Working for Barrier Removal in the ICT Area: Creating a More Accessible and Inclusive Canada     

April D'Aubin 《The Information Society》2013,29(3):193-201

This article describes the rights-based approach to access to information and communications technologies (ICT) used by the Council of Canadians with Disabilities (CCD). This approach challenges the thinking of policymakers, those in industry, and others who argue that access to ICT can be achieved through a variety of economic, business, or market-based perspectives. It argues that these approaches have failed to deliver accessible ICT to people with disabilities, and that improved legislation, regulation, policy, and programs are required to remove the barriers to ICT experienced by people with disabilities in Canada.  相似文献   

企鹅笨笨在学校的一天     

April 《广东第二课堂》2006,(12):11-13

  相似文献   

Anatomical Sciences Education Vol. 4, Issue 1, 2011 Cover Image     

April Richardson  Matthew Hazzard  Sandra D. Challman  Aaron M. Morgenstein  Jennifer K. Brueckner 《Anatomical sciences education》2011,4(1)

  相似文献   

Family preparation for school entry and the role of transition practices     

Annie Bérubé  Julie Ruel  Johanne April  André C. Moreau 《The Journal of educational research》2018,111(4):398-403

Entry into school represents as much a challenge for children as it does for their parents. The authors examined the ways in which transition practices help children and their families feel prepared for school entry, as measured by the child's emotional adaptation during the first days in class and the family's sense of being prepared for this transition. Data were collected from a sample of 412 parents. The results indicate that children's emotional adaptation during the first days in school is related to their families' preparedness for school entry. Moreover, families' preparation is partly explained by the number of transition practices perceived by the parents. These data support the importance of transition practices in the preparation of the family as a unit. Transition practices could serve to reassure parents and their children that the school is ready to welcome them.  相似文献   

“I Never Really Knew the History behind African American Language”: Critical Language Pedagogy in an Advanced Placement English Language Arts Class     

April Baker-Bell 《Equity & Excellence in Education》2013,46(3):355-370

This article responds to two long-standing dilemmas that limit the effectiveness of language education for students who speak and write in African American Language (AAL): (1) the gap between theory and research on AAL and classroom practice, and (2) the need for critical language pedagogies. This article presents the effectiveness of a critical language pedagogy used in one eleventh grade advanced placement English Language Arts (ELA) class. Findings show that students held negative attitudes toward AAL before the implementation of the critical language pedagogy, and that the critical language pedagogy helped students to interrogate dominant notions of language and to express an appreciation of AAL.  相似文献   

Going Against the Grain in an Urban Arizona High School: Secondary Preservice Teachers Emerging as Culturally Responsive Educators     

Pablo Ramirez  Margarita Jimenez-Silva  April Boozer  Ben Clark 《Multicultural Perspectives》2016,18(1):20-28

This one year study examines the journey of two preservice urban high-school teachers in Arizona as they enact Culturally Responsive Teaching in a year-long student teaching residency. Factors that influenced their Culturally Responsive Teaching practices are discussed along themes that emerged from interviews and classroom observations. Recommendations for ways of integrating Culturally Responsive Teaching in teacher education programs are provided.  相似文献   

Widening the Circle: Faculty-Student Support Groups as Innovative Practice in Higher Education     

Carol A. Mullen  April Whatley  William A. Kealy 《Interchange》2000,31(1):35-60

Faculty-student support groups have the potential to promote strategies for co-mentorship in places of learning. They can also function to facilitate alternative forms of pedagogical practice in the context of lifelong learning. The purpose of this paper is to describe ideas and practices in the innovative development of faculty-student support groups in higher education. The authors provide a context for introducing the model of a co-mentoring support group, for considering institutional dynamics in forming co-mentoring support groups, for illustrating a case study analysis of a university-based support group, for providing a collegial response to the mentoring literature, for considering the need to formalize mentoring programs and outcomes, for exploring challenges to and benefits of the support group effort, and finally for envisioning co-mentoring support groups more generally. The authors argue that more attention needs to be given to studying alternative pedagogical practices that enable mutualistic relationships to endure. This article accordingly offers an original holistic guide for viewing mentoring as interconnected cycles and phases of lifelong learning.  相似文献   

