Education for pupils with profound disabilities: Issues of policy,curriculum, teaching methods,and evaluation     

Anne Bray  Judy Macarthur  keith D. Ballard 《欧洲特需教育杂志》2013,28(4):207-224

ABSTRACT

This paper discusses some issues in the education of pupils who have profound disabilities. Following an examination of policy and curriculum issues, we review recent research on teaching methods. In particular, we look critically at the concepts and methods of behavioural psychology and its influence in this field of education. We then examine the issue of evaluation of educational outcomes using illustrations from current research at a special school for adolescents with profound disabilities. Finally, we suggest some directions for future research which place the education of persons who have profound disabilities clearly within the mainstream of educational thinking and research endeavour.  相似文献   

Teaching Science Through Drama: an empirical investigation     

Robert J. Alban Metcalfe  Suzanne Abbott  Paul Bray  Joan Exley  David Wisnia 《Research in Science & Technological Education》2013,31(1):77-81

An investigation was carried out into the effectiveness of teaching one element of a Science syllabus, using Drama in place of conventional practical work. No statistically significant differences were detected in factual recall, but significantly more ‘meaningful’ learning appeared to have taken place when Drama was used. Psychological and educational implications of this finding are discussed.  相似文献   

Application of the contextual model to school‐based counseling: Why does it work?     

Erin Sullivan  Thomas J. Kehle  Melissa A. Bray 《Psychology in the schools》2009,46(3):299-305

There is considerable support for the effectiveness of psychotherapies regardless of their individual theoretical underpinnings. They all evidence substantial positive outcomes, particularly if they contain common elements. These include a therapeutic relationship within an appropriate setting, a rationale for why the client is unhappy or distressed and in need of therapy, and procedures for effecting positive change. We interpret these common elements as a process of learning that promotes the client's independence, friendship formation and maintenance, competence, and physical health. © 2009 Wiley Periodicals, Inc.  相似文献   

Improving homework accuracy: Interdependent group contingencies and randomized components     

Danielle Reinhardt  Lea A. Theodore  Melissa A. Bray  Thomas J. Kehle 《Psychology in the schools》2009,46(5):471-488

Homework is an often employed teaching strategy that has strong positive effects on academic achievement across grade levels, content areas, and student ability levels. To maximize academic learning, accuracy of homework should be addressed. The present investigation employed a multiple‐baseline design across academic behaviors to examine the efficacy of randomization of the interdependent group contingency on the homework accuracy of six fourth‐grade students enrolled in a general education class. Results demonstrated that the interdependent group contingency coupled with randomly selected components improved accuracy of homework performance. Specifically, participants demonstrated gains in all three subject areas. Limitations and future research are also addressed. © 2009 Wiley Periodicals, Inc.  相似文献   

Team cohesion and team success in sport.   总被引：2，自引：0，他引：2  

Albert V Carron  Steven R Bray  Mark A Eys 《Journal of sports sciences》2002,20(2):119-126

The main aim of this study was to examine the relationship between task cohesiveness and team success in elite teams using composite team estimates of cohesion. A secondary aim was to determine statistically the consistency (i.e. 'groupness') present in team members' perceptions of cohesion. Elite university basketball teams (n = 18) and club soccer teams (n = 9) were assessed for cohesiveness and winning percentages. Measures were recorded towards the end of each team's competitive season. Our results indicate that cohesiveness is a shared perception, thereby providing statistical support for the use of composite team scores. Further analyses indicated a strong relationship between cohesion and success (r = 0.55-0.67). Further research using multi-level statistical techniques is recommended.  相似文献   

Strategies for financing higher education: perspectives from Hong Kong and Macau     

Mark Bray 《Higher Education》1991,21(1):11-25

Although Hong Kong and Macau have many cultural, economic and political similarities, their higher education systems display considerable differences. Hong Kong has a well-established system and a strong tradition of government control. Macau's system is smaller and younger, and commenced operation as a private enterprise. However, in some respects recent years have brought convergence in the features of higher education in the two territories. This paper highlights trends in government financial provision, in fee policies and in student loans.  相似文献   

Does the discussion help? The impact of a formally assessed online discussion on final student results   总被引：1，自引：0，他引：1  

Stuart Palmer  Dale Holt  Sharyn Bray 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(5):847-858

While there is agreement that participation in online asynchronous discussions can enhance student learning, it has also been identified that there is a need to investigate the impact of participation in online discussions on student course performance. This paper presents a case study based on an undergraduate engineering management unit employing a formally assessed online discussion area. It was observed that while many students read a significant number of discussion postings, generally, the posting of new and reply messages occurred at the minimum level required to qualify for the assignment marks. Based on correlation and multiple regression analysis, it was observed that two variables were significantly related to a student's final unit mark—prior academic ability and the number of new postings made to the online discussion. Each new posting contributed three times as much to the final unit mark as its nominal assessment value, suggesting that the work in preparing their new discussion postings assisted students in the completion of a range of assessable tasks for the unit. The number of postings read was not significantly correlated with the final unit mark, suggesting that passive lurking in this online discussion did not significantly contribute to student learning outcomes.  相似文献   

政府与家庭的教育经费分担:寻求适当的平衡   总被引：3，自引：0，他引：3  

马克·贝磊  李梅 《北京大学教育评论》2003,1(2):43-51,85

尽管在大多数国家 ,政府仍然有望承担教育的主要费用 ,但政府将和家庭、社区和其他社会团体及个人共同分担资助教育经费的责任。本文通过数据比较 ,考察一些国家中政府和家庭分担教育费用的情况。关注的重点是初等和中等教育 ,文中成本的概念包括直接成本和机会成本 ,其中一部分具体讨论到家庭课外补习。与此同时 ,文中还着重讨论了国际机构政策倡议的变革 ,成本分担的替代选择以及在寻求政府和家庭之间教育经费分担平衡时所必须考虑的主要因素  相似文献   

Evolving ecosystems in education: The nature and implications of private supplementary tutoring in Hong Kong     

Mark Bray  Magda Nutsa Kobakhidze 《Prospects》2015,45(4):465-481

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School Library Media Specialists: What’s in a Name? A lot it seems….     

Marty Bray  Randy Hollandsworth 《TechTrends》2011,55(4):19-20

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