An unhappy and utterly pitiable creature? Life and self-images of deaf people in the Netherlands at the time of the founding fathers of deaf education     

Tellings A  Tijsseling C 《Journal of deaf studies and deaf education》2005,10(2):193-202

  相似文献   

Tracking and the effects of school‐related attitudes on the language achievement of boys and girls     

Eva Van de gaer  Heidi Pustjens  Jan Van Damme  Agnes De Munter 《British Journal of Sociology of Education》2006,27(3):293-309

In this study we examined whether the underachievement of boys in language at the end of secondary education is related to school‐related attitudes. Data were drawn from the LOSO project, a longitudinal research project in secondary education. The results showed that there were gender differences in language achievement in favour of girls in the lower tracks, but not in the highest track. The underachievement of boys was associated with boys’ less positive relationships with teachers, less positive well‐being at school and less positive attitude towards schoolwork. Furthermore, the results showed that—in the lower tracks—boys who were the least attentive in the classroom, the least interested in learning tasks and the least motivated towards learning tasks achieved better than expected. Post‐hoc analyses revealed that these are the more intelligent boys. Possible explanations of the demotivation of the more intelligent boys in the lower tracks are discussed.  相似文献   

Investigating digital video applications in distance learning     

Agnes Kukulska‐Hulme  Anne Jelfs  Elizabeth Mallett  Dawn Holland 《Learning, Media and Technology》2004,29(2):125-137

The paper gives a brief overview of the use of digital video in distance education, the background to The Open University's Digital Video Applications (DiVA) Project, the contexts in which the Digital Video Library system is being used and some evaluation findings. Through DiVA, the university is investigating how it can use its video assets effectively, to support reuse of existing materials in course production. The project team is also evaluating student use of the system. The paper reports on an observation study which revealed several usability issues and stakeholders' opinions about potential uses of the DiVA system. This is followed by findings from an evaluation of student use of the system at a residential school and its use as part of an online learning activity undertaken by students accessing the system remotely. Evaluation findings to date indicate some quality and workload issues but they also show opportunities that come to light when using the DiVA system.  相似文献   

Buchbesprechungen     

Bettina Perthold-Stoitzner  Agnes Zwölfer 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(5):155-156

  相似文献   

Hungarian-Russian bilingual schools in Hungary during the Soviet occupation (1945–1989)     

Agnes Vamos 《Paedagogica Historica: International Journal of the History of Education》2018,54(3):301-319

Through the example of the establishment, functioning, and closing of bilingual schools during the Soviet occupation of Hungary, this paper aims to introduce this segment of public education in Central-Eastern Europe. In the period between 1945 and 1989, the learning of Russian as a compulsory subject was introduced, teaching other languages was restricted, and Hungarian-Russian bilingual schools were launched. The features of their establishment can be connected to political and professional power relations in different sub-periods within the structures of closed language policy. The objective in both states was the education of committed political elite. The first school was established by direct political control and closed because of the 1956 revolution. The second school was established in 1974, through professional and political compromises. The third school opened at the end of the period, as part of a top-down development project involving 14 schools. A number of European target languages (still including Russian) were introduced, which can be regarded as the opening up of language education policy. Relying on sources, documents, and personal recollections, the study aims to reveal the dynamics of the interrelations between controlled language education, University and the changes in Hungarian economic, social, domestic, and foreign policy in the given periods.  相似文献   

Gifted Adolescents' Perceptions of Their Roles in Nation-Building     

Agnes Chang Shook-Cheong 《Asia Pacific Journal of Education》1994,14(2):60-75

Young people in Singapore have been urged to take an active interest in politics and nation-building. A survey was carried out on a sample of gifted adolescents to find out their perceptions of the expectations from self, parents, classmates, school and society in nation-building. The results show that the gifted adolescents wanted and were quite sure that their parents, school and socity expect them to excel in academic studies and eventually to have a comfortable professional practice. They showed reluctance in taking on a political career but showed interest in social issues, national and international affairs.  相似文献   

From apple to abstraction in alphabet books     

Mary Agnes Taylor 《Children‘s Literature in Education》1978,9(4):173-181

  相似文献   

Violence against pregnant women can increase the risk of child abuse: a longitudinal study     

Chan KL  Brownridge DA  Fong DY  Tiwari A  Leung WC  Ho PC 《Child abuse & neglect》2012,36(4):275-284

  相似文献   

Telling transgression: a bridge between contract and carnival in making student services policy     

Dorothy Agnes Lander 《教育政策杂志》2013,28(6):587-603

This research paper seeks to re-frame student services policy-making by providing traditionally-aged university students with a speaking position in the formulation of the contractual arrangements that affect them and bind them into adulthood. My involvement as a student services educator, policy-maker, and researcher is the unifying thread throughout this inquiry. The ambiguous context of adulthood for first year students within the historical and interlocking categories of social contract and medieval carnival provides the theoretical framework. These categories provide the basis of my critical narrative inquiry into transgression: my autobiographical remembrances of the contract-carnival interplay of student drinking in a Canadian university; and my reconstruction of a dialogically-generated drinking story from my research site in a UK university. This critical narrative inquiry supports my conclusion and action plan for inclusive, dialogical policy-making that engenders the telling of transgression through stories of carnival. I further conclude that the student services educator must take leadership responsibility for initiating this policy-making intervention that bridges carnival and contract, and that provides occasions for first year students to narrativize adulthood.  相似文献   

Leading and managing learning and teaching in higher education     

Stephen J. Marshall  Alison Cameron  Agnes Bosanquet  Sue Thomas 《高等教育研究与发展》2011,30(2):87-103

This paper outlines the findings of a study that examined the conceptions of academics regarding the nature of ‘leading’ and ‘managing’ learning and teaching in six Australian universities. These data were considered in the light of institutional systems and documentation regarding the leadership and management of learning and teaching and the contemporary literature on leadership and management, particularly in higher education. The research found that there was congruence between academic conceptions of the roles of leaders and managers in HE and those found in other contexts. In contrast, there was considerable variance and significant gaps between these conceptions and HR and professional development practices. The paper reports findings that have significant implications for more systematic and explicit professional development for University leaders and managers of teaching and learning. In addition, it argues that changes are required to the prevailing approaches in the current HR systems and policies in order to effectively develop, support and recognize effective leadership and management practices as they relate to learning and teaching.  相似文献