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一切都已经结束了;;而当我意识到的时候,可以强烈到那种地步。从来部不知道,人的精神力量竟然不好意思,我迟到了。51没想到你竟然还能来呵呵,今天可是AKO集团新人选拔赛决赛的大日子啊,我怎么会不来呢?不正是你吗? 说块, 再定的厂我一定不会轻易、放弃和你竞争的函黔’藻这位是我青梅竹马的朋友柳成韵全年级的吊车尾上课开小差,平时吊儿锒铛,全身上下毫无可取之处!这小子有fI么好?!头发邋里邋遢!穿着品位也…馨彭蒸薰羹渊轰喂奎滚黔璨费戮步酬薰探~缀〕其实我真的、对演艺图不感兴趣啦旦也不知道老爸为嘴一57现在我终于想通了,只有借助权… 相似文献
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初中阶段的阅读技能的发展，无论是主动的还是被动的，有意识的还是无意识的，对学生今后接受更高等级教育乃至进入社会后可能的通过英语阅读获取信息的习惯和能力都会产生莫大的影响。笔者通过对牛津初中英语8A Unit 6 Reading第一课时的教学，反思并不断优化阅读课的教学方法，力求在阅读中提升学生利用阅读策略的意识，开发阅读和双语思维能力，养成较好的阅读英语文章的习惯。 相似文献
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《International Journal of Educational Research》1998,29(2):107-117
This chapter describes the Special Education and its Consequences (SPEKO) Project in Sweden. The major aim of the project is to investigate processes of defining target populations for special education in Swedish schools. The results suggest that most educators defined special education with reference to general education. Special education was perceived as an activity aimed at training basic cognitive and social skills with relatively few pupils at a slow pace. Furthermore, definitions of target groups for special needs education are decided more or less randomly, especially if they (the definitions) are related to patterns of resource allocation between and within schools. 相似文献
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Paul Bress 《通化师范学院学报》2000,(1)
In recent times, the focus in the ELT classroom has moved more and more towards learner autonomy, and consequently away from the teacher. The teacher is no longer the fount of all wisdom. Teachers have become 'facilitators' whose job is to create the right conditions for learning. This, combined with the increasing momentum of CALL (Computer Assisted Language Learning), 相似文献
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INTRODUCTION The models of lineal gravity (the gravity theory in (1 1)-dimensions) are Liouville theory (Jackiw, 1985), a simplest non-trivial theory based on the sca- lar curvature R and additional scalar field, and so-called ‘string-inspired’ model (Cangemi and Jackiw, 1992; 1993), where scalar (dilaton) field arises from the string theory. Both models can also be obtained by dimensional reduction from (2 1)-di- mensions (Achúcarro, 1993; Cangemi, 1992; Grig- nani and Nardelli, 19… 相似文献
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INTRODUCTION General solution is a convenient, effective method for solving space problems such as problems of infinite, semi-infinite and two-phase infinite media. For linear theory of piezoelasticity, Ding et al.(1996; 1997a) gave the general solution for coupled equa-tions for transversely piezoelectric media using po-tential theory. Ding et al.(1997b; 1997c) gave the general solution of plane problem. Based on the gen-eral solution, Ding et al.(1997a) presented the closed form fundam… 相似文献
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Notwithstanding the recent signing and ratification by Cyprus of another International Convention on the rights of students designated as having special educational needs and/or disabilities to attend mainstream schools on an equal basis with their peers, local policy and practice promote an ‘exclusionary inclusion’ that draws a discernible line between general and special education. This paper concentrates on exploring the role of special education teachers in Cyprus in the light of policy concerns about providing the ‘least restrictive’ learning environment for this group of students and enabling them ‘to reach their full potential’. It is suggested that the role of special education teachers embodies and reflects reductionist forms of inclusion informed by deficit-oriented and assimilationist special education perspectives, while there is also evidence of a lack of professionalism and accountability. The paper draws on head teachers’ and special education teachers’ interviews in order to portray the ways in which they view and experience the role of special education teachers in mainstream schools in Cyprus. New objectives and future directions are identified and discussed. 相似文献
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Anna J. Egalite 《Educational studies》2019,45(2):182-208
In the United States, the federal Individuals with Disabilities Education Act (IDEA) specifies that students with disabilities should be educated in the “least restrictive environment,” yet little is known about how successfully schools have been able to apply appropriate supports, practices and resources so that all students benefit from inclusion. Using a quasi-experimental method and a longitudinal data-set provided by the Florida Department of Education that spans an eight-year panel from 2001 through 2009, this paper analyses the relationship between the density and diversity of peers with special educational needs and general education students’ absence rates in grades three through eight. Results show that a one standard deviation increase in the measure of special education peers is associated with an increase in general education students’ absences of .03 to .43 more days per year, depending on the empirical specification chosen. This represents as much as a five percent increase in the average student’s annual absences. Implications are discussed. 相似文献
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Kathleen A. K. Thorius 《International journal of qualitative studies in education》2019,32(3):323-340
Despite the U.S. government’s funding and provision of technical assistance as a prevailing approach to remedy special education racial disproportionality, and considerable research on the explanations, causes, and frameworks for addressing the phenomenon, there is little documentation of research or technical assistance efforts for actually doing so. As a white, non-disabled professor and executive director of a federally funded Equity Assistance Center, I theorize and offer for critique ways I have facilitated (mostly white, non-disabled) educators’ en/counters with culturally historically embedded systemic and individual practices contributing to the construction of special education as a cloak of benevolence for white supremacy and ableism. Drawing from a theory of expansive learning, I illustrate how purposeful introduction of artifacts into the activity system of a technical assistance relationship brings educators in contact with contradictions between their expressed goals of eliminating disproportionality and their pathologization of children’s differences at the intersection of race and disability. 相似文献
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Gerald M. Phillips 《Communication quarterly》2013,61(3):157-164
