Contextual career education for urban youth: A new look at experience based career education     

Juliana Taymans  Kathleen Lewis  Anita Scovanner Ramsay 《Journal of Career Development》1990,16(4):283-295

This article describes a model career education program for urban youth. The program exemplified promising practices in career education by providing all career education experiences in the context of real life experiences. Work site supervisors' ratings of youths' initiative and responsibility significantly increased over the course of the seven week program.  相似文献   

Effects of ICT group work on interactions and social acceptance of a primary pupil with Asperger's Syndrome     

Lynda Lewis  John Trushell  Pat Woods 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(5):739-755

The aim of this study was to ascertain whether collaborative group work on a computer, facilitated by an adult, could provide a means for a primary schoolboy with Asperger's Syndrome (AS)—moderately‐highly affected in all areas of the “triad of impairments”—to develop appropriate task‐related interactions with his peers. Data were gathered before, during, and after group work sessions. A combination of interviews and questionnaires established background data and concerns of parent and teachers. Sociometric testing of classmates was used to determine social acceptance and friendship grouping among the child's immediate peer group. During the adult‐facilitated ICT sessions an interaction process schedule (IPS) was used to record interactions of the three children involved. The results indicate moderate improvements in the child's ability to interact with his peers, both in social and task‐related contexts, as well as a raised social profile among his classmates in general. Although this was a discrete setting, the findings are encouraging and this strategy may be replicated in schools to support mainstream inclusion for children with AS.  相似文献   

A government prepared: Organizing for math and science education reform     

Lewis M. Branscomb  Rollin B. Johnson 《Journal of Science Education and Technology》1992,1(2):95-104

The reform of K-12 math and science education will require a national, multisector, bipartisan effort sustained for at least two decades. The effort will involve all levels of government, communities, local businesses, and schools. The federal government has a pivotal role to play.  相似文献   

Vocabulary,Sentences and Words: testing for agreement between two recent measures of reading performance and receptive vocabulary     

C.M. Lewis 《教育心理学》1987,7(2):129-132

Summary This paper reports a small scale study looking at levels of agreement between two measures of reading and one of receptive vocabulary in a sample of first year junior pupils.  相似文献   

Picturing global educational inclusion? Looking and thinking across students’ photographs from the UK,Zambia and Indonesia   总被引：1，自引：0，他引：1  

Ian Kaplan  Ingrid Lewis  Paul Mumba 《Journal of Research in Special Educational Needs》2007,7(1):23-35

Over the last few years we have engaged children and young people in participatory photography projects in a diverse range of international contexts. The projects, diverse as they are, have been school-based and primarily focused on students' experiences of educational inclusion/exclusion. Photographs taken by students can stimulate conversations in which different perspectives are shared and considered. Whilst this process is meaningful within a local context, it is also compelling to reflect more widely on what children and young people's photographs and commentary (and through these their interpretations of their educational experiences) have to tell and, indeed, show us about educational inclusion globally. In this paper, we begin by explaining what we mean by the term 'educational inclusion', and consider what methodological relevance the participatory photography has for engaging in research with children and young people about their educational experiences. We then briefly describe the contexts of the projects this paper draws on, which took place in the UK, Zambia and Indonesia. In the main body of the paper, we will look across these international projects and consider a selection of students' photographs and interpretations in relation to several broad themes about educational inclusion which they suggest.  相似文献   

Television literacy: comprehension of program content using closed captions for the deaf   总被引：1，自引：0，他引：1  

Jelinek Lewis MS  Jackson DW 《Journal of deaf studies and deaf education》2001,6(1):43-53

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Governing schooling through ‘what works’: the OECD’s PISA for Schools     

Steven Lewis 《教育政策杂志》2017,32(3):281-302

This paper explores Programme for International Student Assessment (PISA) for Schools, a local variant of the Organisation for Economic Cooperation and Development (OECD’s) influential PISA that not only assesses an individual school’s performance in reading, mathematics and science against international schooling systems, but also promotes 17 identical examples of ‘best practice’ from ‘world class’ schooling systems (e.g. Shanghai-China, Singapore). Informed by 33 semi-structured interviews with actors across the PISA for Schools policy cycle, and supplemented by the analysis of relevant documents, the paper provides an account of how these concrete examples of best practice are represented in the report received by participating schools. Drawing upon thinking around processes of commensuration and the notion of ‘governing by examples’, the paper argues that PISA for Schools discursively positions participating schools as somehow being commensurable with successful schooling systems, eliding any sense that certain cultural and historical factors – or ‘out of school’ factors – are inexorably linked to student performance. Beyond encouraging the problematic school-level borrowing of policies and practices from contextually distinct schooling systems, I argue that this positions the OECD as both the global expert on education policy and now, with PISA for Schools, the local expert on ‘what works’.  相似文献   

The development of children's ideas about others' difficulties in learning   总被引：1，自引：0，他引：1  

Ann Lewis 《British Journal of Special Education》2002,29(2):59-65

In this paper, Professor Ann Lewis, of the School of Education, University of Birmingham, reviews the literature and current research on pupils' perceptions of others' difficulties in learning. She focuses, in particular, on three strands: children's perceptions about other people and their traits; children as 'naïve' biologists, attempting to explain growth and development in others; and children's responses to and use of cues based on achievement and ideas about ability. In a wide-ranging discussion, this article explores work on theory of mind and notes the different ways in which children explain learning difficulties in others at various ages. In her conclusion, Professor Lewis makes three key points: there is a need to supplement experimental work in this area with good quality, classroom-based studies; more effort should be devoted to finding ways of accessing children's views and perceptions in authentic and reliable ways; and staff working in inclusive classrooms are ideally placed to contribute to the development of research in this area.  相似文献   

Re-assembling knowledge production with(out) the university     

Chris Muellerleile  Nick Lewis 《Globalisation, Societies & Education》2019,17(1):1-10

ABSTRACT

As an introduction to the themed issue, this paper interrogates the idea of university unbundling through a critical reading of Ronald Coase’s theory of transaction costs. Coase, who was initially interested in the structure of firms, later applied his transaction cost theory more broadly to anything that might be defined as ‘welfare’. Not unlike other abstract economic theories, in the age of market discipline, Coase’s ideas have been widely employed to regulate the provision of public goods. Read through Coase, the main effect of the unbundling discourse has been to rationalise the university – to make it subject to a logic of efficiency as an end, and ultimately we suspect, to do damage to universities as important institutions for the cultivation of democratic values and socio-economic justice. After a brief summary of the other six papers included in the issue, the paper concludes with a discussion of the possibility of maintaining a public university in light of the neoliberal discourse of unbundling.  相似文献   

Showing and telling: The Difference that makes a Difference     

David Lewis 《Literacy》2001,35(3):94-98

In this article I attempt to clarify an essential difference between the ways in which pictures and words convey meaning. Despite the fact that the distinction between showing and telling is widely understood and clearly marked in ordinary language, it is often ignored when writers and researchers provide accounts of how children’s picturebooks work. As a result, such accounts are often unrealistic, providing distorted images of picturebook text. I briefly examine one such attempt to differentiate and characterise various types of picturebook and then conclude by showing how Anthony Browne exploits the distinction between showing and telling to create the atmosphere of uncertainty and mystery in his classic book Gorilla.  相似文献