Tolerance for Diversity of Beliefs: Learning about Tolerance and Liking It Too     

Sandra Wood  Kristina Thalhammer  John L. Sullivan  Karen Bird  Patricia G. Avery  Kate Klein 《Review of Education, Pedagogy & Cultural Studies》2013,35(3-4):349-372

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Intervention for children with language impairments: a model of evidence-based outcome research     

Gillian Parkinson  Neil Humphrey 《Journal of Research in Special Educational Needs》2008,8(1):2-12

Over the past 30 years successive governments in the UK have endeavoured to make the statutory framework suitable for children with special educational needs (SEN). More recently, efforts have been made to personalise children's learning, making educational experience more innovative and responsive to the diversity of needs in schools. A drive is emerging in health and education to develop and evaluate intervention strategies for children with language impairments (LIs), which is both methodologically challenging and rewarding. The current review demonstrates difficulties encountered with using evidence-based (evidence-related) outcome research involving children with LIs. Many studies have inherent methodological problems such as small sample sizes, ill-matched groups and designs that are difficult to replicate or compare. Such approaches are unlikely to yield significant results, or if they do, it is difficult to devise clear guidance regarding choice of intervention strategies. In the light of these difficulties, theoretical, methodological and practical issues are discussed herein and a model is proposed to assist in enabling interventions to be identified, evaluated in a robust manner, and the results shared with educators. We suggest that the use of a process-driven model ensures a more rigorous approach when undertaking large-scale systematic, evidence-based research into the effective approaches to teaching children not only with LIs but across the field of special needs education.  相似文献   

Sometimes an Orgasm is Just an Orgasm     

Erika Lorraine Milam  Gillian R. Brown  Stefan Linquist  Steve Fuller  Elisabeth A Lloyd 《Metascience》2006,15(3):399-435

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Developing Children's Writing Through a Thematic Approach     

Gillian Hancock 《Literacy》1987,21(3):185-204

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Exploring Science Teachers’ Argumentation and Personal Epistemology About Global Climate Change     

Liu  Shiyu  Roehrig  Gillian 《Research in Science Education》2019,49(1):173-189

Research in Science Education - This case study investigated the nature of in-service science teachers’ argumentation and personal epistemology about global climate change during a 3-year...  相似文献   

How university teaching changes teachers: Affective as well as cognitive challenges     

Elaine?MartinEmail author  Gillian?Lueckenhausen 《Higher Education》2005,49(3):389-412

This paper argues that the teaching of a subject can change our understanding of what it means to know, to teach and learn that subject. It also argues that when our understanding is questioned and changes then academic work can become an emotionally charged endeavour. This paper reports on a study where, over a semesters teaching, around two thirds of teachers changed some aspect of their scholarly thinking or practice. These teachers were teaching a range of first and second year classes, they were not new to teaching, nor were they unfamiliar with the teaching of the subject. For approximately one third, the change in understanding was not major. It involved a change in teaching practice but it did not involve the questioning of their existing understanding of subject matter. For another third, however, the change was substantial. These teachers, in some way, questioned previously taken for granted assumptions, they re-thought aspects of the structure of the discipline or the relationship of the subject to the discipline. They also revised their ideas about how to best teach that subject and what learning the subject involved. This change invariably involved anxiety and uncertainty and in some cases this was extreme. Little attention has been paid to change in teachers understanding of subject matter and little, or no, research has focused on the emotional impact of this change. This initial exploration of these neglected aspects of university teaching suggests a rich vein for further exploration. This paper builds on previous work that has used phenomenography to examine changes in university teachers understanding of subject matter taught. An analysis of metaphor is used to explore change and to tap into the rich and complex emotional experiences that accompany this change.  相似文献   

Contrasting landscapes: A comparison of the impact of different induction programs on beginning secondary science teachers' practices,beliefs, and experiences     

Julie A. Luft  Gillian H. Roehrig  Nancy C. Patterson 《科学教学研究杂志》2003,40(1):77-97

Induction programs are essential in addressing the unique pedagogical and content needs of secondary science teachers. Yet most secondary science teachers have little access to general induction programs, and even less opportunity to participate in specialized science induction programs. This study examines the impact of three different induction programs on secondary science teachers. The teachers were matched by grade level among three groups; one group participated in a science‐focused support program, another participated in a general support program, and a third had no formal support. All teachers were monitored during the spring semester to understand their teaching beliefs, instructional practices, and experiences in the classroom. The analysis of data revealed that the secondary science teachers in the science‐focused support program implemented more student‐centered inquiry lessons, held beliefs aligned with student‐centered practices, and felt fewer constraints in their teaching than did the other two groups of teachers. This study reinforces the importance of induction programs for teachers, suggests there is a need for specialized support programs for beginning science teachers, and recommends that universities and school districts work together to develop such programs. © 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 77–97, 2003  相似文献   

A narrow pavement says ‘walk alone’: The books of Russell Hoban     

Gillian McMahon-Hill 《Children‘s Literature in Education》1976,7(1):41-55

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SIMPLE DEVICE FOR ENHANCING FEEDBACK IN THE ACQUISITION OF VISUAL MOTOR SKILLS OF SLOW LEARNING CHILDREN     

J. L. Parker Ph. D.  Susan Rosenfeld B.Ed  Gillian Todd B.Ed. 《International Journal of Disability, Development & Education》1973,20(3):164-169

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Augmented Reality in Design Education: Landscape Architecture Studies as AR Experience     

Jeremy Kerr  Gillian Lawson 《The International Journal of Art & Design Education》2020,39(1):6-21

The rapid and ongoing development of digital technologies continues to create new opportunities for education. Over the last decade this has enabled the establishment of blended learning approaches and online education. More recently, Augmented Reality (AR) has emerged as a unique technology that can transform learning experiences across diverse disciplines. This article outlines the development of an AR prototype, Master of Time, which was created to educate first year students and non‐designers on the foundational principles of landscape architecture. This study examines the learning potential and benefits of AR technology with a focus on creating new practices in digital storytelling across situated experiences. In outlining project outcomes, the authors propose a series of critical design principles, strategies and methodologies for educators to apply when developing AR learning experiences across disciplines. Included within this is a framework for transdisciplinary and co‐design collaboration, which is essential for educators working in the forefront of learning technologies.  相似文献