论以国际组织为载体的国际干预   总被引：1，自引：0，他引：1  

张丽红 《山东教育学院学报》2002,17(3):34-37

冷战结束以来,以国际组织为载体的国际干预的频繁程度大大提高,“干预”与“干涉”有着明显的区别,干预有着专横干预与善意干预之分。专横干预才是干涉,而以国际组织为载体的国际干预应是善意干预。这种善意干预有其实施的必要性和可能性。如何使国际干预沿着合法性的轨道发展,应是国际社会关注的重点。  相似文献   

Evaluation of a mathematics program for preprimary children in rural Bangladesh     

Aftab OpelSyeda Sazia Zaman  Ferdousi KhanomFrances E. Aboud 《International Journal of Educational Development》2012,32(1):104-110

A randomized evaluation of a 9-month comprehensive math program for preprimary Bangladeshi school children addressed skills such as numbers, measurement, shapes, patterns, and space. Nine schools were randomly selected for the Intervention group and nine for the Control group, with 12 children randomly selected from each to participate in testing. Pre- and posttested scores on each unit's skills and a cumulative test at the end were subjected to analyses of covariance. Intervention children doubled their scores on almost all tests while control children increased only slightly. Reasons for the program's effectiveness were discussed.  相似文献   

自闭症儿童的问题行为表现及体育游戏干预     

郭雷祥 《宜春学院学报》2012,34(12):139-141

自闭症是一种较为常见的儿童广泛性发育障碍,对自闭症儿童的康复治疗一直是自闭症研究的热点和难点。体育游戏作为一种适合儿童心理特点的活动,为自闭症儿童的康复治疗提供了广阔的空间。文章通过对自闭症康复中心实地调查和查阅大量关于自闭症的文献资料,对自闭症儿童的问题行为表现及体育游戏干预对自闭症儿童发展的影响进行分析,探讨体育游戏干预对自闭症儿童康复治疗的对策及重要性。  相似文献   

Mathematical thinking intervention programmes for preschool children with normal and low number sense     

Pirjo Aunio  Jarkko Hautam?ki  Johannes E. H. Van Luit 《欧洲特需教育杂志》2013,28(2):131-146

This study investigated the possibility of enhancing the level of preschoolers’ number sense by introducing two intervention programmes, Let’s think! and Young children with special educational needs count, too! .Forty‐five preschoolers, mean age 66.4 months, were randomly assigned to the experimental and control groups. The experimental group received instruction twice a week, for half an hour, and for a period of nine months. Pretest–postest comparison revealed that the experimental group showed enhanced number‐sense performance immediately after the instruction ended, but the between‐group difference faded after six months. There were no statistically significant differences between the groups in general mathematical thinking abilities (transfer tasks) after the intervention.  相似文献   

Assessment of the effects of a cooperative play programme for children aged 10–11 years on social adaptation and on the perception that parents,teachers and peers have of children's prosocial behaviours     

《Infancia y Aprendizaje》2013,36(3):303-318

Abstract

The objective of this research was to design a cooperative play programme in order to assess its effects on social adaptation and on the perception that parents, teachers and peers have of children's prosocial behaviours. The study used an experimental pre-posttest design with control group. The sample included 86 participants aged 10 to 11 years, 54 in the experimental group and 32 controls. Before and after administering the programme, three evaluation instruments were applied. The intervention consisted of a weekly two-hour play session throughout the school year. The programme's activities stimulate communication and prosocial behaviour. Results of the analysis of variance suggest positive impact of the intervention, as the experimental participants significantly increased their behaviours of self-control and leadership, as well as their prosocial behaviour; moreover, an increase was observed in the number of classmates considered prosocial. Highest levels of improvement were found in the experimental participants who, at pretest, had few behaviours of consideration for others, self-control and leadership and low prosocial behaviour, but many withdrawal behaviours. Some effects of the programme were found to be influenced by gender, as the girls showed more decrease in their withdrawal behaviours and a greater increase in the number of classmates perceived as prosocial.  相似文献   

