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1.
High school students with learning disabilities often have difficulty expressing their thoughts in writing. At the secondary level, writing becomes paramount to successfully navigating the curriculum and expressing knowledge. In this study, the effectiveness of Self-Regulated Strategy Development for POW (Pick my idea, Organize my notes, Write and say more) + TREE (Topic sentence, Reasons—three or more, Examine, Ending) for persuasive quick writes with four high school students with learning disabilities was investigated. Results indicated an increase in the number of response parts written and increased stability in the number of words written. The participants who deemed the intervention as positive provided social validity. 相似文献
2.
《Chinese Education & Society》2013,46(4):49-62
Since the beginning of May 1974, our hsien, led by the higher Party committee, has initiated, on a trial basis, spare-time correspondence education for educated youths who have resettled in the countryside. The institutes of higher education in Shanghai provide us with teaching materials. Aside from this, our hsien has undertaken full responsibility for organization and tutoring. In connection with the needs of the Three Great Revolutionary Movements in our hsien, five subjects were initiated for the first term of correspondence education: "Selected Readings from the Classics of Marxism-Leninism," "History," "Writing," "Breeding of Fine Strains of Paddy Rice," and "Agricultural Meteorology." We have engaged 23 part-time teachers and enrolled 30 students for each subject, totaling 150. The students are organized according to subject into 30 study groups. These groups are distributed over nine communes and state farms where the resettled educated youths are relatively concentrated. 相似文献
3.
《欧洲教育》2013,45(1):112-123
Northrhine-Westphalia, with 17 million people the largest of the eleven Länder (states) of the Federal Republic of Germany, issued revised curriculum programs for all its schools between 1966 and 1968. The most interesting changes occurred in the secondary school for those children (about 60% of the age group) whose parents do not enroll them at age 10 in a Realschule (semiacademic) or a Gymnasium (academic). These children formerly remained in the Volksschule for a total of eight years; but now the upper half of this school, expanded by one year, is called Hauptschule and is designed to offer more substantial education than previously, including a foreign language (English). The same pattern is followed in all the other West German Länder. 相似文献
4.
《Chinese Education & Society》2013,46(3-4):3-7
The documents in this issue of Chinese Education were published in China in 1979 and 1980. They appeared originally in Renmin jiaoyu (People's Education), Hongqi (Red Flag), and Guangming Daily, and cover a variety of topics. 相似文献
5.
《欧洲教育》2013,45(3):51-93
The Elementary School [Folkeskole] In the past year, the folkeskole has been better material for the media than any time in the past, and its circumstances, its tasks, its content, and its results have been commented upon and discussed in both the national and the local press. In the school year 1979-1980, there were 740,000 pupils enrolled in these schools, including kindergarten classes (Jyllandsposten 4/19). The number of children is decreasing as reported by central authorities from the Minister of Education, for example, in Politiken, 1/16, which at the same time reports that the development of the school has therefore become difficult to control, as many municipalities have reported, e.g., Frederikshavn Avis 3/13. 相似文献
6.
《Chinese Education & Society》2013,46(1-2)
On page 12 of Chinese Education, XI:2-3 (Summer-Fall 1978), it is incorrectly stated that the University of Chicago lends its Renmin jiaoyu holdings. While it will not do that, the Far Eastern Library of the University of Chicago will furnish photocopies or microfilms of the JMJY holdings on request. 相似文献
7.
DONG YAN 《Chinese Education & Society》2013,46(4):85-91
This bibliography is intended to serve as an aid to those pursuing the study of Mao Tse-tung, Maoism, and education in China. Efforts have been centered on recent materials in European languages, primarily English, not covered in other available bibliographic works, some of which are listed in Section I: Bibliographies and Reference Works. Excluded from the present list are the many translations of primary Chinese materials to be found in periodicals such as Current Background (Hong Kong), Issues &; Studies (Taiwan), Peking Review (Peking), and Chinese Education (USA). 相似文献
8.
《欧洲教育》2013,45(4):58-76
Late in 1959, the Ministry of Education published a report on the situation of youth between the ages of 15 and 18. (89) The focus of the study, also known as the Crowther Report after the chairman of the committee authoring it (90), was the age group that was past the compulsory school age, a large segment of which was already gainfully employed with no further contact with formal education. The report, which contained important reform proposals on the organizational and curricular restructuring of the secondary school system, focused upon the following task, spelled out by the minister: "to consider the education of boys and girls between ages 15 and 18 in relation to the changing social and industrial needs of our society and the needs of its individual citizens, and in particular to consider the balance between these ages at various levels of general and specialized studies and to examine the interrelationship of the various stages of education." (91) 相似文献
9.
《欧洲教育》2013,45(4):26-75
This article does not attempt to deal in comprehensive terms with educational policy formation in the Federal Republic of Germany. Nor is it a venture into institutional history. It is an effort to state some preliminary findings about relatively ignored aspects of educational policy formation, largely refracted through the recent experience of one institution, the University of Duisburg — planned over 400 years ago, established in 1655, closed "on many grounds, particularly the problem of unfavorable political circumstances in 1818," reincarnated the same day and year as a Pädagogische Hochschule (1), and most recently reformed as a comprehensive university (Gesamthochschule) comprising "die Abteilung Duisburg der Pädagogischen Hochschule Ruhr und die Fachhochschule in Duisburg."(2) Some materials will be drawn from recent forays of German social science into related fields, and from journal and daily press accounts of educational politics. 相似文献
10.
