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11.
Alison Bishop and Phyllis Jones both work in the School of Education at Northumbria University where they teach on undergraduate and postgraduate programmes. Phyllis Jones specialises in disability issues and Alison Bishop focuses on early years education. For the project described in this paper, they combined their areas of expertise, devising a small–scale research project to explore the experiences of a group of early years science specialist student teachers as they took part in workshops with a group of early years children with severe and profound learning difficulties. The research explores the changing attitudes and perceptions of the students with regard to the learning and teaching of science with young children. It becomes clear that there is a realization for many students that science can make a significant contribution to the education of children with severe and profound learning difficulties in the early years. The authors also discuss the need for training to equip the students to meet the challenges and rewards of working with children with severe and profound learning difficulties in their future teaching careers. 相似文献
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A carefully designed exploration of programmed materials used in conjunction with open-ended laboratory exercises. 相似文献
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Phyllis E. Horne 《International Journal of Inclusive Education》2013,17(3):273-286
This qualitative study was designed to investigate teachers’ perceptions of the impact of inclusion of children with special needs on their classes. Twenty participants were randomly selected from the 25 teachers who had volunteered for the study. These teacher participants completed a survey which was composed of 62 items dealing with attitudes and perceptions, incentives for encouraging inclusion, and concerns from a classroom perspective. From these 20 participants, five teachers were then randomly selected for interviews. Findings revealed that some of the teachers’ primary concerns were planning time, meeting the needs of all students, and ongoing professional development to respond effectively to the increasingly diverse needs of students in the classroom. 相似文献
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Melanie Henry Peter Cho Phyllis Dupuis 《Community College Journal of Research & Practice》2013,37(3):220-234
This article provides a pre- and post-Katrina snapshot of issues in the human resource arena with emphasis on resilience, persistence, and the overwhelming need for effective planning. 相似文献
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Phyllis A. Gertge 《Community College Journal of Research & Practice》2013,37(8):549-558
The purpose of this study was to analyze the available data on dual credit programs at 29 high schools served through five college centers of one community college over a time span of nine years. This is the first study completed in Colorado examining the PSEO (Post Secondary Enrollment Options) Act that allows dual credit programs funded by the state. It investigates the variables associated with student access and selection. The results of the study suggest that the purpose of the legislation is being met. Nearly all of the selected high schools provide some dual credit courses to eligible high school students. The data also indicated that there is a strong relationship between distance education among schools linked by networks and the rate of participation. 相似文献
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赵启凡 《语数外学习(初中版)》2008,(10):1-1
小猫长大了。
有一天,猫妈妈把小猫叫来,说:“你已经长大了,三天之后就不能再喝妈妈的奶了,要自己去找东西吃。”
小猫惶惑地问妈妈:“妈妈,那我该吃什么东西呢?” 相似文献
20.
The study investigated the effects of participation in the activities of Science-A Process Approach (SAPA) on the oral communication skills of disadvantaged kindergarten children. Experimental-control group, pretest-posttest research design was employed. The investigator designed the Test of Oral Communication Skills (TOCS) to measure students' oral communication skills. Two experimental groups (one morning and one afternoon, N = 52) and two control groups (one morning and one afternoon, N = 48) were randomly assigned from two kindergarten classrooms (morning and afternoon classes in each) in an inner-city school in Columbus, Ohio. The investigator provided the science instruction to all students. Experimental subjects received 22 half-hour lessons from exercises a through k of Part A, SAPA. Control subjects received 22 lessons from Springboards to Science, a teacher demonstration, class discussion type of kindergarten curricuoum used in the school system. The treatment period spanned 12 academic weeks. Analysis of variance of TOCS pretest scores showed no significant differences among any of the means of the four groups. Analysis of covariance of TOCS posttest scores revealed differences significant at .05 or beyond in the mean scores of the experimental groups and control groups for total oral and total receiving skills and for six of the eight subskills measured by TOCS. Application of the Tukey (b) test revealed that experimental group mean scores exceeded control group mean scores in every TOCS skill and subskill area and that in total oral transmitting subskills both experimental group mean scores were significantly greater at .05 level or beyond than corresponding mean scores for both control groups. Within the parameters of this study, it may be concluded that when the activities and teaching strategies of SAPA curriculum are presented to disadvantaged kindergarten children, their oral communication skills, especially the transmitting (speaking) skills, are clearly enhanced. 相似文献