A happy venture: The contributions of Fred and Eleanor Schonell to special education. Part 1‐‐Fred and Eleanor Schonell's contribution to special education in the United Kingdom: 1929‐1949     

Robert J. Andrews∗ 《International Journal of Disability, Development & Education》1982,29(3):155-190

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Beginning literacy: links among teacher knowledge, teacher practice, and student learning   总被引：2，自引：0，他引：2  

McCutchen D  Abbott RD  Green LB  Beretvas SN  Cox S  Potter NS  Quiroga T  Gray AL 《Journal of learning disabilities》2002,35(1):69-86

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.  相似文献   

The Reconstruction of Primary Teachers' Identities   总被引：3，自引：0，他引：3  

Peter Woods  Bob Jeffrey 《British Journal of Sociology of Education》2002,23(1):89-106

Primary teachers have had to reconstruct their identities in response to the reconstruction of the education system. The holism, humanism and vocationalism of the old Plowden self-identity has been challenged by a new assigned social identity signalled in the assault on child-centred philosophy, the diminution of elementary trust, and changes in the teacher role. These challenges have thrown up new dilemmas for teachers, and represent 'fateful moments' in the careers of their identities. In trying to resolve the dilemmas, teachers have engaged in identity work, characterised mainly by identity talk, and a number of emotional and intellectual strategies. The result has been a partitioning of the old Plowden self-identity, with the 'real self' being largely withheld from the new personal identity and the sense of vocationalism being set to one side. The new personal identity in teaching represents a more instrumental and situational outlook, with the substantial self finding more expression elsewhere. Identity work is still in progress and seems set to continue while teachers have to find ways of relating to two or more competing discourses.  相似文献   

Book reviews     

Reuel Denney  Robert de Kieffer 《Educational technology research and development : ETR & D》1954,2(1):64-70

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Campus profiles. Ball State University     

Peter J. Gray 《Assessment Update》1991,3(6):8-9

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Young Children Understand That Looking Leads to Knowing (So Long as They Are Looking into a Single Barrel)   总被引：5，自引：0，他引：5  

Chris Pratt  Peter Bryant 《Child development》1990,61(4):973-982

3 experiments were conducted to investigate the claim made by Wimmer, Hogrefe, and Perner that 3-4-year-old children do not understand that people gain knowledge about something by looking at it. The first experiment involved a simple forced-choice procedure in which children had to judge which of 2 assistants knew what was inside a box when one of the assistants had looked inside and the other had lifted it up. In this experiment, the children did realize that the assistant who had looked in the box knew its contents. The second experiment followed the Wimmer et al. procedure, but with a simpler question form. The children were just asked to state whether someone knew what was in the box. Again, the children were able to work out that a person who had looked in a box knew what was inside it. In the third experiment, a direct comparison was made between the simpler question and the more complex, double-barreled question asked by Wimmer et al. The children found the more complex question considerably harder. The results of these experiments suggest that, in contrast to the claims made by Wimmer et al., 3- and 4-year-old children do understand that looking leads to knowing, and that their difficulty in the Wimmer et al. study was mainly with the form of the question that they were asked.  相似文献   

GAP: a Graphics Authoring Package which produces BASIC from graphical input     

Nigel Oseland  Robert Collins  John Hegarty 《British journal of educational technology : journal of the Council for Educational Technology》1990,21(3):203-214

The authors argue that there is a need for a microcomputer software authoring package which produces graphics. The novel feature of the Graphics Authoring Package (GAP) which they developed is that it produces Basic code from the user's graphical input. GAP is described together with the results of an evaluation study. The results indicate that the package is easy to use, effective in rapidly producing graphics code and that, in general, it fills a gap in the current range of educational software.  相似文献   

Analysis of Personality,Suicide, and Self‐Injury in Emerging Adulthood     

Amanda C. La Guardia  Robert J. Cramer  Claire N. Bryson  Kelly Emelianchik‐Key 《Journal of College Counseling》2020,23(1):57-70

Nonsuicidal self‐injury (NSSI) is a maladaptive coping strategy that is of significant clinical concern for behavioral health professionals in college settings. Relationships between NSSI, acquired capability for suicide, interpersonal cognitions, and five‐factor model personality traits were assessed in a survey‐based study that included 192 young adults in a college setting. Results indicated that those with an affirmative suicide attempt history, greater acquired capability for suicide, and elevated neuroticism had an increased likelihood of lifetime NSSI.  相似文献   

Higher education in China     

Peter J. Seybolt 《Higher Education》1974,3(3):265-284

This paper discusses the system of higher education in China today. Eight years after the beginning of the upheaval known as the Great Proletarian Cultural Revolution, educational principles and practice are still considered experimental. New types of schools have been established, and old ones have been reoriented to conform to recent ideological imperatives. The administrative system has gone through a number of changes and is not yet standardized; innovative enrollment procedures, strongly influenced by social class considerations, are changing the complexion of the student body; teaching methods and curriculum combine teaching, productive labor and scientific research in an effort to relate higher education more closely to the economic and social needs envisioned by the Maoist leadership.The paper concludes that it is too early to make definitive judgments about the viability of the system, regardless of the criteria used, but suggests that assessments of the quality of higher education in China must start from a recognition of the fact that it is an integral part of the total effort to revolutionize society. CR China Reconstructs - JMJP Jen-min jih-pao (People's Daily) - KMJP Kuang-ming jih-pao (Kuang-ming Daily) - NCNA New China News Agency - PR Peking Review  相似文献   

Our response to Adam, Alangui and Barton's ``A Comment on Rowlands & Carson `Where would Formal, Academic Mathematics stand in a Curriculum informed by Ethnomathematics? A Critical Review''     

Stuart Rowlands  Robert Carson 《Educational Studies in Mathematics》2004,56(2-3):329-342

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