South African Deaf education and the Deaf community     

Storbeck C  Martin D  Parkin I  Magongwa L  Druchen BP  Batchelor M  McIlroy G  De Villiers D  Captieux-Bhana N  Rasebopye L  Rasebopye D  Krige-Henderson S  Krige F  Louw A  Surtees T  Smit AL  Cox R  Henderson M 《American annals of the deaf》2010,155(4):488-518

In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa.  相似文献   

Dilemmas of open programs     

Manfred Bayer  Ingrid Sommerkorn 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1975,21(4):508-512

  相似文献   

Using Performance Improvement “Tools” Effectively     

Ingrid Guerra‐Lpez 《Performance Improvement Quarterly》2016,29(2):93-95

  相似文献   

Editor Notes: Issue 29.1     

Ingrid Guerra‐Lpez 《Performance Improvement Quarterly》2016,29(1):5-8

  相似文献   

Setting Clear Direction and Ensuring Alignment     

Ingrid Guerra‐Lopez 《Performance Improvement Quarterly》2016,28(4):3-5

  相似文献   

Pushing Comfort Zones: Promoting Social Justice Through the Teaching of Aboriginal Canadian Literature     

Lynne Wiltse  Ingrid Johnston  Kylie Yang 《Changing English: An International Journal of English Teaching》2014,21(3):264-277

In this paper we highlight findings from a teacher inquiry group study designed to explore possibilities for teaching contemporary Canadian literature to promote issues of social justice in secondary classrooms. Drawing on Boler and Zembylas’s notion of a ‘pedagogy of discomfort’, our paper will focus on the experiences of two teachers in the group who, through the selection and teaching of two Aboriginal Canadian texts, moved away from well-established pedagogical practices. We explore the role of the inquiry group in supporting teachers in their attempts to problematize unquestioned assumptions and address the absences in their curricular practices and examine the potential of using Canadian literature to enhance students’ understanding of historical marginalizations and structural inequalities. In conclusion, we discuss the implications of our research for pre-service and in-service educators who face the challenges of teaching in increasingly diverse schools.  相似文献   

Entwicklung sprachlicher Fähigkeiten von Kindern und Jugendlichen im Bildungskontext     

Prof. Dr. Dr. h.c. Ingrid Gogolin  Prof. Dr. Meinert A. Meyer 《Zeitschrift für Erziehungswissenschaft》2014,17(3):403-405

  相似文献   

PRESERVICE FORMATIVE ASSESSMENT INTERVIEWS: THE DEVELOPMENT OF COMPETENT QUESTIONING     

Ingrid S. Weiland  Rick A. Hudson  Julie M. Amador 《International Journal of Science and Mathematics Education》2014,12(2):329-352

  相似文献   

Lay perceptions of collectives at the outbreak of the H1N1 epidemic: heroes, villains and victims     

Wagner-Egger P  Bangerter A  Gilles I  Green E  Rigaud D  Krings F  Staerklé C  Clémence A 《Public understanding of science (Bristol, England)》2011,20(4):461-476

Lay perceptions of collectives (e.g., groups, organizations, countries) implicated in the 2009 H1N1 outbreak were studied. Collectives serve symbolic functions to help laypersons make sense of the uncertainty involved in a disease outbreak. We argue that lay representations are dramatized, featuring characters like heroes, villains and victims. In interviews conducted soon after the outbreak, 47 Swiss respondents discussed the risk posed by H1N1, its origins and effects, and protective measures. Countries were the most frequent collectives mentioned. Poor, underdeveloped countries were depicted as victims, albeit ambivalently, as they were viewed as partly responsible for their own plight. Experts (physicians, researchers) and political and health authorities were depicted as heroes. Two villains emerged: the media (viewed as fear mongering or as a puppet serving powerful interests) and private corporations (e.g., the pharmaceutical industry). Laypersons' framing of disease threat diverges substantially from official perspectives.  相似文献   

Social inequalities in early childhood competences,and the relative role of social and emotional versus cognitive skills in predicting adult outcomes     

Ingrid Schoon  Bilal Nasim  Rose Cook 《British Educational Research Journal》2021,47(5):1259-1280

This study draws on the nationally representative British Birth Cohort Study (BCS70) to examine (1) the association between social background and early socio-emotional and cognitive competences at age 5 and (2) the relative and independent contributions of early socio-emotional and cognitive competences to educational and socio-economic attainment in adulthood. A multi-dimensional (multiple exposure, multiple outcome) approach is adopted in conceptualising social background, childhood competences and adult outcomes by age 42. Indicators of social background include parental education, social class, employment status, family income, as well as home ownership, enabling us to test which aspects of socio-economic risk uniquely influence the development of early competences. Indicators of childhood competences include directly assessed cognitive competences (i.e. verbal and visual motor skills), while measures of socio-emotional competences include hyperactivity, good conduct, emotional health and social skills, reported by the child’s mother at age 5. Adult outcomes include highest qualifications, social class and household income by age 42. The findings suggest that multiple indicators of social background are associated with both socio-emotional and cognitive competences, although the associations with socio-emotional competences are less strong than those with cognitive competences. We find significant long-term predictive effects of early cognitive skills on adult outcomes, but also independent effects of socio-emotional competences, in particular self-regulation, over and above the role of family background. The study supports calls for early interventions aiming to reduce family socio-economic risk exposure and supporting the development of cognitive skills and self-regulation (i.e. reducing hyperactivity and conduct problems).  相似文献