Living religion in schools     

Arnold Lloyd M.A. 《British Journal of Religious Education》1941,8(1):26-28

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Disabled Children and Residential Schools: The Implications for Local Education Professionals     

Jenny Morris  David Abbott  Linda Ward 《British Journal of Special Education》2003,30(2):70-75

Jenny Morris, freelance researcher, David Abbott, research associate at the Norah Fry Research Centre at the University of Bristol, and Linda Ward, Director of the Norah Fry Research Centre at the University of Bristol, carried out research to look at whether the current system of legislation and regulation is adequately protecting and promoting the interests of disabled children placed at residential schools. This article summarises some findings from the research which investigated the decision-making processes leading to residential special school placements and explored the involvement of education and social services authorities after placements have been made. The research found that the needs of individual children are not central to these decision-making processes; and that the local authorities who make such placements do not pay sufficient attention to protecting and promoting children's educational or care needs once they have gone away to school. Jenny Morris, David Abbott and Linda Ward indicate some of the ways in which current practice could be improved; make recommendations for future developments; and call for further research into the role of special residential schools in the context of policy on educational and social inclusion.  相似文献   

More than Bags of Words: Sentiment Analysis with Word Embeddings     

Elena Rudkowsky  Martin Haselmayer  Matthias Wastian  Marcelo Jenny  Štefan Emrich  Michael Sedlmair 《Communication methods and measures》2018,12(2-3):140-157

ABSTRACT

Moving beyond the dominant bag-of-words approach to sentiment analysis we introduce an alternative procedure based on distributed word embeddings. The strength of word embeddings is the ability to capture similarities in word meaning. We use word embeddings as part of a supervised machine learning procedure which estimates levels of negativity in parliamentary speeches. The procedure’s accuracy is evaluated with crowdcoded training sentences; its external validity through a study of patterns of negativity in Austrian parliamentary speeches. The results show the potential of the word embeddings approach for sentiment analysis in the social sciences.  相似文献   

Expanding opportunities to learn to support inclusive education through drama‐enhanced literacy practices          下载免费PDF全文

Sultan Kilinc  Kathleen Farrand  Kathryn Chapman  Michael Kelley  Jenny Millinger  Korbi Adams 《British Journal of Special Education》2017,44(4):431-447

This study examines how the Early Years Educators at Play (EYEPlay) professional development (PD) programme supported inclusive learning settings for all children, including English language learners and students with disabilities. The EYEPlay PD model is a year‐long programme that integrates drama strategies into literacy practices within real‐classroom contexts. Inclusive education refers to ensuring equal opportunities to access and participation in learning activities for all students. Cultural‐historical activity theory was used to understand and unpack the drama practices. Twelve semi‐structured focus group interviews were conducted with 19 preschool teachers. The data were analysed via constant‐comparative and interpretive methods. The study findings showed that EYEPlay PD practices enhanced inclusive learning settings for diverse groups of students by increasing access and expanding opportunities to learn, and supporting a positive learning environment.  相似文献   

Response Time Adjustment in the Stop Signal Task: Development in Children and Adolescents     

Annie Dupuis  Maheshan Indralingam  Andre Chevrier  Jennifer Crosbie  Paul Arnold  Christie L. Burton  Russell Schachar 《Child development》2019,90(2):e263-e272

Adjusting speed to maintain fast and accurate performance is critical to goal-directed behavior. This study examined development of response time adjustments in the stop signal task in 13,709 individuals aged 6–17 years (49.0% Caucasian) across four trial types: correct and incorrect go, successful (stop-inhibit), and failed (stop-respond) trials. People sped more after correct than incorrect go responses and slowed more after failed than successful stop trials. Greater slowing after stop-respond but less slowing after stop-inhibit trials was associated with better response inhibition. Response time adjustments were evident in children as young as age 6, developed throughout childhood, and plateaued by age 10. Results were consistent with the predictions of the error detection and shifting goal priority hypotheses for adjustments.  相似文献   

The impact of collaborative online reading on summarizing skills     

David?PassigEmail author  Jenny?Maidel-Kravetsky 《Education and Information Technologies》2016,21(3):531-543

The aim of this study was to determine whether, as a result of collaborative-online reading of a chapter from a book of an academic nature, the quality of the collaborative summary that the readers would write would be higher than that written by readers who would both read the same chapter and write a summary in a face-to-face setting. In this study we examined the difference between the summaries written by participants from two groups, each group was divided into subgroups of 3 participants who had read collaboratively a chapter of a book, and collaborated on writing a summary. The participants of the experimental group read the chapter as it appeared in a website for collaborative reading built especially for this study and the participants were asked to summarize the chapter on a shared online digital document. The participants of the control group were asked to read the chapter face-to-face and to collaboratively summarize it in hand writing. The quality of the summaries was evaluated with a tool developed by Rivard (2001). This tool was developed to measure the quality of the summaries. In our study the main and secondary ideas that were supposed to be included in the participants’ summaries were identified by three literature teachers using ten different criteria and the summaries were analyzed by two other judges based on these criteria. The findings indicated that there were significant differences in the majority of the writing indicators being measured with the tool. The findings indicated that collaborative-online reading and writing produce a summary of a higher quality than one read and hand written collaboratively face-to-face.  相似文献   

Group Justice¹— Progress in Regress: Comments on "An Answer to the 'Liberal' Objection to Special Admissions"     

Arnold M. Rothstein 《Educational theory》1980,30(2):151-154

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Methodology of comparative education   总被引：1，自引：0，他引：1  

C. Arnold Anderson 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1961,7(1):1-23

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Learning with technology: Fifth graders go to college     

Rachel Fowler  Joe Walsh  Jenny Avery 《TechTrends》2000,44(6):12-13

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What’s Cooking in the MOOC Kitchen: Layered MOOCs     

Matt Crosslin  Jenny S. Wakefield 《TechTrends》2016,60(2):98-101

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