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1.
This ethnographic study explores the identity development of 9 deaf participants through the narratives of their educational experiences in either mainstream or special schools for the Deaf. This exploration goes beyond a binary conceptualization of deaf identity that allows for only the medical and social models and proposes a bicultural "dialogue model." This postmodern theoretical framework is used to examine the diversity of identities of deaf learners. The inclusion of the researcher's own fluid cross-cultural identity as a bicultural "DeaF" participant in this study provides an auto-ethnographic gateway into exploring the lives of other deaf, Deaf, or bicultural DeaF persons. The findings suggest that deaf identity is not a static concept but a complex ongoing quest for belonging, a quest that is bound up with the acceptance of being deaf while "finding one's voice" in a hearing-dominant society. Through the use of dialogue and narrative tools, the study challenges educators, parents, and researchers to broaden their understanding of how deaf identity, and the dignity associated with being a deaf person is constructed. 相似文献
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Claudine Langlois 《Higher Education in Europe》1988,13(3):33-38
International academic mobility, sanctiòned by an increasing number of international, regional, and bilateral agreements, has been gaining in importance over the last thirty years. This increase in mobility has accentuated the need for more and better information about institutions, systems, and diplomas of higher education; however, the mass of information required has, at the same time, become increasingly difficult to handle. With this problem in mind, a group of international higher education experts came together in June 1987 to investigate the possibilities of cooperating and of sharing information through the establishment of compatible regional data banks to be linked together in a network. Thus TRACE ‐‐ Trans Regional Academic Mobility and Credit Evaluation — was born. So far, the experts have held four meetings aimed at shaping and at giving substance to their project. Even though the initiative was taken by experts from Europe and North America, the intention is to create a truly interregional system of co‐operation in the sharing of data. To stress this interregional aspect, the suggestion was made that the International Association of Universities (IAU) in Paris should act as a clearing house for the network. The experience of IAU in the collection and the dissemination of information on higher education throughout the world goes back to 1950. Its International Universities Bureau (IUB), which is currently undergoing computerization, is planning to create three databases: an institutional database, a bibliographical database, and a database devoted to, research on higher education. 相似文献
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Claudine Dannequin 《Cultura y Educación》2013,25(9):117-124
Tradicionalmente, los educadores del lenguaje oral recogen la riqueza de la situación de habla, pero no ejercitan el análisis científico. Los investigadores, por el contrario, ejercitan ese análisis, pero lo llevan a cabo con frecuencia sobre aspectos fragmentarios o incompletos del habla real. En este artículo se reflexiona sobre los métodos de registro completo del lenguaje oral del niño y su necesidad para la investigación. No resulta forzada sin embargo la extensión de estos métodos a la propia práctica educativa gracias a la abundancia de ejemplos que brinda este artículo. 相似文献
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It is well documented that undetected hearing loss can have a profound effect on a child's holistic development, including communicative, language and cognitive development. It is crucial therefore that deaf and hard of hearing infants are detected as early as possible so that appropriate intervention services and support can be initiated. To assist parents in enabling their child's optimal growth and development, HI HOPES-the first South African home-based early intervention project-was launched in August 2006, offering families weekly home-based support that is both child-centred and family-directed. A critical overview of the pilot implementation of HI HOPES is presented, from inception to implementation, focusing on its innovative services and practices, and issues that influence the intervention process including a reflection on the challenges and areas for development. 相似文献
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Based on the teachers’ lectures and evaluations we elaborate on a model of the aspects of learning. Inside the framework of this model three ways for solving a given problem relating to the previous teaching are presented. We describe and analyse a method which is useful in selecting an evaluation task adapted to intended objectives, helps in the interpretation of the students’ performances and acts as a guide to the possible inferences about what the students acquire. 相似文献
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Isabel Maria Bjork Claudine Bowyer-Crane 《European Journal of Psychology of Education - EJPE》2013,28(4):1345-1360
This study investigates the relationship between skills that underpin mathematical word problems and those that underpin numerical operations, such as addition, subtraction, division and multiplication. Sixty children aged 6–7 years were tested on measures of mathematical ability, reading accuracy, reading comprehension, verbal intelligence and phonological awareness, using a mix of standardised and experimenter-designed tests. The experimental hypothesis was that mathematical word problems will call upon cognitive skills that are different and additional to those required by numerical operations, in particular verbal ability and reading comprehension, while phonological awareness and reading accuracy will be associated with both types of mathematical problems. The hypothesis is partly affirmed and partly rejected. Reading comprehension was found to predict performance on mathematical word problems and not numerical operations, and phonological awareness was found to predict performance on both types of mathematics. However, the predictive value of verbal ability and reading accuracy was found to be non-significant. 相似文献
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Storbeck C Martin D Parkin I Magongwa L Druchen BP Batchelor M McIlroy G De Villiers D Captieux-Bhana N Rasebopye L Rasebopye D Krige-Henderson S Krige F Louw A Surtees T Smit AL Cox R Henderson M 《American annals of the deaf》2010,155(4):488-518
In a special section of the american Annals of the Deaf, Deaf education and the Deaf community in South Africa are discussed. The special section is organized into 7 segments: a historical overview to establish context, the educational context, educators and learners, postgraduate education and employment, perspectives of Deaf children and their parents, sport and the arts, and spiritual lives and mental health. Throughout the entire section, however, the central focus is on the overall foundation (or lack thereof) of education for Deaf learners in South Africa. 相似文献
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Hughes PP Sherrill C Myers B Rowe N Marshall D 《Research quarterly for exercise and sport》2003,74(2):153-164
Martial arts and self-defense programs train fearful people, especially women, to be more competent and confident to defend themselves in dangerous situations. However, there are no validated instruments to evaluate the effectiveness of programs purporting to teach self-protection. The Perceptions of Dangerous Situations Scale (PDSS), composed of fear, likelihood and confidence subscales, was developed and validated for university women. Participants were 368 university women, ages 17 to 45 years (M age = 20.7 years). Content validity of the PDSS was established through an expert panel, and construct validity was established through principal components analysis and determination of instructional sensitivity. Reliability was established through alpha coefficients. The PDSS, when used with university women, offers promising measurement opportunities in self-defense and martial arts settings. 相似文献
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Anderson C Stackhouse R Shaw A Iredale R 《Public understanding of science (Bristol, England)》2011,20(2):146-162
While there has been research conducted on public views about ethical and social aspects of the National DNA Database (NDNAD), there is little which focuses on views of young people, in particular those whose details are held on the NDNAD. We describe an engagement activity developed in South Wales to engage young offenders with ethical and social issues surrounding the NDNAD--a Mock Trial--and how we facilitated the presentation of their views to policy makers. We discuss the successes and challenges we encountered with engaging young offenders, decisions that the young people reached about possible future policies for the NDNAD at the Mock Trial, and their contribution to the decision-making process. 相似文献