Sustainability in Australian schools: A cross-curriculum priority?     

Barnes  Melissa  Moore  Deborah  Almeida  Sylvia 《Prospects》2019,47(4):377-392

PROSPECTS - In light of Australian policy and curriculum initiatives aimed to prioritize Education for Sustainability (EfS) practices, this article discusses a study that evaluated a smart meter...  相似文献   

Supporting and Sustaining Community College Scholarship and Research     

Deborah L. Floyd 《Community College Journal of Research & Practice》2019,43(1):1-4

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Surveying unstructured time of adults with mental retardation living in two community settings: A search for normalization     

Thomas B. Pierce Jr.  Ruth Luckasson  Deborah D. Smith 《Exceptionality》2013,21(2):123-134

Abstract

We designed a survey to assess whether 40 randomly selected individuals, equally divided across two settings (ICF/MR, minigroup home), differed in the amounts of time spent in the community, the people with whom unstructured activities were performed, and the choice maker of unstructured activities performed in the community or in homes. Time spent in unstructured activities was divided into four subsets: performed by self, with a peer, with staff, and with family. An analysis of variance (ANOVA) indicated that individuals living in ICF/MR homes spent more time in the community with staff and made fewer choices of their unstructured activities than those living in minigroup homes. The analyses also indicated that for those retaining their own legal guardianship and living in ICF/MR homes continued to spend less time in activities they chose themselves. Of those variables reaching statistical significance, we questioned meaningful interpretations based on alternative interpretations of the raw data.  相似文献   

Learning to ask,listen, and analyse: using structured interviewing assignments to develop reflection in preservice science teachers     

Deborah J. Trumbull  Mary Johnston Slack 《International Journal of Science Education》2013,35(2):129-142

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The Innovative School: Organization and Instruction     

Deborah Cutchin  J. Sharon Sherman 《School Effectiveness & School Improvement》2013,24(3):347-352

Researchers in the area of educational effectiveness should attempt to develop a new theoretical framework. A critical analysis of the current models of educational effectiveness research is provided and reveals that a dynamic model of effectiveness must: (a) be multilevel in nature, (b) be based on the assumption that the relation of some effectiveness factors with achievement may be curvilinear, (c) illustrate the dimensions upon which the measurement of each effectiveness factor should be based, and (d) define relations among the effectiveness factors. In principle, each factor that refers to the classroom, school, and system, can be measured by taking into account five dimensions: frequency, focus, stage, quality, and differentiation. Examples of measuring effectiveness factors operating at different levels using these 5 dimensions are given. More attention in describing in detail factors associated with teacher behaviour in the classroom is given, since this is seen as the starting point for the development and the testing of the dynamic model. Finally, suggestions for the next steps in the development of other parts of the model are provided.  相似文献   

Beyond Behavior Strategies: Using Reflection to Manage Youth in Crisis   总被引：1，自引：0，他引：1  

Deborah S. Yost  Frank J. Mosca 《Clearing house (Menasha, Wis.)》2013,86(5):264-267

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On‐screen print: the role of captions as a supplemental literacy tool     

Deborah Linebarger  Jessica Taylor Piotrowski  Charles R. Greenwood 《Journal of Research in Reading》2010,33(2):148-167

Children living in poverty are 1.3 times as likely as non‐poor children to experience reading difficulties and lack key oral experiences that contribute to early literacy development. The purpose of this research was to study the effects of viewing commercially available educational television with closed captions. Seventy second‐ and third‐grade economically disadvantaged children living in urban locations participated in this experimental research design. Children were randomly assigned to view videos with or without closed captions. Captions helped children recognise and read more words, identify the meaning of those words, generate inferences regarding programme content and transfer these skills to a normative code‐related skill task. Risk status moderated word recognition performance: those at risk benefited from captions while those who were not at risk recognised more words when captions were absent.  相似文献   

And Never the Twain Shall Meet: One Student's Practical Theory Encounters Constructivist Teacher Ed Practices     

Deborah Burk Rodgers  Maylan Dunn 《Journal of Early Childhood Teacher Education》2013,34(3):10-25

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Public perception of child sexual abuse: who is to blame?     

Daro D 《Child abuse & neglect》2002,26(11):1131-1133

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A Good Read: Which SEN Books do Primary School Teachers Find Influential     

Philip Garner  & Deborah Robinson 《British Journal of Special Education》2000,27(2):87-92

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