A framework for understanding Latent Semantic Indexing (LSI) performance     

April Kontostathis  William M. Pottenger 《Information processing & management》2006

In this paper we present a theoretical model for understanding the performance of Latent Semantic Indexing (LSI) search and retrieval application. Many models for understanding LSI have been proposed. Ours is the first to study the values produced by LSI in the term by dimension vectors. The framework presented here is based on term co-occurrence data. We show a strong correlation between second-order term co-occurrence and the values produced by the Singular Value Decomposition (SVD) algorithm that forms the foundation for LSI. We also present a mathematical proof that the SVD algorithm encapsulates term co-occurrence information.  相似文献   

A quality improvement apprenticeship: Gross anatomy in the time of Covid-19     

April R. Hatcher  A. Scott Pearson  Kristen M. Platt 《Anatomical sciences education》2022,15(5):970-979

The study of anatomy is a team-driven field in which anatomy instruction occurs in small groups in the laboratory with one faculty member guiding students through each anatomical region. One laboratory experience may include several small group instructors in one simultaneous learning session. In comparison, the education of future gross anatomists often happens in an apprenticeship model, where the optimal learning outcomes are met through training with an experienced mentor. It was the vision of the authors to further their education through initiating an inter-institutional exchange to apprentice with innovative mentors in order to bring new ideas back to their own gross anatomy courses. The Southeastern Conference, a consortium of the Universities in the Southern region of the United States often associated with intercollegiate sports, has a host of academic initiatives in addition to the athletic emphasis. The Southeastern Conference Faculty Travel Program is one mechanism by which the organization promotes scholarly excellence. In this case, the Faculty Travel Program provided a way for authors from the University of Kentucky to visit a nearby institution, Vanderbilt University, and learn from like-minded anatomy educators, with the goal of incorporating changes in their courses geared toward quality improvement. After this implementation, positive themes emerged in the student feedback on course evaluations. However, the collaboration was interrupted by the onset of the Covid-19 pandemic. This article examines the strengths of interinstitutional apprenticeship and the benefits of such practices in a time of accelerated change in anatomical instruction.  相似文献   

企鹅笨笨在学校的一天     

April 《广东第二课堂》2006,(23)

昨天晚上企鹅笨笨只顾着玩网络游戏,弄得很晚才睡觉,今天顶着两个大黑眼圈来上课了。艰难地熬过了两节课,在上第三节语文课时,它终于抵受不住睡魔的召唤,头一歪,趴在桌子上睡着了。它在梦里正和一群小伙伴开心地玩着扔雪球,突然,一个大雪球狠狠地砸在它头上:“哎哟,好疼啊!”可是做梦怎么会有痛的感觉呢?它睁开眼一看,原来是语文老师海豹小姐拿着书本在敲他的头。“你瞧你,睡觉还流口水,口水都结成冰了。”同学们都哈哈大笑起来。笨笨羞得想立刻找个雪堆钻进去。“小小年纪这么贪睡可不行哟!你说说,这个题目怎么解答。”它揉揉眼睛,看见黑板上写着一串数字:1,3,7,8,2,4,65,90它想,奇怪了,语文课怎么玩起数学游戏来了?海豹小姐问:“同学们,你们看看这串数字是根据什么分类的,有什么规律可循?”企鹅笨笨轻声念了一遍,突然,它灵光一闪,哈,原来如此啊,海豹小姐可真逗。究竟这串数字的规律在哪里呢?答案很欠揍的。让我们来看看企鹅笨笨的回答吧。企鹅笨笨说:“规律其实很简单的,只要开口念念就知道了。1,3,7,8,声调都是第一声;2,4,6,念的是第四声;5,9,是第三声;只有0是念第二声的。它们都是按照汉语拼音的声调分类的。”海豹小姐拍...  相似文献