EDUCATIONAL TRENDS AND SPECIAL EDUCATION     

Alan Hofmeister B.Ed.  M.Sc. 《International Journal of Disability, Development & Education》1969,16(2):67-72

Educational trends with implications for special education are discussed. An emphasis is placed not only on some of the practices now being questioned, but also on the alternatives that are being proposed as replacements. The team approach, classification systems, normative testing, and learning theory are discussed in relation to recent trends. Mention is also made of the “precision teaching” movement.  相似文献   

A PSYCHOLINGUISTIC APPROACH TO READING : IMPLICATIONS FOR THE MENTALLY RETARDED     

Kenneth S. Goodman Ed.D. 《International Journal of Disability, Development & Education》1969,16(2):85-90

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Trust relationships in schools: supporting or subverting implementation of school-wide initiatives     

Jess L. Gregory Ed.D. 《School Leadership & Management》2017,37(1-2):141-161

This article explores trust relationships in schools that involve disparities in power. Trust is a key factor in developing a positive school culture and strong leadership in schools. Even with the flattening of hierarchies through more distributive models of leadership, disparities in power exist and they influence the trust relationships in schools. Through both French and Raven’s and Follett’s conceptualisations of power, five brief autobiographical stories about trust in schools are deconstructed. Lessons for leadership are gleaned from the power relationships in the autobiographical stories of trust shared by public school educators. In addition, general recommendations are offered that are relevant for all levels of school leadership including but not limited to the instructional coach, the curriculum supervisor, the building principal, and the classroom teacher.  相似文献   

The challenges of implementing group work in primary school classrooms and including pupils with special educational needs     

Ed Baines  Peter Blatchford  Rob Webster 《Education 3-13》2015,43(1):15-29

Findings from two studies are discussed in relation to the experiences and challenges faced by teachers trying to implement effective group work in schools and classrooms and to reflect on the lessons learnt about how to involve pupils with special educational needs (SEN). The first study reports on UK primary school teachers' experiences of implementing a year-long intervention designed to improve the effectiveness of pupils' collaborative group-working in classrooms (the SPRinG [Social Pedagogic Research into Group-work] project). The second study (the MAST [Making a Statement] project) involved systematic observations of 48 pupils with SEN (and comparison pupils) and case studies undertaken in the context of primary school classrooms.  相似文献   

A Comparison of the Degree of Student Satisfaction using a Simulation or a Traditional Wet Lab to Teach Physical Properties of Ice          下载免费PDF全文

Philip G. Crandall  Corliss A. O'Bryan  Susan A. Killian  Dennis E. Beck  Nathan Jarvis  Ed Clausen 《Journal of Food Science Education》2015,14(1):24-29

It is often difficult to offer food chemistry students traditional, hands‐on laboratory experiences due to lack of funds for equipment, insufficient laboratory space, or the nature of distance education. A traditional wet laboratory exercise was developed to demonstrate the effects of the physical properties of ice formation when making high‐quality sorbets, varying the amounts of sugar, water, and stabilizer. This wet lab was compared to a simulated, detective‐based crime scene investigation (CSI) of why a famous food scientist's sorbet had become a “stiff.” Forty‐six food chemistry students were randomly assigned to groups, completing either the traditional wet lab or the simulated lab 1st before completing the 2nd type of laboratory. While there were preferences for one lab over another, there were no differences in the learning outcomes between the 2 laboratory formats. Students who preferred the simulated lab felt they could move at their own pace and were able to stop and review the simulation to understand the concepts more clearly. Traditional wet lab proponents liked working in groups and having immediate access to instructors. From the initial evaluation it appears that simulations could be used as replacements for hands‐on laboratory experiences or could serve as effective introductions to laboratory principles and concepts, resulting in increased student learning.  相似文献   

Youngsters and technology     

Andries de Grip  Ed Willems 《Research Policy》2003,32(10):1771-1781

The decreasing number of students in technical studies becomes a major threat for technology-driven economic growth. In this paper, we analyse whether the choices of young people for technical studies or occupations are based on economic, socio-psychological, or other motives. Apart from the traditional human capital variables and personal and social background characteristics, we also link pupils’ vocational choices to their value-judgement with respect to technological development. We find that the choice for technical studies and jobs is only slightly affected by economic motives. Also negative views on the economic and social consequences of technological developments do not affect the choice for technical studies or jobs. Much more important reasons for not choosing a technical or science study are both poor school grades in Maths and Sciences and lack of interest in technological developments. Moreover, girls scarcely choose technical studies even if they have high grades in Maths and Sciences. Policies to increase the inflow of youngsters in technical studies should therefore focus on a long-term strategy that attempts to increase the interest of youngsters in technical issues. Moreover, policies should focus on girls with high grades in Maths and Sciences as a specific target group instead of mass campaigns focusing on the good employment opportunities of technical studies.  相似文献   

Differences in career self-efficacy among women     

Peggy Smith Mathieu M.Ed.  Claudia J. Sowa Ph.D.  Spencer G. Niles D.Ed. 《Journal of Career Development》1993,19(3):187-196

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A review of the use of a systematic observation method in coaching research between 1997 and 2016     

Ed Cope  Mark Partington  Stephen Harvey 《Journal of sports sciences》2017,35(20):2042-2050

A systematic observation method has been one of the most popularly employed methods in coaching research. Kahan’s review of this method conducted between 1975 and 1997 highlighted the key trends in this research, and offered methodological guidance for researchers wishing to use this method in their research. The purpose of this review was to provide an update of the use of a systematic observation method in coaching research and assess the extent to which the calls made by Kahan have been addressed. While in some respect this field of study has progressed (i.e., the introduction of qualitative methods), researchers adopting this method have failed to attend to many of the issues Kahan raised. For this method to continue to make a positive contribution towards the coaching research literature, researchers need to more critically reflect on how and why they are employing this method. At present, some of the decisions made by researchers who have conducted work in this area are not justified with a rationale. It is our intention that this review will serve as guidance for researchers and practitioners, and editors and reviewers of journals when attempting to assess the quality of this type of work.  相似文献   

Assessing distance education as an alternative job aid     

Leslie Moller  Ed Jedrzejek 《Performance Improvement》1993,32(1):24-24

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P&I Bookshelf. Achieving results from training     

Robert O. Brinkerhoff  Ed Blankenhagen 《Performance Improvement》1991,30(2):38-38

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