排序方式： 共有5条查询结果，搜索用时 8 毫秒
1
1.
Both (a) in-school factors such as over-focus on academic performance, absence of uniform, and corporal punishment, and (b) out-of school factors such as caring for ailing parents, child labour, etc., hinder participation of orphan and vulnerable children (OVC) in Free Primary Education (FPE) system in Nyanza Province, Kenya. In this context Concern Worldwide Kenya undertook an appreciative capacity building approach and appropriately positioned District Education Office (DEO) of the Ministry of Education and local civil society organisations (CSOs) to address in-school and out-of-school factors, respectively, to ensure quality education for OVC. The outcome of the programme is promising and has demonstrated the need for greater cooperation between CSOs and the government to develop creative strategies in overcoming the causes of marginalisation within the contexts of the growing AIDS pandemic and poverty in Kenya. 相似文献
2.
Higher education, especially that leading to a degree from a high-prestige university, is strongly related to social status and employment opportunities in East Asian countries. This is a consequence of both traditional Confucian attitudes to education and the social and economic changes accompanying industrialisation. Since the number of places available at high-prestige universities is limited, competition is intense. Successful entry to such a university is not only an important achievement for the future career of the student, but also a victory for the family. In contrast, failure to do so is often seen as shameful for the family, sometimes resulting in psychological problems or suicide. This background affects the international education of East Asian students, who often have a high level of family support, with correspondingly high expectations of their success. Motives for international study vary, from avoidance of the hyper-competitive domestic system, pursuit of an overseas degree as an ‘easy option’ of moderate prestige, to an expectation of more up-to-date teaching and content. Understanding this background can be a first step for Australian or other Western educators to better meet the needs of East Asian international students and to attract students from East Asia in the long term. 相似文献
3.
On the basis of their cognitive abilities, children with Asperger syndrome are attractive candidates for inclusive education and, in Australia, most are in integrated settings. However, social interaction between children with Asperger syndrome and their peers remains problematic, with the children with Asperger syndrome often being left alone despite being among or near classmates. For classroom teachers, effective interventions in terms of class management are critical to facilitate positive social interaction between these two groups of children, and case studies can tell us a great deal about what works. In practice, a combination of intervention techniques may be best, in case a single one is ineffective, and in order to take advantage of potential synergies. In this article, Serene Choi, of the School of Education at the University of Newcastle (Australia) and Timo Nieminen, of the Centre for Biophotonics and Laser Science in the Department of Physics at the University of Queensland, report a naturalistic multiple-component intervention used to develop the social skills of a boy with Asperger syndrome in a mainstream school in Australia. This combined intervention, making use of social stories, simple peer modelling and individual lessons, appears to be a practical teaching method for inclusive education. 相似文献
4.
The purpose of this study was to develop a valid and reliable tool for measuring the quality of the language and literacy environment in home-based settings. Based on a convergence of research on the ecological and psychological factors associated with early literacy development, the Child/Home Environmental Language and Literacy Observation (CHELLO) was developed to gauge the quality of current practices associated with positive early childhood literacy outcomes. Following the structure of the Early Language and Literacy Classroom Observation Scale (ELLCO) [Smith, M., & Dickinson, D. (2002). Early language & literacy classroom observation. Baltimore, MD: Brookes], we developed two interdependent tools: The Literacy Environment Checklist and the Group/Family Observation and Provider Interview. Inter-rater reliability using weighted kappas indicated acceptable reliability. Following this analysis, the CHELLO was administered in 128 home-based settings in four low-income urban areas. Initial evidence of its psychometric properties provided support for internal consistency. Although more research is needed, the CHELLO has the potential to serve as a useful tool for examining the language and literacy environment in home-based settings. 相似文献
5.
Serene Lin-Stephens Josette M. Kubicki Fiona Jones Martin J. Whiting John Uesi Matthew W. Bulbert 《College & Undergraduate Libraries》2013,20(3):234-251
AbstractGiven that graduate employment is a clear outcome of education success, there is an urgent need to conceptualize course design strategically to maximize students’ chances of employment. In this paper, we present an Australian case study in which we used a structured career information literacy learning approach to build employability in a biological sciences capstone course, through collaboration between the university library, academics, and career service. We report the context, method, measurement, outcomes of collaboration, and roles of contributors in this partnership. This case study lends itself to potential ways of incorporating career information literacy into an academic context. 相似文献
1