“为美国而教”项目对中国“特岗计划”的启示     

张凤玲 《岳阳职工高等专科学校学报》2014,(3):40-43

教师资源的合理配置是促进教育均衡发展、实现教育公平的关键。“为美国而教”项目自实施以来,缓解了美国教师资源不足的压力,促进了优质教师资源的补充以及在不同地区间的合理配置,为教师资源的均衡发展提供了新的路径。为此,本研究通过对“为美国而教”项目的形成与发展、基本特点以及对美国教育的贡献进行介绍,并总结出该项目对我国“特岗计划”的启示,以更好的完善我国“特岗计划”。  相似文献   

高校特殊需要学生体育教学“随班就读”模式探索     

何铁刚  张瑞洁 《唐山师范学院学报》2014,(5):116-119

运用文献资料法、访谈法、数理统计法、逻辑分析法,对高校特殊需要学生的定义与范围、“随班就读”模式的发展过程与创新内容进行探索。对高校特殊需要学生进行了分类,认为特殊需要学生体育教学评价方法可采用契约武体育成绩管理模式,而“随班就读”体育教学模式对体育教师素质提出了新的要求。  相似文献   

体上四阶特殊线性群同态的一个性质     

钟梅 《嘉应学院学报》2014,32(11):11-14

令F,K为体,Ch F表示体F的特征,φ:SL4(F)→SL4(K)是非平凡群同态,得到了Ch F≠2Ch K≠2的结论.  相似文献   

从民俗中发掘方言字词的特殊读音——以梅县客方言为例     

侯小英 《嘉应学院学报》2014,(4):16-19

方言与民俗关系密切,调查和熟悉地方民俗,能为方言语音的研究提供新鲜的材料,丰富对语音演变规律的认识。梅县客方言字词中有一些特殊读音,隐藏于表示当地民俗事象的词语当中,在此枚举数例,进行分析、考证。  相似文献   

近代广东特殊教育探析     

李广超 《广东职业技术师范学院学报》2014,(6):129-134

清末,广东特殊教育肇始于来华传教士所创办的特殊学校,这一时期所创办的学校主要为教会办学和私人办学。民国时期特殊教育继续发展,又出现了政府办学和官方办学。近代这些特殊学校除了开设一些简单而实用的课程外,还开设了职业教育课程。这些课程使部分残疾儿童学有所用．毕业后能自食其力,并回归主流社会。近代广东特殊学校的办学经验及其教训可为现代特殊教育提供有益的借鉴。  相似文献   

《南宁职业技术学院学报》饮食文化研究栏目载文及引文统计分析     

傅祖浩 《南宁职业技术学院学报》2014,(5):11-15

应用文献计量学的方法,对《南宁职业技术学院学报》2004²013年饮食文化研究专栏文章的信息密度、出版时滞、作者情况、引文情况等进行统计分析,总结分析专栏载文特点,期望对栏目建设和饮食文化研究有参考价值。  相似文献   

Revisiting the Trajectories of Special Teacher Education in China through Policy and Practice     

Yan Wang 《International Journal of Disability, Development & Education》2014,61(4):346-361

The preparation, recruitment, work, and career of teachers are important in education. This is no exemption for special education. However, the shortage of qualified teachers serving students with disabilities has long been an international problem. In China, both the quantity and the quality of special education teachers are of concern. This places unrelenting pressure on special teacher education. Given its growing size and challenges, special teacher education has received increasing attention from research, policy, and practice. However, there is a dearth of scholarship published in English to address these issues. To the best of our belief and knowledge, there is no systematic, comprehensive, and contextualised examination of special teacher education in China to date. This article aims to make a contribution in this regard. First, we present the complexities of the Chinese context in which special teacher education is situated. Second, we synthesise recent literature on special teacher education in China through an extensive review of the relevant studies scattered in English publications. Third, we provide insights into special teacher education in China, regarding its trajectory of policy-making, its history of development, and its strategies and challenges. Finally, we conclude our article with some practical recommendations to aid the future development of special teacher education.  相似文献   

ADHD in the context of Finnish basic education     

J. Honkasilta  E. Sandberg  V. Närhi 《Emotional and Behavioural Difficulties》2014,19(3):311-323

Students with Attention Deficit/Hyperactivity Disorder (ADHD) are a growing group served under special education services in many western societies. This article describes the history and current state of the services, as well as the assessment procedure. Our conclusion is that the status of students with ADHD in Finnish basic education (Grades 1 to 9) is still unclear. Based on the comparison of the prevalence and the population served in special education we can assume that this group is probably underserved in the Finnish school system. We also present findings from two recent studies among families with ADHD children in Finland. Family viewpoint can contribute to our knowledge and understanding about the diversity of the symptoms’ manifestation as well as the extent and completeness of the possible outcomes of the disorder. In the context of schooling, studying these families’ viewpoints can be of additional use in evaluating the present state of school practices in relation to institutional enactments established in educational acts. Future challenges about meeting the variety of pupils’ needs according to inclusive pedagogy are discussed.  相似文献   

Today's learning objective is to have a party: playing research with students in a secondary school special needs unit     

Anat Greenstein 《Journal of Research in Special Educational Needs》2014,14(2):71-81

The use of creative methods has been advocated within disability and childhood research as a means of including voices of inarticulate participants in research, as it can support and supplement the use of conventional language. This paper draws on a research project aimed at designing ‘the best school in the world’ with five students in a special needs unit of a secondary school in a socially deprived community in England, to suggest the use of playful creative methods in generating and representing data in inclusive education research. Play, as an activity occurring in an actual social reality yet not completely governed by its rules, offers an interesting starting point for researchers interested not only in describing the existing world but also in imagining viable alternatives to it. This paper discusses how using a playful methodology had an impact on power relations and provided an accessible context to foster participants' engagement in reflexive discussions about social norms and values. Creative and playful methodology was also useful in transgressing the primacy of language in educational research, thus opening spaces for other aspects of experience to be included in the analysis. A video abstract of this article can be viewed at: http://youtu.be/Lt9l1eab6rQ .  相似文献   

An examination of teacher–student interactions in inclusive classrooms: teacher interviews and classroom observations     

David Lansing Cameron 《Journal of Research in Special Educational Needs》2014,14(4):264-273

Teacher–student interactions in 17 inclusive classrooms were examined using a mixed‐methods approach that involved quantitative analysis of interactions recorded during classroom observations and follow‐up interviews with seven general educators. Observational findings suggest that classrooms were organised along traditional lines with the vast majority of interactions provided by general educators to the whole class, followed by brief intervals of 1 : 1 interactions directed towards individual students, most frequently children with disabilities. Interview findings suggest that teachers were aware of the greater individual attention devoted to students with disabilities and described a number of ways that they adapt their instruction that are consistent with the research on effective teaching. In addition, participants struggled with the dilemma of balancing their attention between students whom they perceived as needing it most and ensuring that the class as a whole made adequate progress. The analysis of both observational and interview data indicates that paraprofessionals were responsible for a large portion of instruction and curricular decision making for children with severe disabilities in these classrooms.  相似文献