Introduction     

Jeremy Eckstein 《Cultural Trends》1994,6(21)

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Kemmis's idea of dialectic in educational research and theory.     

Jeremy Fisher 《Educational Philosophy and Theory》1987,19(1):29-40

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Your case will now be heard: sign language interpreters as problematic accommodations in legal interactions     

Brunson JL 《Journal of deaf studies and deaf education》2008,13(1):77-91

This paper uses data from open-ended, videotaped interviews with 12 deaf people to examine their experiences negotiating access during interactions with legal authorities. In every case, these deaf persons preferred an accommodation that involved the use of an American Sign Language interpreter, and in every case, these accommodations were problematic. Three major themes emerged from the informants' narratives: difficulty obtaining the desired accommodation, dealing with a problematic accommodation, and enduring a partial accommodation. These findings suggest that accommodations involving sign language interpreters are not neutral and transparent and that they often have tangible effects on the experiences of and outcomes for deaf persons in the context of dealing with legal matters. Deaf people have very little control over the accommodation they receive and yet are held fully responsible for ensuring its efficacy. These results are discussed in relation to policies and procedures for ensuring that deaf persons have full access in their interactions with American legal institutions.  相似文献   

Teacher-center and school-based models of collegiality and professional development: Case studies of the teachers’ resource center and the Aga Khan school system in Karachi, Pakistan     

Mehrunnisa Ahmad Ali  Sheikh Abul Qasim  Rafiq Jaffer  Jeremy Greenland 《International Journal of Educational Research》1993,19(8)

Based on two recent teacher development efforts in Pakistan, this chapter examines efforts to promote teacher collegiality within these initiatives. The chapter first describes relevant contextual differences among schools in Karachi and summarizes the history of the two projects within this context. It then analyzes similarities and differences across these two projects in how they dealt with collegiality and professional development. While participants in both projects made progress in ameliorating extreme forms of teacher isolation and authoritarian relationships, they also discovered that balancing increased collegiality within a hierarchy of responsibilities and rewards is a difficult and elusive goal.  相似文献   

Usage and evaluation of nonformal environmental education services at a state park: are anglers catching more than fish?     

Mark Morgan  Jeremy Soucy 《Environmental Education Research》2006,12(5):595-608

Although park naturalists should be inclusive in their attempts to reach a variety of audiences, visitors having a consumptive resource orientation may get overlooked. The activity involvement, place attachment and resource knowledge scores of trout anglers at Montauk State Park (Missouri, USA) were combined into a typology that consisted of four levels of recreation specialization (least, moderately, very and most). This continuum was used to explain anglers’ usage and evaluation of nonformal environmental education services at the park. A total of 532 trout anglers completed questionnaires during the summer of 2003. Results showed that specialized anglers participated more in educational opportunities than those who were less specialized. Each of level of the continuum was mutually exclusive. Nearly three‐fourths of the trout anglers (72.8%) believed that environmental education was important and that the park was doing a good job of providing this type of service. A positive trend between levels of specialization and evaluation of environmental education was observed. This study indicated that a segmentation procedure based on recreation specialization can be useful to accomplish some key park management objectives, such as environmental literacy.  相似文献   

Education and conflict: Essay review   总被引：1，自引：0，他引：1  

Julia Paulson  Jeremy Rappleye 《International Journal of Educational Development》2007

This review essay looks at three recent publications in the emerging field of ‘education and conflict’ and explores an apparent gap between theory and practice in the field. Recent works by educationalists Lynn Davies, ‘Education and conflict: complexity and chaos’ (2004) and Tony Gallagher, ‘Education in divided societies (2004)’ are contrasted with the World Bank's 2005 ‘Reshaping the future: education and postconflict reconstruction’, and similarities between the publications are highlighted. Davies’ work uses complexity theory to illuminate the relationships between education and conflict and to establish an argument for ‘complex-adaptive schools’, which would use conflict positively to engage students in the creation of peaceful communities. Gallagher, using a number of well-developed case studies, examines the way education systems have been structured to respond to and operate in divided societies, concluding that classroom agency and flexibility are crucial. The calls, by Davies and Gallagher, for educational re-creation are explored in contrast to the World Bank's publication, which offers best practice lessons to support post-conflict educational reconstruction. The article probes these differences and points to areas where the practitioner-directed Bank publication and the more academic works do and do not intersect, attempting to indicate areas where bridges may be built.  相似文献   

Critical Notice     

Butterfield  Jeremy 《The British journal for the philosophy of science》2002,53(2):289-330

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Influence of reading attitude on reading achievement: A test of the temporal‐interaction model     

Rebecca S. Martínez  O. Tolga Aricak  Jeremy Jewell 《Psychology in the schools》2008,45(10):1010-1023

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The Role of Mathematics Teachers' Content Knowledge in their Teaching: A Framework for Research applied to a Study of Student Teachers   总被引：3，自引：0，他引：3  

Jeremy A. Kahan  Duane A. Cooper  Kimberly A. Bethea 《Journal of Mathematics Teacher Education》2003,6(3):223-252

The authors develop and explain a framework toguide research on the relationship betweenmathematics teachers' knowledge of content andtheir teaching. The framework istwo-dimensional. The dimensions are (a) theelements of teaching and (b) the processes ofteaching in which knowledge of content is ofconsequence. The interplay between the elementsof teaching and the processes of teaching isdiscussed theoretically, consideringconnections to existing literature about therole of teachers' subject matter knowledge.Three vignettes from the authors' work withpre-service secondary mathematics teachersinvestigate further the relationship betweencontent knowledge and effective mathematicsteaching. The vignettes also serve toillustrate the complexity of investigationsinto this relationship. Direction is offeredfor use of the framework in future research.  相似文献   

Attention‐Deficit/Hyperactivity Disorder (ADHD): A national survey of training and current assessment practices in the schools     

Michelle Kilpatrick Demaray  Katherine Schaefer  Lauren K. Delong 《Psychology in the schools》2003,40(6):583-597

The primary purpose of this research was to survey school psychologists to investigate their training and current assessment practices for attention‐deficit/hyperactivity disorder (ADHD) in the schools. The survey consisted of 38 questions regarding participant characteristics and three main areas relevant to ADHD: (a) training, (b) caseloads/referral patterns, and (c) assessment. The respondents reported receiving adequate training in the assessment of ADHD, with doctorate‐level psychologists self‐reporting being better trained than nondoctorate psychologists. Results confirmed a substantial caseload of ADHD referrals. In the assessment of ADHD, the results indicated school psychologists are using multiple informants, methods, and settings for the assessment of ADHD with rating scales, observations, and interviews the most common methods identified. Limitations of current practices will be discussed. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 583–597, 2003.  相似文献