排序方式： 共有75条查询结果，搜索用时 187 毫秒
1.
Quality of Life of Children with Learning Disabilities: A Comparison of Self‐Reports and Proxy Reports 
下载免费PDF全文
下载免费PDF全文 Halis Sakız Zeynep Hande Sart Bengü Börkan Barış Korkmaz Nalan Babür 《Learning disabilities research & practice》2015,30(3):114-126
This study aimed to explore how children with learning disabilities (LD) perceive their quality of life (QoL) and to compare self‐reports and proxy reports regarding their QoL. Children with LD, their typically developing peers, their parents and teachers responded to the child, parent, and teacher forms of KINDLR Questionnaire for Measuring Health‐Related Quality of Life (Ravens‐Sieberer & Bullinger, 1998). Findings showed that children with LD reported significantly lower QoL scores than those reported by typically developing peers. Intraclass correlation coefficients (ICCs) and t‐test results showed that agreement between child reports and parent‐proxy reports was either low or moderate on each QoL dimension. Findings of the study may be used to raise awareness regarding the social and educational needs of children with LD in Turkey. 相似文献
2.
Vincent Chua 《International Studies in Sociology of Education》2015,25(1):1-19
This paper utilises ideas of correspondence as a way of thinking about intersections between school and work in Singapore’s developmental state. Whereas the principle of correspondence predicts segregated patterns of association between school and work, this paper shows how a developmentalist form of political economy gives rise to crosscutting, rather than segregated patterns of school-to-work correspondences among the elite. Although the correspondence principle treats education and economy as major elements, it fails to consider what is arguably a far more revolutionary force – namely the state, which ultimately frames and mediates the pathways elite students take from school to work. 相似文献
3.
Youyan Nie Gim Hoon Tan Albert Kienfie Liau Shun Lau Bee Leng Chua 《Educational Research for Policy and Practice》2013,12(1):67-77
Constructivist instruction has been implemented in the current instructional innovation in Singapore. Large scale survey study was conducted to examine the roles of teacher efficacy in implementing the innovative constructivist instruction. The results showed that the positive correlation between teacher efficacy and constructivist instruction was stronger than the correlation between teacher efficacy and didactic instruction. The study suggests that policy makers and school leaders should try to improve teacher’s efficacy beliefs so that innovative instruction could be effectively implemented by school teachers. 相似文献
4.
This study examines the effects of the activity of building systems models for school-based problems on problem solving and on conceptual change in elementary science classes. During a unit on the water cycle in an Asian elementary school, students constructed systems models of the water cycle. We found that representing ill-structured problems as system models improves problem solving as well as creating beneficial conceptual change related to the topic. 相似文献
5.
6.
7.
Set against the backdrop of reinvigorating the study of literature and concerns about the adequate preparation of students for the world of work, this paper explores how a Singapore teacher presented a literary text in the classroom. Drawing on data from a large-scale representative sample of Singapore schools in instruction and assessment practices, we discuss some of the potential consequences of instructional choice-making from a disciplinary perspective. Our findings suggest, for example, that when teacher-dominated discourse and interpretations dominate, instructional flexibility and responsiveness are correspondingly limited and restricted. These courses of action, we contend, may occur contrary to teachers’ plans and expectations. The paper closes by making a call for further longitudinal research across multiple research sites into the nature of literature pedagogy that has a strong disciplinary focus. 相似文献
8.
Liaw Beng Teck 《Asia Pacific Journal of Education》1989,10(1):55-59
The study was carried out to examine the effects of practical experience and sequential skills on achievement in map reading among secondary one pupils in Singapore. A total of 144 pupils in four secondary one (Express) classes participated in the study. Each class ws randomly assigned to one of the four treatment groups, where two teaching methods, i.e. practical learning and direct-teaching, and two types of curriculum structure, i.e. hierarchical sequence and non-hierachical sequence, were compared. The experiment consisted of eight weeks of teaching after which a post-test and a delayed post-test were administered to establish the effects of each treatment. Findings showed that practical experience and sequential skills in map reading would have a positive effect on pupil performance and retention of the acquired skills. 相似文献
9.
Susan Murphy Dativa Shilla Consolata Chua Christina Raphael Niamh O'Rourke Molly Middlehurst-Schwartz 《比较教育学》2019,55(2):264-280
ABSTRACTGender norms and learned practices of student teachers can influence their performance in practice, either fixing or challenging, gendered social norms and expectations. This paper shares the findings of a multi-year mixed-methods research project that explored the understandings of gender norms and experiences of students and staff within a large teacher-training college in Tanzania. Data was collected to inform a wider gender mainstreaming initiative across the institution. Using a blend of quantitative and qualitative methods, the findings identified a strict and rigid gender binary which seemed to inform attitudes and practices of teaching and learning. Furthermore, it uncovered heterogeneous forms of gendered domination that were experienced by staff and pupils within the institution. The findings suggest that stand-alone ‘female only’ gender mainstreaming strategies may not be sufficient to achieve a gender equitable environment within the institution. Rather, it suggests that a whole-of-community approach is necessary to unravel deep-rooted biases and to tackle diverse forms of domination that affect different members of the college community in different ways. Such findings are particularly important in light of the epistemic power that is conferred on teacher-graduates and that is transferred through teaching practices to communities across Tanzania. 相似文献
10.
This paper is based on two studies of teacher recruitment and retention commissioned by the General Teaching Council of Wales and the ESRC. Using official statistics from a variety of secondary sources, it shows trends over time in teacher numbers in England and Wales, and examines teacher vacancies, pupil‐teacher ratios and teacher wastage. It concludes that although individual indicators, examined in isolation, are an inadequate basis for assessments of the situation, there is no evidence in the data of any ‘crisis’ of teacher supply or demand in Wales (or indeed most of England). There are regional, occasional and subject‐specific disparities, but there are now more teachers than ever before, while the number of pupils in schools is falling. The paper, therefore, considers a variety of possible explanations for the widely‐held belief that there is a serious shortage of teachers. 相似文献