In this special book review, Communication Quarterly's Book Review Editor, Gerald M. Phillips, assesses the volume commissioned by the Eastern Communication Association to commemorate ECA's seventy‐fifth anniversary. Designed to reflect the diversity of the discipline of communication, part one is composed of twelve chapters and surveys contemporary research and theory in rhetoric, the social sciences, oral interpretation, freedom of speech and civil liberties, media and speech education. Part two, composed of five chapters, provides an overview of the organizational and conceptual issues guiding the way in which this profession organizes its knowledge. Professor Phillips concludes that, “It is a book we can be proud of, because it is well done by first‐rate scholars.” 相似文献
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Diane Schwartz Elfreda V. Blue Mary E. McDonald Darra Pace 《美中教育评论》2010,7(8):108-114,120
From the Salamanca Statement in 1994 to the Dakar Framework in 2000, UNESCO （United Nations Educational, Scientific and Cultural Organization） has spearheaded an international movement for acceptance, equity and access in the education of students with disabilities. Inclusion, mandated in Salamanca, is considered the first step. Today, the focus is upon the identification and implementation of educational models that ensure access. This article discusses paradigm shifts taking place in special education in schools of the United States that respond to the ideals set forth in these statements： cultural competency, universal design for learning and collaborative models of assessment and instruction. Practices discussed here can provide guidance for educators worldwide as they strive toward the goals of Salamanca and Dakar. 相似文献
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Ratib Lekhal 《欧洲特需教育杂志》2018,33(4):525-540
A large number of children are today receiving special education in Norway. The high cost to society and possible long-term consequences for the students make it important to understand the interrelationship of the causes and effects related to receiving special education services. Unfortunately, at present there are only few rigorous studies of the effects of receiving special education services. This study examined the interrelationship between receiving special education services and students’ math and language skills in upper secondary school in Norway. Data from 2756 students in the large population-based special education study (SPEED) was used that included information from questionnaires on students’ development, learning environment and family background. Results showed that students receiving special education services had slightly lower scores on their language test but similar scores on their math test compared to the group of students not receiving special education services, when conservative methodological approaches were used to control for possible covariate bias. 相似文献
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Abstract Professional development schools (PDSs) have become an important component of preservice teacher preparation. Researchers investigating the effect of the PDS model on the principal stakeholders (preservice teachers, classroom teachers, students, and university faculty) have reported many positive effects. The role of the PDS in special education teacher preparation, however, appears to be less well defined. This article focuses on PDS participation of special education teacher preparation programs and addresses the apparent reluctance to embrace the PDS model. 相似文献
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Joanne Banks Denise Frawley Selina McCoy 《International Journal of Inclusive Education》2013,17(9):926-943
In line with the increasing policy emphasis on inclusive education, there is now a greater focus on how best to provide for students special educational needs (SEN) in mainstream schools. However, there is little consensus internationally as to the most equitable way in which to support these students. Despite ongoing evaluations of the existing funding structures, there has been little discussion to inform future changes and ensure an equitable distribution of resources. This paper examines the system of SEN funding in Ireland during a period of policy change. Using data from a National Survey of Schools, we examine the profile and distribution of students across different school contexts to assess the extent to which the existing funding model targets those most in need. Findings show that the current through-put funding system broadly targets students with SEN but in any new model, there is room for greater differentiation in the allocation of funding, particularly within disadvantaged school contexts. The paper highlights the need for further discussion around how we conceptualise special education in mainstream education. We argue for greater emphasis on student outcomes and school accountability where SEN funding is received to support students. 相似文献
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Nina Klang Katarina Gustafson Gunvie Möllås Claes Nilholm Kerstin Göransson 《欧洲特需教育杂志》2017,32(3):391-405
With the increasing focus on inclusion, special needs educators (SNEs) are now expected to share responsibility for pupils with teacher colleagues and to lead school development, but it is a challenge to enact this role in schools. The aim of the study was to explore how professional roles of Swedish SNEs are enacted in local school contexts. From a survey of SNEs in 10 Swedish municipalities, six participants whose work tasks were expected to correspond to the degree ordinances for their university training were chosen. The participants were followed at work, and data were collected through observation of the participants at work, participants’ diaries and interviews with the participants, their teacher colleagues and their school principals. The analysis involved both quantitative and qualitative methods. First, based on the researchers’ observations of the participants at work, categories of SNEs’ tasks were discerned, and the amount of time devoted to those categories of tasks was summarised. Second, case study narratives of the SNEs’ work were constructed to describe how the participants, their teacher colleagues and their school principals view the SNE role and to describe how the work is enacted in various school contexts. The results revealed seven categories of work tasks practised to varying degrees by the six SNEs. The case study narratives exposed large variation in how the SNEs conceptualised their role and how it evolved in relation to local school contexts. The results of the study are discussed with regard to the role of the SNE in relation to policies of inclusion. 相似文献