Social responsibility in community colleges: Rethinking the commitment to alternative education     

Ken Kempner PhD  Dian Connett MA 《Innovative Higher Education》1990,14(2):83-92

Because high school dropouts are among the least advantaged members of American society, the educational system that has failed them has the social responsibility for remediating their educational and developmental needs. The community college is proposed as the institution most able to develop policies and programs that will enable these least advantaged members of American society to overcome the educational system that has failed them. This paper discusses the responsibility of providing a quality education to all individuals, examines the role the community college can play in meeting the educational and social needs of dropouts, and presents an innovative program at a community college that has been particularly effective in meeting the needs of dropouts.  相似文献   

Reading our way forward: education for environmental and social justice     

Rebecca Lynn Young PhD 《Environmental Education Research》2016,22(3):444-445

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Web & Wild     

Rovy Branon PhD student in Instructional System Technology at Indiana University 《TechTrends》2002,46(1):58-58

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Statistical Tools and Statistical Literacy: The Case of The Average     

Iddo Gal 《Teaching Statistics》1995,17(3):97-99

This article is intended to serve as a starting point for a dialogue regarding the goals of teaching students about averages and how to assess their emerging knowledge.  相似文献   

Dyslexia quotient: An index of reading ability     

Carl L. Kline M.D.  Marjorie Ashbrenner M.A.  Byron Barrington PhD  Louis Reimer M.S.W. 《Annals of dyslexia》1968,18(1):23-31

Summary A new index for expressing degree of reading disability in children is presented. Called the Dyslexia Quotient (D. Q.), it has the advantages of being simple to calculate and of being expressed in round numbers. Standardization of this new index is presented. In addition, the use of the Dyslexia Quotient in 50 patients who completed intensive dyslexia therapy is presented. An age-improvement distribution diagram, using the D. Q. is given. The authors suggest that the Dyslexia Quotient offers a valuable universal means of indicating degree of reading disability at any grade or age level.  相似文献   

Educational technology consulting in developing countries     

Clayton R. Wright PhD 《TechTrends》1997,42(1):35-40

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2006 AECT Membership Salary Survey     

James A. Pershing CPT  PhD  Christopher D. Ryan  Nichole M. Harlin  Timothy D. Hammond 《TechTrends》2006,50(5):10-19

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Educating students with FASD: linking policy,research and practice          下载免费PDF全文

Julie A. Millar  Janet Thompson  Dorothy Schwab  Ana Hanlon‐Dearman  Deborah Goodman  Gal Koren  Paul Masotti 《Journal of Research in Special Educational Needs》2017,17(1):3-17

Fetal alcohol spectrum disorder (FASD ) is a prevalent neurodevelopmental disability with significant implications for learning and behaviour. International research suggests that the prevalence of FASD in school‐aged children is 2.3–6.3%. In this paper, we address the questions: (1) what is FASD ; (2) what is the prevalence of FASD in schools; (3) what is the impact of FASD ; and (4) why develop special FASD education strategies and programmes? We summarise the 18‐year history of W innipeg S chool D ivision's development of its FASD P rogramme of services, describe the specialised FASD classrooms and then present the results from a consensus‐generating workshop comprised of 36 FASD education professionals, with over 209 years of collective FASD education programme experience, who were asked to identify and reach consensus on best strategies and lessons learned in FASD education programmes. We then suggest that effectively educating children with FASD is critical to get right if positive educational outcomes are to be realised.  相似文献   

The challenge of change     

Juan-Francisco Perellon PhD candidate 《Tertiary Education and Management》1998,4(3):199-207

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Does early child negative emotionality moderate the association between maternal stimulation and academic readiness and achievement?     

Ophélie A. Collet  Massimiliano Orri  Cédric Galéra  Laura Pryor  Michel Boivin  Richard Tremblay  Sylvana Côté 《Child development》2024,95(3):948-961

We investigated whether child temperament (negative emotionality, 5 months) moderated the association between maternal stimulation (5 months–2½ years) and academic readiness and achievement (vocabulary, mathematics, and reading). We applied structural equation modeling to the data from the Quebec Longitudinal Study of Child Development (N = 1121–1448; mostly Whites; 47% girls). Compared to children with low negative emotionality, those with high negative emotionality had higher levels of academic readiness (6 years) and mathematics achievement (7 years) when exposed to high levels of maternal stimulation (β = 3.17, p < .01 and β = 2.91, p < .01, respectively). The results support the differential susceptibility model whereby highly emotionally negative children were more susceptible to the influences of low and high levels of maternal stimulation in academic readiness and mathematics achievement's developments.  相似文献