Start the‘Write’Way     

Marion Gee 《Literacy》1989,23(3):150-159

Since this article was written,‘English in the National Curriculum’has been published, so references to it need to be updated.  相似文献   

Dilemmas faced when working with learning disabilities in post-secondary education     

Jeanmarie Keim Ph.D.  Ann G. Ryan  Burton F. Nolan 《Annals of dyslexia》1998,48(1):271-291

To explore principles that guide post-secondary professionals who work with students with learning disabilities, vignettes describing typical ethical dilemmas were presented to counselors and other educational professionals. The vignettes addressed issues such as consent, boundaries of competency, accommodation, and release of information. Respondents indicated whether they believed the behavior presented in the vignette was ethical or appropriate. Analyses of variance indicated overall significant differences of opinions between professionals trained in counseling and those trained in education. Chi-square analyses examining responses to individual dilemmas revealed much overlap in opinion, with significant differences of opinion on three of eight dilemmas. Those dilemmas distinguishing the two groups involved issues of confidentiality when providing references, dual relationships between provider and student and release of records.  相似文献   

Project soar     

Marion Austin 《Roeper Review》2013,35(2):39-40

A project exemplifies how a gifted program can work in a rural area.  相似文献   

Teacher Remembered     

Marion H. Lee 《The Educational forum》2013,77(2)

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Squaring the Family Circle     

Marion L. Faegre  John E. Anderson 《Religious education (Chicago, Ill.)》2013,108(10):920-924

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The Interactions of Conceptions of Teaching Science and Environmental Factors to Produce Praxis in Three Novice Teachers of Science     

HyunJu Park  Peter W. Hewson  John Lemberger  Robin D. Marion 《Research in Science Education》2010,40(5):717-741

One strategy for implementing learner-centered teaching is through the preparation of teachers and their induction into the profession. This article presents case studies of three secondary science teachers that follow them from their science teacher education program that advocated teaching for conceptual change as one approach to learner-centered teaching into their first years of teaching. The article’s purpose is to describe the teachers’ initial conceptions of teaching science carried over from their teacher preparation program, and how they integrated those conceptions with the environmental influences of their classrooms and schools to produce praxis. Data were collected from the participants in several different ways during the participants’ pre-service year and during their first year or two of teaching: Observation of the participants’ teaching; related interviews with participants; and their action research journals. As they approached the end of their first or second year of teaching, all three teachers demonstrated increased levels of confidence in their teaching competence, both in their classroom performance and their places in their departments and schools. None of them had, however, fully implemented conceptual change teaching approach that was the specific goal of their teacher preparation program.  相似文献   

Young people on the margins: In need of more choices and more chances in twenty‐first century Scotland     

Ian Finlay  Marion Sheridan  Jane McKay  Hope Nudzor 《British Educational Research Journal》2010,36(5):851-867

The aim of this study was to find out more about the lives of young people in the category ‘not in education, employment or training’ (NEET). We worked intensively with 26 young people in four smaller groups, spending three days with each group. During our time with them we engaged in a variety of creative and artistic activities designed to help them to construct accounts of their lives for us with the purpose of gaining an understanding of what it was like to be NEET. Three significant issues that emerged from these life stories are discussed in this paper. These are the problematic nature of the discourse of NEET sub‐groups; the challenges of school‐exclusion policies and practices; and the myth of low aspirations.  相似文献   

From the editor     

Marion C. Hyson 《Early childhood research quarterly》1999,14(4):445

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Dyslexia in english independent systems     

Marion Welchman 《Annals of dyslexia》1977,27(1):127-131

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‘Those being tortured ...’: teachers appraising teacher appraisal     

Marion Dadds 《Cambridge Journal of Education》1986,16(2):151-154

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