Predicting student success in open and distance learning     

Ormond Simpson 《Open Learning》2013,28(2):125-138

This paper reviews some of the ways in which student success can be predicted in conventional and distance education. Predicting such success is particularly important for new students where the pre‐course start information available is sometimes slight and withdrawal often occurs very early in a course. It suggests that, in such cases, statistical methods involving logistic regression analysis are more useful than questionnaires or tutors’ opinions. Identifying students with low probability of success allows support to be targeted on them. However, there are ethical dilemmas to do with targeting support and openness with students about the results of any analysis.  相似文献   

The Urban Bridge is a symbol     

Roscoe L. West 《The Educational forum》2013,77(1):17-24

Response to Intervention (RtI) is a general education initiative that takes place prior to evaluation for placement in special education. Essentially, the first two tiers of RtI require general education teachers to use research-based instruction with all students and then to evaluate the effectiveness of that instruction. Given that the use of RtI as an assessment tool begins in the general education classroom, the following question remains: Are general educators aware of the development and implementation of RtI as a process for assessing and, eventually, possibly placing students into special education? The purpose of this study was to review the literature to answer the following two questions:

1. To what extent is RtI evident in the professional literature of educator groups (teachers, administrators, and teacher educators) who will be responsible for implementing these school practices?

2. What is the nature of the published literature (concept papers, assessment practices, instructional practices, and research) on RtI?

  相似文献   

Bullying in 25 secondary schools: incidence,impact and intervention     

Derek Glover  Gerry Gough  Michael Johnson  Netta Cartwright 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):141-156

This paper outlines an investigation of the incidence and impact of physical, verbal and property-violation bullying in 25 secondary schools within a partnership operating with Keele University. The investigation also considers the impact of antisocial behaviour on pupils and the effectiveness of intervention to secure improved behaviour patterns. Evidence shows that in any year 75 per cent of pupils are bullied but that severe and repeated bullying is likely to be perpetrated and suffered by about seven per cent of pupils. Four behaviour patterns can be identified: bullies, bullies who are also victims, victims and non-participants, and the link between behaviour and factors in developing self-esteem is explored. Successful intervention requires a change of attitude on the part of both pupils and the community, a willingness to report events, and an understanding of respect for personal space.  相似文献   

对普通高校不同身高标准体重学生实施体育干预的研究     

刘卫东 《首都体育学院学报》2008,20(4)

按不同身高标准体重分组对普通高校学生体质健康测试成绩进行分析、研究,并依据运动训练原理,有针对性地对不同体重组学生设计出运动处方,探索针对不同身高标准体重学生有目的地实施体育运动干预后,学生身体形态、身体机能、身体素质等方面产生的影响.研究结果表明:本研究对不同体重组设计的干预手段,使正常体重男、女生的肺活量体重指数、台阶实验指数和立定跳远成绩三项指标显著提高;超重男、女生的体重、肺活量体重指数及台阶实验三项指标显著提高;较轻体重的男,女生的身体形态、机能和身体素质等指标有不同程度的提高.此研究显示,在学校体育中针对不同体重学生设计运动处方,能够有效地提高和改善学生的体质健康水平.  相似文献   

Does an integrated focus on fractions and decimals improve at-risk students’ rational number magnitude performance?     

《Contemporary educational psychology》2019

The purpose of this study was to assess whether intervention with an integrated focus on fraction and decimal magnitude provides added value in improving rational number performance over intervention focused exclusively on fractions. We randomly assigned 4th graders with poor whole-number performance to 3 conditions: a business-as-usual control group and 2 variants of a validated fraction magnitude (FM) intervention. One variant of FM intervention included an integrated component on fraction-decimal magnitude (FM + DM); the other included a fraction applications component (FM + FAPP) to more closely mirror the validated FM intervention and to control for intervention time. Cross-classified partially-nested analyses (N = 225) provided the basis for 3 conclusions. First, FM intervention improves 4th-graders’ fraction understanding and applications. Second, effects of FM intervention, even without a focus on decimals, transfer to decimal number line performance. Third, an intervention component integrating fraction-decimal magnitude does not provide added value over FM intervention on fraction or decimal performance, except on decimal tasks paralleling intervention tasks.  相似文献