. A speculative explanation for this effect is that the lenses act by altering the transmission of impulses along the primary visual pathway. 相似文献
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Serial naming speed and its association with reading ability was examined in a longitudinal investigation. Participants were 68 children aged between 4.0 and 4.5 years when the study began and between 5.0 and 5.5 years when the study ended. Serial naming speed was measured at three equidistant time points over the 12‐month period as children progressed from a pre‐literate to early‐literate stage. Children's responses were digitally recorded to computer to enable analysis of the sound files. During analysis, the articulation time for each word and the length of each pause between the spoken words were measured independently. At the end of the study, children's word‐level reading ability was measured. Results suggest that children aged 4.0 to 5.5 years show wide variability in serial naming speed that is predominately attributable to the length of the pauses between the articulated words. There appears to be a developmental association between the duration of the pauses and word‐level reading ability. 相似文献