《Chinese Education & Society》2013,46(2)
This issue of Chinese Education completes the translation of Hung Ch'i, 1970, No. 8, the first part of which appeared in the previous issue. It also continues the series of translations from the book Comrade Mao Tse-tung on Education Work begun by the previous editor of this journal. All of the articles in this book have appeared at one time or another in English translation - most of them in the Selected Works of Mao Tse-tung. The purpose of republishing them here is to bring them together for easy reference. We are, however, departing from the practice of the previous editor of retranslating these articles, and will instead present them as translated by the Foreign Languages Press in Peking. 相似文献
11.
《Chinese Education & Society》2013,46(4):94-97
Some comrades advocate drawing a line of distinction between "the sanctity of a teacher's right" [shidao zunyan] and "respecting the teacher and abiding by discipline" [zunshi shouji]. This is because, it is said, following the call to break away from "the sanctity of a teacher's right," the students "consider the teacher as being beneath their notice," and even go so far as to "willfully make trouble and make fun of the teachers." This is a very interesting subject, and I would like to offer some opinions. 相似文献
12.
《欧洲教育》2013,45(3):77-83
On July 11, 1975, the French government adopted La Réforme Haby, an education act that authorizes a general reform of primary and secondary education. Named after René Haby, Minister of Education in the cabinet of President Valéry Giscard d'Estaing, the act is to be implemented progressively over a three-or four-year period beginning in September 1976 or 1977, depending on the speed with which the mechanics of the reform can be set in place. The new baccalauréat, which, as in the past, will be conferred at the end of grade 12 (la terminale), is not expected to be introduced before 1979 at the earliest. 相似文献
13.
《欧洲教育》2013,45(3)
Volume IX of Western European Education is being devoted in its entirety to the translation of the four studies on "Educational Reform and the World of Work" in Italy, Sweden, France, and England, respectively, that constitute volumes I and II of the Marburg Research Group's Qualifizierung und Wissen-schaftlich-technischer Fortschritt am Beispiel der Sekundar-schulreform in Ausgewahlten Industriestaaten. 相似文献
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16.
《欧洲教育》2013,45(1):82-102
The Orientation Law on Higher Education, signed into law on November 12, 1968, has profoundly changed the structure of French higher education. Because of its importance, it is reprinted here in English translation (unofficial). For a comprehensive study of this legislation and its initial effects, serious students may wish to consult De l'Université aux universités (Association d'etude pour l'expansion de l'enseignement supé-rieur, Cahiers des universités françaises, Cahier 1, Paris, Armand Colin, 1971, 815 pp.). 相似文献
17.
《欧洲教育》2013,45(1-2):148-177
The Swiss Science Council was asked by the Conference of Cantonal Directors of Public Instruction to take a position on its report Tomorrow's Secondary Education. The Science Council issued its comments on March 22, 1974. We publish in translation the full text of the Science Council's position as it appeared in Politique de la science, August 1974, No. 3. 相似文献
18.
《Chinese Education & Society》2013,46(1):66-81
In Nanan hsien, schools are run in front of the doors of the poor and lower-middle peasants, in the remote mountain areas, and on the off-shore islands, as demanded by the poor and lower-middle peasants. This has changed the former irrational distribution of schools. Besides, sparetime schools and political evening schools of various types have been set up throughout this hsien by such means as are appropriate to the local conditions. In this way, popular education for school-age children and teenagers is basically achieved and 80 percent of the adult commune members can also take part in the study. Experience of this hsien shows that it is entirely possible to popularize socialist education so long as we conscientiously carry out Chairman Mao's "May 7 Directive" and fully arouse the masses. 相似文献
19.
《Chinese Education & Society》2013,46(1):44-52
Located at the source of the Yellow River and bordering on Lake Cha-ling, Ma-to hsien in the Kuo-lo Tibetan Autonomous District of Tsinghai Province is purely an animal husbandry area where the terrain is high and cold, the weather is very changeable, and the conditions are miserable. The entire hsien has 6 animal husbandry communes and 34 production brigades. Here, at an average altitude of more than 4,200 meters above sea level and on spacious grasslands totaling 25,000 square kilometers, live more than 4,500 Tibetan shepherds. 相似文献
20.
MAO JIANGUO 《Chinese Education & Society》2013,46(4):53-56
The "Educational Program for Rural Middle and Primary Schools (Draft)" issued by the revolutionary committee of Li-shu hsien, Kirin Province, is published here for the purpose of discussion. This draft program has been drawn up by the revolutionary committee of Li-shu hsien and other concerned sectors. We have also canvassed the opinions of the poor and lower-middle peasants of some communes, and of teachers and students to make certain revisions. Notations have been made where views differ. It is hoped that the broad poor and lower-middle peasant masses of the whole country, the officers of the Liberation Army engaged in supporting agriculture, as well as the concerned comrades of the provincial, local, and hsien revolutionary committees, will actively participate in the discussions and make suggestions for supplements and revisions. In this way we hope that a broad spectrum of views can be collected, that experiences can be summarized, and, after distinguishing the circumstances and a certain period of discussions and revisions, that this educational program may come to be more in keeping with the practices in various places, as well as more substantive and perfect. 相似文献