Parent and teacher views of gifted children's social abilities     

Briar Galloway  Marion Porath 《Roeper Review》2013,35(2):118-121

This study compared parent and teacher perceptions of gifted children's social skills and the importance these adults attach to different social skills. No significant differences were found on overall ratings of social skills. However, differences were found on specific social skills. Teacher ratings of cooperation were significantly higher than parents' and teachers valued cooperation highly. Parent ratings of assertion were significantly higher than teachers' and they valued assertion and self‐control over cooperation. Implications for the classroom and home are discussed.  相似文献   

Grandfather and I     

Marion H. Lee 《The Educational forum》2013,77(4)

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Schools as learning communities: Building capacity through network learning     

Christopher Day  Mark Hadfield  Marion Kellow 《Education 3-13》2013,41(3):19-22

This article reports on the results from a study which investigated the impact of guidance given in writing tasks on children's writing performance. Six hundred eleven year olds completed writing tasks with varying content and structural support and their writing was analysed for purpose and organisation, style, spelling, clause structure, word class, paragraphing and punctuation. The aim was to find out if support facilitated better writing and if the type of support had differing effects. The findings suggested that the support did not significantly affect performance in narrative and persuasive writing. Possible implications and initial indications from a follow-up qualitative study of children's thinking are discussed.  相似文献   

The continuing education of women     

Marion V. Royce 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1973,19(1):81-88

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Recent dissertation research in gifted studies     

Inderbir Kaur  Henry James Ogston Milne  Marion Rogalla 《Roeper Review》2013,35(3)

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Putting objects of reference in context     

Marion McLarty 《欧洲特需教育杂志》2013,28(1):12-20

ABSTRACT

The use of objects of reference as part of the development of communication‐has become established practice in the education of deafblind and multi‐sensory impaired children and young people. Unfortunately, there is comparatively little written material available for those who wish to develop this approach in their own practice with learners who have severe or profound and multiple difficulties. The result of this has been that many of the ‘second wave’ of interested practitioners have overemphasized the objects themselves with little or no appreciation of their use within a supporting context. The paper considers the philosophies and theories that underpin the methodological framework in deafblind education, and suggests how these could be applied to develop practice with a wider group of learners  相似文献   

Biomedical instrumentation and measurements : Cromwell,Weibell, Pfeiffer and Usselman. 446 pages,diagrams, illustrations, 6 × 9 in. Prentice- Hall,Englewood Cliffs,N.J., 1973. Price, $16.95 (approx. £6·70).     

Marion J. Siegman 《Journal of The Franklin Institute》1974,298(1):73-74

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A generic approach to counseling parents of exceptional children     

R L Marion 《Exceptional children》1978,44(6):465-466

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Working in an Open Tech Project and the Open University: some reflections     

Marion Phillips  Valda Stevens 《Open Learning》2013,28(3):38-42

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The spark between carbon rods impregnated with a mixture of oxides of molybdenum,titanium and vanadium as the source of a closely spaced line spectrum in the visible region     

Marion Eppley 《Journal of The Franklin Institute》1926,201(3):333-335

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