Editors' Introduction     

Diane Haager  Christine Espin 《Learning disabilities research & practice》2009,24(3):121-121

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How an understanding of Bakhtin's theory of the chronotope can assist progression in classroom writing     

Paul Thompson  Christine Hall 《English in Education》2004,38(1):5-20

Our argument in this paper is that the model of literary progression which Bakhtin (1981, 1986) expounds in his writing on the chronotope can generate insight into the processes through which pupils improve their writing. We suggest more generally that there are concepts and clues in Bakhtin's historical model of the development of the European novel and in his theory of dialogue which can be helpful in both the evaluation and teaching of classroom writing.  相似文献   

Social‐Information‐Processing Skills of Kindergarten Children with Developmental Learning Disabilities     

Hana Tur‐Kaspa 《Learning disabilities research & practice》2004,19(1):3-11

The study examined the social‐information‐processing skills of kindergarten children with developmental learning disabilities (LD) utilizing Crick and Dodge's (1994) model of children's social adjustment as a theoretical framework. Participants consisted of 20 kindergarten children with developmental LD who attended three integrated kindergartens and 20 children without developmental LD from the same kindergartens. Participants were assessed on social‐information‐processing skills, feelings of loneliness, sense of coherence, and teachers' ratings of behavioral problems and positive resources. The results indicated that girls with developmental LD performed significantly lower on two information‐processing steps—the response decision and the enactment steps—than did girls without LD. Such differences were not found for boys. The results also showed that the social‐information‐processing skills of children with developmental LD were correlated with teachers' ratings.  相似文献   

Environmental attitudes of pre-service teachers: A conceptual and methodological dilemma in cross-cultural data collection     

Kevin Watson  Christine M. Halse 《Asia Pacific Education Review》2005,6(1):59-71

Human generated environmental problems are significant issues of global concern. Despite this, varying attitudes towards environments continue to exist across the globe, impacting on environmental decision-making and action at local, national and international levels. This paper probes some of the similarities and differences in environmental attitudes amongst pre-service teachers in Australia, Republic of Maldives and Indonesia. Data were collected using an established environmental attitude questionnaire and individual interviews. The three communities exhibited a similar range of environmental attitudes using the established questionnaire but significant differences emerged when the interview data were analysed phenomenographically. These differences reflect diversity within and across cultural groups that cannot be satisfactorily explained by the theory underpinning the established questionnaire. Consequently, a revised conceptual framework is proposed.  相似文献   

On Shifting Ground: the post‐paradigm identity of US comparative education, 1979‐88 [1]     

Heidi Ross  Cho‐Yee To  William Cave  David E. Bair 《Compare》1992,22(2):113-131

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Children Talking to Learn     

Christine Craig 《Literacy》1994,28(2):2-5

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Mental State Verb Production in the Oral Narratives of English‐ and Spanish‐Speaking Preadolescents: An Exploratory Study of Lexical Diversity and Depth     

Belinda Fust‐Herrmann  Elaine R. Silliman  Ruth H. Bahr  Kyna S. Fasnacht  Jeanne E. Federico 《Learning disabilities research & practice》2006,21(1):44-60

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Review article     

Athina Kolia‐Dermitzaki 《Al-Masaq: Islam & the Medieval Mediterranean》1994,7(1):267-278

Ducellier, A., Kaplan, M., Martin, Bernadette, avec la collaboration de Françoise Micheau. Le Moyen Âge en Orient. Byzance et l'Islam. Des Barbares aux Ottomans. Paris: Hachette Histoire Université, 1990.  相似文献   

Examining the Impact of Opportunity Bursaries on the Financial Circumstances and Attitudes of Undergraduate Students in England     

Anne West  Carl Emmerson  Christine Frayne  Audrey Hind 《Higher Education Quarterly》2009,63(2):119-140

Notwithstanding the expansion of higher education across the OECD, there continues to be concern about the levels of participation amongst those from disadvantaged backgrounds. In response to this, a new form of financial support for students from low-income families, the 'opportunity bursary', was introduced for a limited period in England from 2001/02. Surveys of two cohorts of opportunity-bursary applicants were carried out and these suggested possible psychological, behavioural and economic impacts. Fewer opportunity-bursary recipients than non-recipients reported that part-time work had interfered with their studies and more reported that the bursary had made them less worried about meeting the costs of going to university. There was some evidence that the scheme led to increased retention in the first year of university study; it also appeared to lead to lower levels of debt, in particular bank overdrafts or credit card debt.  相似文献   

Reading Progress Monitoring for Secondary‐School Students: Reliability,Validity, and Sensitivity to Growth of Reading‐Aloud and Maze‐Selection Measures     

Renáta Tichá  Christine A. Espin  Miya Miura Wayman 《Learning disabilities research & practice》2009,24(3):132-142

The validity and reliability of curriculum‐based measures in reading as indicators of performance and progress for secondary‐school students were examined. Thirty‐five grade 8 students completed reading aloud and maze‐selection measures weekly for 10 weeks. Criterion measures were the state standards test in reading and the Woodcock–Johnson III Test of Achievement. Different time frames for each measure were compared. Most alternate‐form reliability coefficients were above .80. Criterion‐related validity coefficients ranged from .77 to .89. No differences related to time were found. Only maze selection reflected significant growth, with an average increase of 1.29 correct choices per week. Maze growth was related to the reading performance level and to change on the Woodcock–Johnson III from pre‐ to posttest.  相似文献