EDUCATING GIFTED PUPILS IN REGULAR SCHOOLS: INTRACLASS DIFFERENTIATION     

W. van Dijk  W. A. M. Kok  G. T. M. Poorthuis 《High Ability Studies》1991,2(1):35-42

After introducing a differentiation model for the benefit of gifted pupils in regular schools, this article discusses some important findings of the research project “High giftedness in education”, carried out at the ISOR, the Educational Research Department at the University of Utrecht. Data from survey research indicate what special provision has been made for gifted pupils in secondary schools in the Netherlands. Further data summarize experiences with the differentiation model at two different types of secondary school. Finally, some adaptations of the differentiation model are outlined.  相似文献   

The relation between sense of audience and specific learning disabilities: An exploration     

Noel Gregg  Patricia McAlexander 《Annals of dyslexia》1989,39(1):206-226

The relationship between two college-able learning-disabled writers’ unique social and cognitive profiles and the sense of audience in their written texts is explored. The first student demonstrated significant visual and organizational cognitive processing deficits. The second student had deficits in oral language comprehension and production. While the writing of both students was affected by their disabilities, our findings suggest that the quality of their audience awareness is indeed related to the nature of their specific learning disability profile.  相似文献   

PLAYING AT CATASTROPHE: ECOPOLITICAL EDUCATION AFTER POSTSTRUCTURALISM   总被引：2，自引：0，他引：2  

Noel Gough 《Educational theory》1994,44(2):189-210

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An appropriate curriculum for 4–5‐year‐old children in Northern Ireland: comparing play‐based and formal approaches     

Glenda Walsh  Liz Sproule  Carol McGuinness  Karen Trew  Harry Rafferty  Noel Sheehy 《Early Years: An International Journal of Research and Development》2006,26(2):201-221

This paper reports on an investigation into the quality of the learning experiences for 4–5‐year‐old children in Northern Ireland schools in the context of the debate about play‐based and formal approaches to learning and teaching. Detailed observations were carried out in 70 Year 1 classes: 38 in traditional Year 1 classes where the Northern Ireland National Curriculum is being delivered, and 32 in Enriched Curriculum classes, where a more developmentally appropriate, play‐based and child‐centred curriculum is being piloted. The quality of the learning experience in each class was assessed using a structured observation schedule, i.e. Walsh and Gardner's Quality learning instrument. Overall the Enriched Curriculum appears to be providing 4–5‐year‐old children in Northern Ireland with a higher‐quality learning experience. The children are given more opportunities to act independently, are engaged in more challenging activities and are more learning disposed, and they show higher levels of emotional, social and physical well‐being. The findings are discussed in terms of what constitutes an appropriate curriculum for this age group.  相似文献   

Identifying distinctive approaches to studying   总被引：2，自引：0，他引：2  

Noel Entwistle  Maureen Hanley  Dai Hounsell 《Higher Education》1979,8(4):365-380

Dimensions which have been used to describe various aspects of studying are reviewed. These draw attention to three distinctive approaches to studying which contain elements of both study processes and motivation. The development of an inventory of approaches to studying is reported which confirmed the importance of these three dimensions, but also drew attention to the importance of characteristic styles of learning in describing the processes through which students arrive at different levels of under-standing.  相似文献   

Negotiating a Local Pay for Performance Program Encouraged by State Mandate     

Sharon C. Conley  Jewell Gould  Donna E. Muncey  Noel White 《Journal of Personnel Evaluation in Education》2001,15(2):137-148

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A review of key parameters for effective electrophoretic deposition in the fabrication of solid oxide fuel cells     

Isyraf Aznam  Joelle Chia Wen Mah  Andanastuti Muchtar  Mahendra Rao Somalu  Mariyam Jameelah Ghazali 《浙江大学学报(A卷英文版)》2018,19(11):811-823

This paper reviews recent progress in electrophoretic deposition (EPD), particularly in solid oxide fuel cells (SOFCs). EPD is a simple, cost-effective, and geometrical flexible colloidal process. With its excellent control of thickness and other morphological characteristics, it is favored for the fabrication of SOFCs because each component layer of an SOFC has different requirements. However, the effectiveness of EPD is closely related to the suspension stability and EPD processing parameters. Maintaining a stable suspension and optimizing the EPD processing parameters are essential to achieve a dense and uniform deposition layer. Key parameters in maintaining the suspension stability are generally categorized into colloidal related parameters, including particle size and solid loading, and suspension media related parameters, including dielectric constant and conductivity. The effects of these parameters are often reflected by the zeta potential of the suspension, which can be manipulated by using charging agents to maintain a stable state. The deposition time and applied voltage are key parameters in optimizing the EPD process through their effects on the deposition rate. The effects of these parameters on particle surface charges and on the EPD mechanism are discussed.  相似文献   

Reflecting on institutional support for SoTL engagement: developing a conceptual framework     

Paula Myatt  Deanne Gannaway  Ivy Chia  Kym Fraser  Jacquelin McDonald 《International Journal for Academic Development》2018,23(2):147-160

This paper considers the support required to develop Scholarship of Teaching and Learning (SoTL) capability across institutions. Rather than developing a checklist or a standardised audit approach, this paper describes the reflective journey taken by a group of academic developers who used strategies and structures previously identified in the literature to develop a conceptual framework for academic professional development. The framework was refined through an iterative process, including reflection on its use within diverse institutional contexts, combined with evaluative feedback from recognised experts in the field. The resulting framework is designed to facilitate and guide conversations to support institutional decision-making related to SoTL capacity building.  相似文献   

Assessing the added value of the self-system model of motivational development in explaining school engagement among students at risk of early leaving from education and training     

Nouwen  Ward  Clycq  Noel 《European Journal of Psychology of Education - EJPE》2021,36(2):243-261

European Journal of Psychology of Education - Tackling early leaving from education and training (ELET) is one of the headline targets for education policy in the European Union. Although ELET...  相似文献   

How Organizational Signals, Need for Cognition, and Verbal Ability Affect Text Recall and Recognition     

Kardash CM  Noel LK 《Contemporary educational psychology》2000,25(3):317-331

This study investigated the effects of organizational signals, need for cognition, and verbal ability on recall and recognition of information from an expository text. Ninety-two undergraduate students completed the Need for Cognition scale (Cacioppo, Petty, & Kao, 1984) and read a text that either: (a) contained organizational signals in the form of an overview, headings, and a summary or (b) contained no signals. Consistent with our primary hypothesis, there was a marginal tendency for organizational signals to interact with need for cognition to influence conditional recall of expository text information. Specifically, need for cognition was related marginally to conditional recall only in the "no signals" condition. Organizational signals, need for cognition, and verbal ability contributed significantly to prediction of performance on three measures of text recall. By contrast, performance on the recognition test was influenced by an interaction between organizational signals and verbal ability. Implications of the findings are discussed. Copyright 2000 Academic Press.  相似文献