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Their article raises important questions concerning the lack of attention to issues of equal opportunity in the literature on specific learning difficulties. The authors identify five objectives for professional practice and research. 相似文献
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It is widely agreed that methods for evaluating the persistence of literacy difficulties require further development and research. This paper considers the use of single-case experimental design and reports an intervention study that involves monitoring the learning of eight children. The research examines to what extent the children make progress on the 'probe tests' based on the teaching programmes and, if progress is made, how it is reflected in scores on the Phonological Assessment Battery, British Ability Scale tests of reading and spelling, and the Neale Analysis of Reading Ability. The advantages and pitfalls of single-case experimental design are discussed in the light of this research . 相似文献
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Samuel Rea 《Journal of The Franklin Institute》1926,201(6):671-689
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Taking the view that pictures are not a transparent but rather a deforming mirror of reality, shaping representations of the world bound up with the interests of the social institutions within which pictures are circulated and read, our aim is to explore what view of nature and of the human-nature relationship is built in Greek natural science school textbooks. The particular textbooks analysed have been recently introduced (in 2006 and 2007) into Greek education. The pictorial analysis suggests that a ??baroque?? view of nature and of the human-nature relationship predominantly emerges, according to which nature is constantly in motion, and therefore random and unpredictable natural change could be ??normal??. Natural environments are viewed in materialistic terms, being transformed by humans and serving as a resource. A comparison with our analysis of the older textbooks written in the early 1980s (Korfiatis et al. 2004) seems to indicate important conceptual differences between the two series of textbooks. The ??romantic?? and ??classic?? views of nature in the old textbooks could express the vigour, the optimism and the innocence characterising industrial societies (or in the process of industrialisation) about human interventions in the environment. Conversely, the ??baroque?? view found in the new textbooks probably marks the scepticism of post-industrial societies about natural phenomena. 相似文献
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Tony Rea 《Journal of Adventure Education & Outdoor Learning》2006,6(2):121-134
Research undertaken during a six week mountaineering expedition to Iceland in July 2003 set out to investigate approaches to facilitating the reflective process in 20 participants aged between 14 and 18. A number of models were examined to help determine the educational philosophy underpinning the expedition. The research methods involved documentary searches, observations and semistructured interviews. Findings suggest that the approach of expedition leaders accorded with the 'mountains speak for themselves' model as the leadersmade little or no attempt to encourage, facilitate or enable reflection on the part of participants. With few exceptions the participants did, however, engage in reflective thought both about the activities they had been involved in and the holistic benefits of the expedition. The findings suggest that whilst the facilitator/interventionist model and the Kolb cycle do little to explain the pedagogy within this expedition, there was evidence of much reflective learning from the participants. 相似文献
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Zajda Joseph Zajda Rea 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2003,49(3-4):363-384
The collapse of communism in Russia in 1991 necessitated, among other things, the rewriting of school history textbooks, which had been dominated by Marxist-Leninist interpretations of historical events. The aim of this article is to evaluate the new postcommunist history taught in upper secondary schools, giving particular attention to how the models for Russian identity presented in the new textbooks redefine legitimate culture for students. Attention will also be given to the multiple perspectives on history that textbooks and other curriculum materials emphasize; these new methods contrast with the grand narrative that dominated the study of history before 1991. 相似文献
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Gifted girls and gifted boys are more alike than they are different, although researchers remain fascinated with sex differences. Small differences between gifted boys and girls in achievements, interests, careers, and relationships can become exaggerated through gendered educational practices. Kindergarten “red‐shirting'' of boys and the denial of early admission to girls can cause gifted children to be out of step throughout their academic careers. When gifted children are not actively encouraged to participate in talent searches and after‐school and summer programs, whether because of overprotection of girls or the insistence on athletic activities at the expense of academic activities for boys, they lose the opportunity for challenge, friendships, and community. When boys are not supported in their interests in creative careers and girls are not supported in their interests in science, technology, engineering, and mathematics careers, they may enter occupations that will not offer them the sense of purpose and meaning they might have otherwise had. It is in the area of gender relations, however, that long‐term consequences of gendered practices are most apparent for gifted individuals because both gifted boys and girls need to plan for balancing family and career. © 2012 Wiley Periodicals, Inc. 相似文献
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