The Orton story     

June L. Orton 《Annals of dyslexia》1963,13(1):1-6

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Student evaluation in “individualized” science programs     

June A. Bloch 《Studies in Educational Evaluation》1977,3(2):95-107

In recent years there has been increasing focus, particularly in the USA and England but also elsewhere, on individualizing instruction in the school. The techniques of such endeavors, especially as they relate to student evaluation, will be the major theme of this paper.  相似文献   

核心期刊评价的分学科方法解析——以《中文核心期刊要目总览》为例     

张俊娥 《大学图书馆学报》2021,39(3):67-75

大多数期刊评价体系都是分学科进行评价,但是不同的评价体系在进行期刊分学科评价时,对于期刊分类归属的方法都不相同.文章针对北京大学图书馆主持的《中文核心期刊要目总览》的分学科方法进行详细解读,分析了按学科论文入手进行指标值统计,然后根据期刊所载论文和施引论文的分类进行综合计算给期刊自然归类的方法,并提出进一步研究的设想.  相似文献   

CALIS联合目录西文数据预处理及机读目录问题探讨   总被引：5，自引：0，他引：5  

张俊娥 《大学图书馆学报》2002,20(4):30-33

通过列举实例,分析了在CALIS联合目录数据库建设中各成员馆提交的数据在MARC格式、书目著录以及系统数据转换中存在的一些问题,提出了解决办法,指出机读目录数据的规范化和标准化是联合目录质量的基本保证。  相似文献   

Tutor training     

June Sturrock 《Distance Education》1983,4(1):108-112

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A Shoelace Left Untied: Teachers Negotiate Class and Ethnicity in a City of Northern England     

Gordon  June A. 《The Urban Review》2003,35(3):191-215

Using qualitative research methods supported by demographic data, the role of castelike class patterns in British schooling and the participation of teacher mentalities in maintaining images of working-class students and their families within urban communities were examined. The common American assumption that race is the most salient, if not the sole, designator of resistance to schooling was challenged as teachers and administrators in three urban schools in the north of England presented their experiences and views of working with low-income urban students. In returning as an American researcher to the city of her British family, the author brings a unique cross-cultural lens to the analysis of ethnicity and class.  相似文献   

Walking through Walls: the sexual harassment of high school girls     

June Larkin 《Gender and education》1994,6(3):263-280

For most females, crude language and other forms of sexually harassing behaviour are part of the fabric of our daily lives. To date, however, our focus on sexual harassment has been limited primarily to the experiences of adult women in academic and work place settings. What has not been explored is the prevalence of sexual harassment in schools and the way it interferes with young women's education. Equal opportunity programmes are of limited use if, for example, we urge female students into traditional male courses but we neglect to consider the hostile climate they encounter there. In this study I explored young women's experiences of sexual harassment in the setting lauded as their gateway to opportunity: school. Based on their testimonies I make recommendations for educators who are committed to making high school a more equitable place for female students.  相似文献   

Interpersonal violence among youth: A challenge for school personnel     

June D. Gorski  Laura Pilotto 《Educational Psychology Review》1993,5(1):35-61

Although interpersonal violence in the school setting is not a new phenomenon, the problem has escalated considerably in this last decade. Both urban and rural school systems are being affected. This paper seeks to explore the extent of interpersonal violence and its impact on students and school personnel. The multiple factors that lead to school violence are examined. Select curricula used in school systems to reduce or prevent violence are highlighted. The article emphasizes that student violence is not a problem limited to the school environment, but one that should and must find a solution through cooperation of all the institutions present in the community, family included. Finally, suggestions are presented for developing preventive strategies.  相似文献   

Possibilities for pedagogy in further education: harnessing the abundance of literacy     

Roz Ivaniç  Richard Edwards  Candice Satchwell  June Smith 《British Educational Research Journal》2007,33(5):703-721

In this report, it is argued that the most salient factor in the contemporary communicative landscape is the sheer abundance and diversity of possibilities for literacy, and that the extent and nature of students' communicative resources is a central issue in education. The text outlines the conceptual underpinnings of the Literacies for Learning in Further Education project in a social view of literacy, and the associated research design, methodology and analytical framework. It elaborates on the notion of the abundance of literacies in students' everyday lives, and on the potential for harnessing these as resources for the enhancement of learning. It provides case studies of changes in practice that have been undertaken by further education staff in order to draw upon students' everyday literacy practices on Travel and Tourism and Multimedia courses. It ends with some of the broad implications for conceptualising learning that arise from researching through the lens of literacy practices.  相似文献   

Teachers of Color Speak to Issues of Respect and Image     

Gordon  June A. 《The Urban Review》1997,29(1):41-66

This paper explores the issue of the respectability and changing image of public school teachers through interviews with 114 teachers of color in three urban school districts: Cincinnati, Ohio; Seattle, Washington; and Long Beach, California. Almost one half of the respondents felt that either the negative image or the low status of teaching was one of the main reasons that students of color are not entering the profession. This assessment seemed to have little to do with money and a great deal to do with self-respect as defined in terms of dress, posture, and class. There was strong consensus that a professional image is important to people of color. The judgment that there has been a decline in respect for teaching was mixed. Many informants perceived themselves as leaders within their communities and as professionals and claimed that their people and their families did respect teachers. The problem seemed to lie less with communities of color and more with the dominant society, which devalues teaching.  相似文献