Mainstreaming visually handicapped preschoolers.     

E P Simon  A E Gillman 《Exceptional children》1979,45(6):463-464

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A comparison of deaf and hearing teacher effectiveness     

T S Serwatka  R A Anthony  S C Simon 《American annals of the deaf》1986,131(5):339-343

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Contesting forces: The political and economic context of curriculum development in New Zealand     

Carol Mutch 《Asia Pacific Education Review》2001,2(1):74-84

In the 1980s and 1990s many countries felt the impact of new right economic ideology on their social policies: New Zealand was no exception. Education was seen as the key to improving economic competitiveness and to this end it was deemed necessary to upgrade the system. The reforms arising from the adoption of this position were to take two paths: administrative and curricular. This paper focuses on the curricular reforms and the development of two key national curriculum statements within their political and economic context. The curriculum for compulsory schooling became centrally controlled, subject-based, and achievement oriented. In contrast the early childhood document outlined a child-centred, thematic and experiential curriculum. This paper explores how such divergence arose out of the same socio-political context. The content of the documents is analysed using a theoretical model after Bernstein (1971).  相似文献   

The worldwide trend to high participation higher education: dynamics of social stratification in inclusive systems     

Simon Marginson 《Higher Education》2016,72(4):413-434

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Transmitting Faith in the Republic:Muslim Schooling in Modern Plural France     

Carol A. Ferrara 《Religious education (Chicago, Ill.)》2018,113(1):14-25

This article explores and analyzes private Muslim schooling in France using ethnographic research performed in 2013–2014 in Lille-, Lyon-, and Paris-based Muslim schools. The article discusses the course content and the interpretations of Islam that are taught, demonstrating how French republican values are fused together with Islam to promote a specific brand of French Muslim citizenship and identity. I argue that Muslim schools should be seen as part of the process of the normalization of Muslim-based civic engagement and that they represent a particular response to France's new plurality that reinterprets the boundaries of “French” and “Muslim.”  相似文献   

Families Created by Egg Donation: Parent–Child Relationship Quality in Infancy     

Susan Imrie  Vasanti Jadva  Simon Fishel  Susan Golombok 《Child development》2019,90(4):1333-1349

Increasing numbers of children are being born through egg donation and thus do not share a genetic relationship with their mother. Parent–infant relationship quality was examined in 85 egg donation families and a comparison group of 65 in vitro fertilization families (infant M = 11 months). Standardized interview and observational measures were used to assess mother–infant and father–infant relationship quality at the representational and behavioral levels. Few differences were found between family types in parents’ representations of the parent–infant relationship. Differences were found between family types in the observational assessment of mother–infant relationship quality, indicating less optimal interactions in egg donation families. Findings suggest that egg donation families function well in infancy overall, but there may be subtle yet meaningful differences in mother–infant interaction quality.  相似文献   

Investigating populations via penguins and their poo!     

Laura J. Bonnett  Simon R. White 《Teaching Statistics》2019,41(3):101-105

We describe an activity that introduces students to population modelling, enables them to use estimates obtained from a sample to infer back to the population, and understands how the findings are translatable via penguins and their poo!  相似文献   

Discourse forms in a classroom transitioning to student-centred scientific inquiry through co-teaching     

Carol A. B. Rees  Wolff-Michael Roth 《International Journal of Science Education》2019,41(5):586-606

Teacher–student discourse continues to be teacher-centred even though researchers and reform documents have recommended changes toward increased levels of student-centred discourse. In science education this situation is paralleled by effort to make scientific inquiry more student-centred. The purpose of this study was to investigate how discourse forms changed over time in a classroom where the regular teacher and his students were scaffolded in the transitioning to student-centred scientific inquiry. Video-recordings were collected at intervals over one academic year. Three prominent forms of discourse were identified: two teacher-authoritative forms and one more interactive, dialogic form. As the lessons increasingly turned into student-centred scientific inquiry, a shift to the dialogic discourse form was found. Co-teaching provided for (a) guidance towards an organisation of events in the classroom that included regular teacher–student dialogue (b) modelling of the more dialogic form of discourse.  相似文献   

Peer Review and Other Problems     

Carol Iannone 《Academic Questions》2013,26(2):137-140

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Set this house on Fire     

Carol Upadhya 《Inter-Asia Cultural Studies》2013,14(2):371-374

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