Adolphe appia's theories of production     

Dorothy Kaucher 《Quarterly Journal of Speech》2013,99(3):411-422

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Report: The entebbe mathematics project     

Grace Alele Williams 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1971,17(2):210-214

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Leaving Ceylon after a Gale     

Dorothy Lee Richardson 《The Educational forum》2013,77(3)

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RESEARCH PARTNERS: A NEW LOOK AT COLLABORATION OF FACULTY AND CLASSROOM TEACHERS     

Cleta Booth  Dr. Karen Cachevki Williams 《Journal of Early Childhood Teacher Education》2013,34(3):285-292

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Leadership and inclusion: a special school perspective     

Robin Attfield  & Chris Williams 《British Journal of Special Education》2003,30(1):28-33

In July 2002, the National College for School Leadership (NCSL) held a 'Leading Edge' seminar focused on the contribution that leaders in special schools can make to the development of Inclusive policies and practices. The day gave colleagues working in specialist contexts an opportunity to share examples and experiences of current initiatives and to speculate about future trends and developments in inclusive education. In this article, Robin Attfield and Chris Williams, Assistant Directors in Programmes and Research respectively at the NCSL, explore the context in which the seminar took place and some of the themes and issues that emerged from discussion on the day. At the end of their paper, they summarise the key messages that the special school leaders who attended the seminar wished to communicate to a wider audience and articulate a further role for leaders in special schools in the development of inclusion.  相似文献   

Justice in the process,not in the results     

Walter E. Williams 《Academic Questions》1996,9(4):76-79

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Let's keep in contact with Europe — a joint European research project about lifelong education for adults with learning difficulties     

Samuel Fernandez  Janos Kovari  Paola Vulterini  & Val Williams 《British Journal of Special Education》2002,29(2):83-90

The authors of this article come from a range of professional backgrounds in agencies across Europe. Samuel Fernandez lectures at the University of Oviedo in Spain; Janos Kovari works at the Kerek Vilag Foundation in Hungary; Paola Vulterini works for Capodarco, a service provider in Italy; and Val Williams is a researcher at the Norah Fry Research Centre at the University of Bristol. Using funding from the European Commission, the team undertook research into the curriculum provided for adults with learning difficulties in a variety of centres in their four home countries. Fernandez, Kovari, Vulterini and Williams find some interesting similarities and some significant differences in provision. They also seek the views of service users about a common core curriculum derived from their research and present a case for further work in this important area.  相似文献   

History of chemical engineering : By William F. Furter. Pp. xxii + 435. American Chemical Society, Washington, DC. 1980. $39.00     

Trevor I. Williams 《Endeavour》1981,5(4)

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Cultural Vibrancy: Exploring the Preferences of African American Children Toward Culturally Relevant and Non-Culturally Relevant Lessons     

Darlene Sampson  Dorothy F. Garrison-Wade 《The Urban Review》2011,43(2):279-309

Despite the laudable intent of various educational initiatives in raising the achievement level of all children, limited progress has been made. In an effort to diminish the achievement gap of students of color, some researchers have examined the cultural relevancy of the curriculum in promoting student achievement. The purpose of this mixed methods study was to explore the preferences of African American children toward culturally relevant and non-culturally relevant lessons, through a six-week series of lessons in an American History classroom. Critical Race Theory and Racial Identity Development provided the theoretical underpinnings of this study. This study takes place in an ethnically diverse high school in Colorado. Culturally relevant lessons were rich in oral traditions, music, historical connections, and a structured culturally relevant field trip. Non-culturally relevant lessons were administered devoid of cultural referents, and utilized the existing curriculum guide. Study results revealed statistically significant findings for African American children’s preferences for culturally relevant lessons. These lessons were found relevant to their culture when administered by a culturally responsive and caring teacher. Recommendations are made for educators and administrators in promoting achievement through culturally relevant lessons and curriculum.  相似文献   

How do students define their roles and responsibilities in online learning group projects?     

Karen C. Williams  Kari Morgan  Bruce A. Cameron 《Distance Education》2011,32(1):49-62

The goal of this study was to explore the processes of group role formation in online class settings. Qualitative analysis was used to code chat logs and discussion threads in six undergraduate Family and Consumer Sciences online courses that required online group projects. Four themes related to the process of group role formation emerged: testing the waters, apologies as being nice, tag – you’re it, and struggling to find one’s role. Students created roles of leader, wannabe, spoiler, agreeable enabler, coat‐tails, and supportive worker as the group process evolved over the course of the semester. Results lend support for a balance between allowing students to create and experience roles on their own and faculty assignment of roles. Questions are raised related to faculty approaches toward directing and scaffolding the group process.  相似文献