Exploring individual and gender differences in early writing performance     

Adams  Anne-Marie  Simmons  Fiona R. 《Reading and writing》2019,32(2):235-263

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Conceptions of inclusion and inclusive education: a critical examination of the perspectives and practices of teachers in Poland     

Ania Starczewska  Alan Hodkinson  Gill Adams 《Journal of Research in Special Educational Needs》2012,12(3):162-169

This small‐scale study details the development and execution of a system of inclusive education in 20th and 21st century in Poland. A detailed review of the literature and employment of in‐depth semi‐structured interviews aimed to establish how inclusion is defined and operationalised in Poland. In addition, the study sought to establish how the teachers' levels of professional development and personal attitudes towards inclusion were influencing the evolution of this important educational initiative. The data from the study detail that the concept of inclusion is not well known in Poland, and that integrative education still dominates educational thinking. The study provides data to suggest integration in Poland works well in the early stages of education, but that it struggles to provide for and integrate older children into the mainstream educational settings. The research concludes that Poland has taken an important but perhaps faltering step towards educating all children in the mainstream schools.  相似文献   

Metaphonological Abilities of Phonologically Disordered Children     

Anne Hesketh  Catherine Adams  Catherine Nightingale 《教育心理学》2000,20(4):483-498

There is currently a great deal of interest in the underlying metaphonological abilities of children with phonological output impairment and their possible relationship with both the continuing speech problem and later literacy development. We present data from 61 children with phonological output problems and 59 normal speakers on a range of metaphonological, speech output, language and cognitive assessments. While supporting an overall group difference in metaphonological ability, the range of individual variation is highlighted. Some weak relationships were found between metaphonological skills and other language and cognitive performance, but not between metaphonological ability and severity of speech performance. The accepted developmental order of phonological awareness tasks was not entirely supported; rather, subgroups of children were found who were showing quite different orders of difficulty. A distinction between segmentation and rhyming skills was confirmed.  相似文献   

Seventh Graders' Vocational Interest and Efficacy Expectation Patterns     

Richard T. Lapan  Angela Adams  Sherri Turner  Jeanne M. Hinkelman 《Journal of Career Development》2000,26(3):215-229

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Art,Design and Environment: A Programme for Teacher Education     

Eileen Adams  Tony Chisholm 《The International Journal of Art & Design Education》1999,18(3):337-344

This account of a programme for PGCE Art/Design students at University College Bretton Hall, Wakefield (UK) describes an attempt in initial teacher training to develop a course of study which links art, design, environment and education. It seeks to develop a range of perceptions of the built environment, including those of the artist, the critic and the designer. The ideas and methods of working developed on this programme support students’ work in schools. The paper explains the rationale and describes the intensive workshop programme, which includes streetwork, studio sessions and critique. It reports on students’ research and their work in schools. Issues include the place of built environment studies in the Art/Design curriculum, the use of the environment as an educational resource and learning methods and teaching strategies. It comments on the satisfactions and frustrations of developing such a programme in initial teacher education. It presents the work at Bretton Hall as a case study in a wider range of work currently being developed by students, tutors and teachers involved in other courses. They have come together through the ‘Site Specific Project’ to create a research network to support curriculum innovation and teachers’ professional development.  相似文献   

Cd-I and training: A perfect fit?     

Dawn L. Adams 《Performance Improvement》1995,34(6):28-33

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Classification of all pharmacological interventions tested in trials relevant to people with schizophrenia: A study-based analysis     

Farhad Shokraneh  Clive E. Adams 《Health information and libraries journal》2023,40(2):201-216

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Testing the relationship between a need thwarting classroom environment and student disengagement     

Adigun  Olajumoke Beulah  Fiegener  Ashlyn M.  Adams  Curt M. 《European Journal of Psychology of Education - EJPE》2023,38(2):659-673

European Journal of Psychology of Education - National data on student disengagement show a pervasive trend that currently makes this phenomenon one of the biggest challenges faced by teachers...  相似文献