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61.
The perceptions, knowledge, and opinions of 104 teachers of students with learning disabilities regarding medication used with their students were investigated. The students' doctors were perceived as the professionals primarily responsible for making the decision to have the student either placed on or taken off medication. The teachers indicated that global impressions and direct behavioral observations were used to assess the effects of medication but that they would prefer to use behavioral observations and rating scales. Hyperactivity and delusions/hallucinations were perceived as the problems most likely to lead to medication. Less than 15% of the teachers indicated that their professional preservice training had provided them with sufficient information on the use of medication for children with behavior problems, and less than 20% had a similar opinion regarding their inservice training on the same topic. 相似文献
62.
Child care and protection have become key issues of concern for all teachers, and particularly for those teachers responsible for the care of young children. In this paper, we analyse focus group data on the topic of child care and protection produced by primary school teachers in Queensland, Australia. By drawing on concepts from cultural globalization, risk society and the sociology of childhood we outline the images, imaginary worlds and imagined professional identities constructed by a cohort of teachers. In particular, we pay attention to teachers' accounts of changes to everyday schooling practices in the context of new child protection legislation and policies. We argue that education and/or professional development in relation to child care/protection must involve critical engagement and contestation of the images, imaginary worlds and imagined collective professional identities of teachers and children constructed, and consumed often uncritically in these new times. 相似文献
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Jasvir Kaur Nachatar Singh 《高等教育研究与发展》2019,38(7):1475-1488
ABSTRACTThe student engagement concept has been revolutionised so that students play an active role alongside staff members in determining their student learning experiences. Although the development of student–staff partnerships enhances student engagement and experience, empirical research on partnerships in Malaysia is scant. This paper contributes to the growing scholarly literature on such partnerships – in particular, exploring postgraduate international students and staff members’ partnership dimensions in extra-curricular activities at a research university in Malaysia. This qualitative study interviewed 33 postgraduate international students, 10 academic staff and 12 professional staff members. Based on the findings, the student–staff partnership model is well integrated into the extra-curricular activities: international students are invited to co-design and implement adjustment programmes for newly arrived international students. This paper also explores the multi-layered benefits of partnerships for postgraduate international students and for staff members. The implications of such partnerships for the university, international students and staff members are discussed. 相似文献
66.
Rajesh Kanoi 《海外英语》2007,(12):1
The air is a sea of gases, And the wind is restless waves;When it wants it can sustain life,And take it when it craves. A flame can live with ardor,Its posture straight and strong,When the wind is quiet and gentle,For it becomes a loving mate. And, then, when fancy strikes.It can blow a strong willed gust.That will extinguish a struggling flame,And turn to less than dust. The wind is air at peace,In love, it is a breeze;Disturbed and angry it becomes a storm,That tears down mighty trees. 相似文献
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Avinash Kumar Singh 《Prospects》1995,25(4):735-747
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N.N. Singh M.G. Ahrens 《International Journal of Disability, Development & Education》1978,25(1):53-63
Incidental learning of film content was investigated in institutionalized retarded children. In the first of two studies, 40 retardates at six IQ levels, three MA levels, and five CA levels were tested. In the second study, 21 Down's Syndrome, organic, and familial retardates were tested. The stimuli consisted of an 8‐minute film which was shown individually. All subjects were questioned on twenty incidental aspects of the film. In Experiment 1, a curvilinear relationship was found between incidental learning and IQ. Incidental learning improved with MA. A retest, taken 120 hours later, revealed a 10.9 percent loss of incidental learning. Higher IQ children showed the greatest loss. Experiment 2 reported no difference in incidental learning as a function of etiology of retardation. A retest showed a short term memory deficit in organic retardates and a significant loss of incidental learning in Down's Syndrome and familial retardates. Implications of these results were discussed in terms of structured teaching techniques. 相似文献