Unresolved Mysteries: The Myth of the Missing Warrior and the Government Deceit Theme in the Popular Captivity Culture of the Vietnam War     

Robert C. Doyle 《Journal of American culture (Malden, Mass. : 2003)》1992,15(2):1-18

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Using a readiness scale for reintegrating pupils with social, emotional and behavioural difficulties from a Nurture Group into their mainstream classroom — a pilot study     

Rebecca Doyle 《British Journal of Special Education》2001,28(3):126-132

The development of a Nurture Group can help a whole school to become 'a more inclusive, nurturing establishment', according to Rebecca Doyle. In this article she describes the evolution of a detailed Reintegration Readiness Scale, building on Nurture Group principles and practices. Two case studies illustrate the kinds of progress that can be made by individual pupils. This article goes on to note the benefits that nurturing approaches can bring to the whole school community and to indicate further developments for the future. Rebecca Doyle runs the Nurture Group at Canterbury Infant School in Thetford and used a DfEE-funded Best Practice Research Scholarship to develop the approaches she details in this practical and thought-provoking report.  相似文献   

'I Hate You. Please Help Me': A Case Study From A Classic Boxall Nurture Group     

Rebecca Doyle 《Pastoral Care in Education》2005,23(1):3-11

This article is a case study of a five year old boy, Peter, and his entry and development within a classic Boxall Nurture Group. The author explores nurture groups in general as well as describing Peter's assessment, his challenging behaviour, the support he received and the final outcomes of the work.  相似文献   

专题：科技信息的开发获取（一）[张晓林编委组织]     

张晓林 《图书情报工作》2005,49(12):5-13

科技信息的开放获取已成为影响学术信息交流与科学发展的重大问题，深刻地影响到科技政策、科技支撑环境发展战略和科技信息服务模式。一大批科学家、科研机构和许多国家的科学管理与科研资助机构，都积极地推动科技信息的开放获取。他们或者制定开放获取政策、要求或鼓励科研人员提供科研成果的开放获取，或者支持开放出版期刊，或者建立机构开放存储库、支持本机构科研成果开放获取。通过这一系列的措施，科学界希望能够促进科研成果不受限制地广泛传播和自由获取、以及促进科研成果通过公共机制长期可靠保存和利用，以保障科技知识资产的国家保护和科研机构的知识资产管理。  相似文献   

Does ‘get visible or vanish’ herald the end of ‘publish or perish’?     

Joanne Doyle  Michael Cuthill 《高等教育研究与发展》2015,34(3):671-674

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BOOK REVIEW     

Antoinette Sherrod MA 《Educational gerontology》2013,39(11):824-825

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如何开展家长培训     

Barbara T.Doyle  汤素梅 《现代特殊教育》2007,(7):78-78

残障儿童的父母．是孩子一生最好的教育者，因为他们在孩子成长的过程中无私奉献，恪尽责任。对那些有残障儿童的家庭而言．“知识就是力量”这句话就是真理。这些家长需要掌握关于残障症状的特点、教育治疗方案和策略等信息，以提升日常生活质量。家长们也想知道什么样的服务最适合孩子．如何获得这些服务．如何定位家长角色以确保孩子的进步．[第一段]  相似文献   

Professionalisation as development and as regulation: Adult education in Germany,the United Kingdom and India     

Lesley Doyle  Regina Egetenmeyer  Chetan Singai  Uma Devi 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2016,62(3):317-341

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Gesture as a window on children's beginning understanding of false belief     

Carlson SM  Wong A  Lemke M  Cosser C 《Child development》2005,76(1):73-86

Given that gestures may provide access to transitions in cognitive development, preschoolers' performance on standard tasks was compared with their performance on a new gesture false belief task. Experiment 1 confirmed that children (N=45, M age=54 months) responded consistently on two gesture tasks and that there is dramatic improvement on both the gesture false belief task and a standard task from ages 3 to 5. In 2 subsequent experiments focusing on children in transition with respect to understanding false beliefs (Ns=34 and 70, M age=48 months), there was a significant advantage of gesture over standard and novel verbal-response tasks. Iconic gesture may facilitate reasoning about opaque mental states in children who are rapidly developing concepts of mind.  相似文献   

Reflections on “teaching discrete skills to students with moderate mental retardation in small‐group instructional arrangements”     

Mark Wolery  Patricia Munson Doyle  Melinda Jones Ault  David L. Gast 《Exceptionality》2013,21(4):265-270

Several response‐prompting strategies exist for teaching students with disabilities (Wolery, Ault, & Doyle, 1992). With these strategies, prompts are provided to ensure that students perform the target behaviors in the presence of the target stimuli. However, to transfer stimulus control from the prompts to the target stimuli (i.e., to establish independent and appropriate responding), the prompts must be faded. Often, the various strategies differ on the manner in which prompts are faded.  相似文献