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Richard Byers 《British Journal of Special Education》1999,26(4):184-188
Richard Byers, education consultant and part-time lecturer at the University of Cambridge School of Education, challenges recent thinking on the teaching of subjects to pupils with learning difficulties. He emphasises that school-centred and innovative practices in curriculum development should be fully recognised and the role of experience and achievement thoroughly explored. 相似文献
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Ten Years of Strategies 总被引:1,自引:1,他引:0
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Pupils with autism often present significant challenges to teachers. They seem to have real strengths in visual processing but a cognitive style that encourages them to focus on detail rather than the overarching connections between concepts. Veronica Roberts, currently undertaking doctoral training at the Institute of Education, University of London, in order to become an educational psychologist, and Richard Joiner, senior lecturer in the Department of Psychology at the University of Bath, set out to explore these issues. In this article, they report the outcomes of a naturalistic experiment in which they investigated the utility of concept mapping as an educational strategy with pupils diagnosed with an autistic spectrum disorder (ASD). Theoretical arguments supporting the use of concept mapping with an autistic population are outlined in the paper. A tutor group of ten pupils with ASD, aged between 11 and 14 years, took part in the study. Concept mapping tasks were integrated within National Curriculum science lessons in collaboration with the school's science teacher. The study found that the increase in pupil performance in subject-specific questionnaires was nearly four times greater in the concept mapping condition than after a more conventional teaching intervention. Veronica Roberts and Richard Joiner tentatively draw out the implications of their work for staff who work with pupils with ASD and make recommendations for further research into the use of these learning strategies. 相似文献
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Distance Learning as a Tool for Poverty Reduction and Economic Development: A Focus on China and Mexico 总被引:1,自引:1,他引:0
Richard C. Larson M. Elizabeth Murray 《Journal of Science Education and Technology》2008,17(2):175-196
This paper uses case studies to focus on distance learning in developing countries as an enabler for economic development
and poverty reduction. To provide perspective, we first review the history of telecottages, local technology-equipped facilities
to foster community-based learning, which have evolved into “telecenters” or “Community Learning Centers” (CLCs). Second,
we describe extensive site visits to CLCs in impoverished portions of China and Mexico, the centers operated by premier universities
in each respective country. These CLCs constitute the core of new emerging systems of distance education, and their newness
poses challenges and opportunities, which are discussed. Finally, we offer 12 points to develop further the concept and reality
of distance learning in support of economic development. 相似文献
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Subscores are often used to indicate test‐takers' relative strengths and weaknesses and so help focus remediation. But a subscore is not worth reporting if it is too unreliable to believe or if it contains no information that is not already contained in the total score. It is possible, through the use of a simple linear equation provided in this note, to determine if a particular subscore adds enough value to be worth reporting. 相似文献