Facilitating Individual Planning for Young Children with Disabilities in Developmentally Appropriate Classrooms     

Judith A. Niemeyer  Deborah J. Cassidy  Edna Collins  Barbara Taylor 《Early Childhood Education Journal》1999,26(4):255-262

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Teaching,Learning and the National Literacy Strategy     

Judith Graham 《Changing English: An International Journal of English Teaching》1998,5(2):115-121

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Preparing Students for the Future: Making Career Development a Priority     

Kenneth F. Hughey  Judith K. Hughey 《Journal of Career Development》1999,25(3):203-216

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Working in groups: social and cognitive effects in a special class   总被引：1，自引：0，他引：1  

Judith Watson 《British Journal of Special Education》1999,26(2):87-95

Judith Watson, Reader in Education at the University of Edinburgh, considers the potential of social-constructivist ideas of teaching and learning for pupils with learning difficulties and reports on the introduction of social learning experiences within a special unit for pupils with moderate learning difficulties.  相似文献   

Maximize performance impact: Create partnerships with customers     

Judith Stevens  Barbara Ibaez 《Performance Improvement》2001,40(9):32-37

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Zur symbiotischen Handlungsstruktur informellen Sportengagements     

Dr. Tim Bindel  Eckart Balz  Judith Frohn 《Sportwissenschaft》2010,40(4):254-261

Informal sports can be described by looking at its symbiotic structure: the three roles doing sports, facilitating sports and organizing sports, coincide. This paper discusses what this means for the sports activities of adolescents. The areas in which informal sports activities for adolescents take place as well as the social structure are shaped by this symbiotic structure: informal sport is about using and defining space to create new sports facilities. On the basis of ethnographic research this paper will analyze how one gets “into the game” in those special areas. Due to missing external organizations, individuals are confronted with entry barriers because of established outsider relations. The established members differ from outsiders in that they can realize their own idea of sport. Gender differences are an important aspect in this context which will exemplarily be reconstructed and analyzed at the end.  相似文献   

Competing views of teaching in a school–university partnership     

Samantha Scribner Bartholomew  Judith Haymore Sandholtz 《Teaching and Teacher Education》2009

This case study examines how differing views on the teacher's role in school reform affected the work of a school–university partnership. The school district and the university had a history of partnerships and shared common general goals. Yet, as the partnership progressed, conflicting perspectives about teaching and the purpose of professional development became evident and created dilemmas that influenced the nature of the work. We provide background information about each partner, describe the two views, and examine how the differing perspectives influenced the goals and activities of the partnership. This study highlights the complex issues embedded in school–university collaboration.  相似文献   

Does regular online testing enhance student learning in the numerical sciences? Robust evidence from a large data set     

Simon D. Angus  Judith Watson 《British journal of educational technology : journal of the Council for Educational Technology》2009,40(2):255-272

While a number of studies have been conducted on the impact of online assessment and teaching methods on student learning, the field does not seem settled around the promised benefits of such approaches. It is argued that the reason for this state of affairs is that few studies have been able to control for a number of confounding factors in student performance. We report on the introduction of a regular (every 3 weeks) low-mark online assessment tool in a large, first-year business mathematics course at the University of New South Wales, a major Australian university. Using a retrospective regression methodology together with a very large and rich data set, we test the proposition that exposure to the online assessment instrument enhances student learning. Significantly, we are able to control for prior student aptitude, in-course mastery, gender and even effort via a voluntary class attendance proxy. Furthermore, the study incorporates two large, and statistically diverse cohorts as well as manipulations in the model tested to robustly examine the outcomes. Our central result is that higher exposure to the online instrument robustly leads to higher student learning, all else being equal. Various implications for online assessment design, implementation and targeting are also discussed.  相似文献   

Adolescents' and Parents' Evaluations of Helping Versus Fulfilling Personal Desires in Family Situations     

Judith G. Smetana  Marina Tasopoulos-Chan  Denise C. Gettman  Myriam Villalobos  Nicole Campione-Barr  and Aaron Metzger 《Child development》2009,80(1):280-294

A sample of 118 predominantly European American families with early and middle adolescents ( M _ages= 12.32 and 15.18 years) and 1 parent evaluated hypothetical conflicts between adolescents' and parents' requests for assistance versus the other's personal desires. Evaluations differed by level of need, but in low-need situations, adolescents viewed teens as more obligated to help parents than did parents, whereas parents rated it as more permissible for teens to satisfy personal desires than did teenagers. Justifications for helping focused on concern for others, role responsibilities, and among parents, psychological reasons. Middle adolescents reasoned about role responsibilities more and viewed satisfying personal desires as less selfish than did early adolescents, but satisfying personal desires was seen as more selfish by parents of middle than early adolescents. Implications for adolescent–parent relationships are discussed.  相似文献   

Non-accidental head injury in New Zealand: The outcome of referral to statutory authorities     

Patrick Kelly  Judith MacCormick  Rebecca Strange 《Child abuse & neglect》2009,33(6):393-401

ObjectivesTo describe the outcome of referral to the statutory authorities for infants under 2 years with non-accidental head injury (NAHI), and to establish whether the authorities held sufficient information to develop a risk profile for these cases.MethodsRetrospective review of cases admitted to hospital in Auckland, New Zealand from 1988 to 1998. Records from the hospital admission, child protective services and Police were reviewed, up to 19 years from diagnosis.ResultsOf 39 infants, 33 survived to leave hospital. Documentation of risk factors was erratic, and sometimes incongruent between agencies. Inter-agency case conferences took place in 17/39 (44%). The Department of Child, Youth and Family Services (CYF) used an informal family agreement to secure safety in 15/33 survivors (45%). Family Group Conferences occurred in 17/33 (52%). Nine of 33 were placed permanently outside the home (27%), two (6%) with unrelated caregivers. Charges were laid in 18/39 cases (46%). Fifteen cases came to trial, with 14 convictions (36%). Of the survivors, 44% were later renotified to CYF. There was no obvious relationship between type of intervention and re-notification.ConclusionsEnsuring the safety of an infant with NAHI, and identifying and taking appropriate action with regard to the offender, are complex tasks. In New Zealand, data collection is often incomplete and inter-agency practice and collaboration is variable. Although the rate of prosecution was relatively high by international standards, many children were later notified again for further concerns of abuse or neglect, suggesting that our interventions have been only partially successful.Practice implicationsThis paper suggests that all infants admitted to hospital with non-accidental head injury should become part of a prospective inter-agency research study, using a standardised data collection instrument. This should include the systematic collection of all data known or suspected to be associated with risk of child abuse, and incorporate long-term prospective follow-up, regardless of child protective or legal outcomes. Without large numbers followed prospectively and according to sound methodology, it is difficult to prove which forms of intervention are better than others at reducing the risk of further abuse.  相似文献