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Connor K. Warner Clare V. Bell Patricia Alvarez McHatton Julia Atiles 《The Educational forum》2020,84(3):226-239
AbstractThis article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice. 相似文献
63.
Jane E. Atieno Okech Julia Champe 《International journal for the advancement of counseling》2008,30(2):104-115
International and interdisciplinary literature on cross-racial friendships is critically reviewed as a source of relevant
and provocative data for counselling professionals dedicated to multiculturalism. The authors discuss the dynamics of cross-racial
friendships and implications for counsellors. Using practical examples grounded by interdisciplinary literature, the authors
expand discussions about racism within the counselling profession. 相似文献
64.
Kristina Goetz Charles Hulme Sophie Brigstocke Julia M. Carroll Louise Nasir M. Snowling 《Reading and writing》2008,21(4):395-412
The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream
schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds
and working with words in books. The children were taught by their learning support assistants, who received special training
for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early
literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group
started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five
months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based
reading intervention. 相似文献
65.
E-Learning的时代到来了,教室将要永远消失了!每个人都将热火朝天地使用我们的网站学习门户网站和学习管理系统进行学习。虚拟教室,桌面会议系统,2417(①)等都将纷纷来临……”关于E-Learning的错误看法到处都是! 相似文献
66.
Julia Crespo Comesa?a Margarita Pino Juste 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,24(1):205-218
The objective of this study is to offer a view on the different environmental factors that affect health (sound, light, colour,
temperature) in the design, planning and organization of school premises. To achieve this, the authors first outline the problems
leading to unhealthy situations. They subsequently analyse all the building and planning factors behind those problems based
on a study carried out in the Autonomous Community of Galicia, in the north west of Spain. The study took as its subject all
secondary-level education centres built in Galicia since the Spanish Basic Act on the Educational System (LOGSE) was passed
by the Spanish Parliament in 1990. To conclude, the article offers a number of guidelines to be taken into account when designing
a school environment. 相似文献
67.
Leong Che Kan Shum Mark Shiu Kee Tai Chung Pui Ki Wing Wah Zhang Dongbo 《Reading and writing》2019,32(2):439-466
Reading and Writing - This study examined the contribution of the constructs of orthographic processing (orthographic choice and orthographic choice in context), syntactic processing... 相似文献
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Research suggests that children with hearing loss face a number of difficulties in the education system, including socially. Although there has been much research with the severe to profound deaf population there has been little research into the life experiences of children with moderate hearing loss who attend mainstream secondary schools. This research sought to examine the experiences of social inclusion for five young people with moderate hearing loss. Data were gathered through semi-structured interviews in the young person’s school setting and were analysed using Interpretative Phenomenological Analysis (IPA). Although each participant had distinctive experiences, there were a number of common themes that emerged indicating the factors that support social inclusion and those which create barriers for deaf children in schools. Implications for educational psychologists are considered and the limitations of the research are outlined. 相似文献