Children,Research & Policy     

Miriam E. David 《British Journal of Sociology of Education》1997,18(2):295-308

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The Legal Trends‐‐Implications for Menstruation/Fertility Management for Young Women who have an Intellectual Disability     

Miriam Taylor  Glenys Carlson 《International Journal of Disability, Development & Education》1993,40(2):133-157

Since 1988, there have been a number of Family Court of Australia cases where permission was sought for a hysterectomy (surgical removal of the uterus) to be performed on premenarchal women who have an intellectual disability. The case judgments refer to several cases from appellate overseas courts. While the judgments indicate a division of judicial opinion on the issue of the necessity of court consent for such surgery on this group of young women, all of the judges sanctioned a premenarchal hysterectomy. This paper will review the cases with specific reference to relevant Australian legislation, and the implications for women who have an intellectual disability which may have international applicability.  相似文献   

OECD and Educational Policy Development in Australia     

Miriam Henry 《Discourse: Studies in the Cultural Politics of Education》1996,17(1):101-106

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Interaction between the Kibbutz community and the school     

Miriam Ben-Peretz  Zvi Lavi 《Interchange》1982,13(1):97-102

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Day care standards approach critical juncture     

Edward Zigler  Kirby A. Heller 《Early Childhood Education Journal》1980,7(3):7-8

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Group status and attitude change in desegregated classrooms     

Yehuda Amir  Shlomo Sharan  Miriam Rivner  Rachel Ben-ari  Aharon Bizman 《Int J Intercult Relat》1979,3(2):137-152

One thousand thirty-three ninth-grade students from Western and Middle-Eastern ethnic background in 30 classrooms responded to a questionnaire assessing ethnic attitudes. The questionnaire was administered at the beginning and again at the end of these students' first year in ethnically desegregated classrooms. No marked changes in ethnic attitudes were noted as a function of the students' individual academic or social status in the classroom, but there were noteworthy changes associated with the relative status in the classroom occupied by the students' ethnic groups. Positive attitude change among Western (majority) students occurred when both ethnic groups in the classroom were of equal status, and when the MiddleEastern (minority) group was of superior academic status to the Western group. Positive change among the Middle-Eastern group occurred when it occupied superior status in the classroom.  相似文献   

Information value of feedback with preschool children     

Carolyn Stern  Joyce Teager 《Educational technology research and development : ETR & D》1968,16(4):426-430

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Affective changes in socially disadvantaged children as a result of one to one tutoring     

Theodore Eisenberg  Barbara Fresko  Miriam Carmeli 《Studies in Educational Evaluation》1982,8(2):141-151

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Raising the Educational Requirements for Teachers in Infant Toddler Classrooms: Implications for Institutions of Higher Education     

Miriam Mevorach 《Journal of Early Childhood Teacher Education》2013,34(2):146-156

This article describes preschool teachers' espoused mental models (EMMs) or, in other words, their naïve understanding of young children's learning. Our research goal was to examine differences within the teachers' EMMs regarding the minds and learning of young children from different cultural backgrounds. The subjects included 18 preschool teachers from the center of Israel, all of whom belonged to the mainstream cultural background and taught in the national school system. Their classes consisted of 5- to 6-year-old children from the mainstream cultural group as well as children from Ethiopian immigrant families. We conducted individual semistructured interviews that were transcribed and analyzed to identify the original EMM structure. While analyzing the parts of the narratives that referred to Ethiopian children, we discovered a metacategory that did not exist in the original model: Culture. This finding contributes to the construct of espoused mental models for teachers of children from diverse populations.  相似文献   

Shared Power,Risk-taking,and Innovation: Participatory Action Research in Jewish Education     

Miriam Raider-Roth  Amy Rector-Aranda  Tammy Kaiser  Liron Lipinsky  Alison Weikel  Sara Wolkenfeld 《Journal of Jewish Education》2013,79(2):187-208

ABSTRACT

In this article, the authors describe and discuss applications of the Group-Level Assessment/Understanding (GLA/GLU) process, an innovative participatory action research methodology. The authors first describe the GLA/GLU application in the Mandel Teacher Educator Institute (MTEI) and the creation of an MTEI interpretive community to deeply analyze the collected data. The authors then describe adaptations of the process in their home communities to address community-identified dilemmas, tensions, and problems. The article concludes with reflections on common themes that emerged in the GLA/GLU applications–shared power, risk-taking, and methodological innovation.  相似文献