CEC and legislation--now and in the future     

W C Geer  E D Deno 《Exceptional children》1965,32(3):187-194

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‘Othering’ the archive—from exile to inclusion and heritage dignity: the case of Palestinian archival memory     

Beverley Butler 《Archival Science》2009,9(1-2):57-69

This paper seeks to address, from the critical perspectives of cultural heritage discourse, the issues at stake in critically apprehending the archive as both a technology of disinheritance and one of potential inclusion and re-inheritance. The first section draws on the work of Jacques Derrida, Edward Said and other critics whose work has sought to address the marginalizing capacity of dominant European/North American archival and cultural–museological institutions. The remainder of the paper grounds these conceptual–ethical issues in the context of Palestinian cultural politics and memory-work. This critical framework is used not only to draw out the absences and silences in archives and cultural institutions, and the epistemological and ‘real’ violences at play in what Derrida characterises as ‘archive trauma’, but responds to Said’s call to ‘re-read’ the colonial archive ‘contrapuntally’ in order to create an ‘othering’ of dominant archival discourse. What is needed to provoke such an ‘othering’ is a commitment to rethink the archive in terms of alternative understandings of ‘hospitality’, ‘memory-work’ and what Derrida has referred to as ‘heritage dignity’. This strategy is capable of apprehending in greater depth the moral-ethical ‘debts’ and ‘duties’ and the operational ‘responses’ and ‘responsibilities’ towards ‘inclusion’ and towards full recognition of those constituencies which have been disenfranchised or exiled outside the realms of dominant cultural–institutional discourse.  相似文献   

Teaching Science with Toys: A model program for inservice teacher enhancement     

Beverley A. P. Taylor  John P. Williams  Jerry L. Sarquis  James Poth 《Journal of Science Teacher Education》1990,1(4):70-73

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Investigating Language in a Jamaican Primary School: perceptions and findings of a group of primary school teachers     

Beverley Bryan 《Changing English: An International Journal of English Teaching》1997,4(2):251-258

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Sameness and Equality: a rejoinder to John Colbeck     

Beverley Shaw 《Journal of Philosophy of Education》1984,18(2):283-285

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Crossing Boundaries through Fiction: A Personal Account     

Beverley Naidoo 《English in Education》1995,29(1):4-13

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Educating the learning disabled adolescent about sexuality     

G S Rothenberg  S H Franzblau  J H Geer 《Journal of learning disabilities》1979,12(9):576-580

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Anatomy: Spotlight on Africa     

Beverley Kramer  Nalini Pather  Amadi O. Ihunwo 《Anatomical sciences education》2008,1(3):111-118

Anatomy departments across Africa were surveyed regarding the type of curriculum and method of delivery of their medical courses. While the response rate was low, African anatomy departments appear to be in line with the rest of the world in that many have introduced problem based learning, have hours that are within the range of western medical schools and appear to be well resourced. Human body dissection is a constant and strong aspect of the majority of the courses surveyed. The staff to student ratio appears to be relatively high in Africa, but in many of the responding African institutions, there appears to be little difficulty in attracting suitable faculty (including those who are medically qualified) to teach anatomy. Retaining this faculty, in some cases, may be difficult because of a global demand for anatomy educators. Anat Sci Ed 1:111–118, 2008. © 2008 American Association of Anatomists.  相似文献   

Cognitive and Psychological Factors Underlying Secondary School Students' Feelings Towards Group Work     

Robert H. Cantwell  Beverley Andrews 《教育心理学》2002,22(1):75-91

ABSTRACT Two-hundred-and-ninety secondary school students from Years 7, 9 and 11 completed questionnaires relating to motivational goals, metacognitive awareness, need for affiliation, social anxiety and feelings towards group work. Factor analysis revealed three attitudes towards participation in group work: a preference for group environments, a preference for individual work environments, and a sense of discomfort in group environments. Students reporting a preference for group work also indicated higher levels of sociability, lower levels of social anxiety, stronger mastery and performance goals, and greater levels of metacognitive awareness. Students expressing a preference for individual work environments reported lower levels of sociability and higher levels of social anxiety, but were not differentiated on any of the cognitive measures. Students reporting discomfort in groups similarly reported enhanced levels of social anxiety combined with lower levels of sociability, but also indicated lower levels of metacognitive awareness. Results are discussed in the context of current theoretical and empirical work on group-based learning.  相似文献   

Children's drawing and painting from a cognitive perspective: a longitudinal study     

E. Beverley Lambert 《Early Years: An International Journal of Research and Development》2005,25(3):249-269

This paper describes a longitudinal study undertaken with 40 pre‐schoolers during their last six months in an early childhood centre and their first six months at school. The study presents an investigation of the pathways that child drawers and painters make towards representational depictions. As such its primary focus is on cognitive processes. Monthly samples of 40 children's drawings and paintings were collected over a 12‐month period that included the children's transition into formal schooling. CrossTabs analysis showed that the relevant cognitive abilities tended to present in clusters and that patterning may be a serious component both in its own right, as well as in facilitating representational depictions, as previously claimed by Booth.  相似文献