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Saliou Sene 《European Journal of Education》2023,58(2):267-276
The education system in Senegal has become more democratic and has adopted international policies for inclusive education after decades of normative and selective practices. Advances are being made for recognising individual student needs in school facilities, pedagogy and teaching practices. This article draws on the first-hand knowledge of the context in Senegal by a current inspector and prior teacher in inclusive practices in Senegal, as well as a purposive review of relevant studies and reports. Current needs for development are identified and discussed, including the structuring of physical settings adapted to special needs learning, interaction with families, as well as communication about disabilities in local communities to reduce social stigma. Building on a review of the current context and needs, the article underscores that it is necessary to move away from superficial symptom identification. Instead, what is needed are changes in teaching and learning practices, as well as in socio-cultural and physical learning environments, to accommodate special needs students. Finally, necessary rethinking of the professional development of teaching staff in Senegal is called for. The inspiration for this development is closely tied to pedagogical responsibility, ethically based care, and the desire teachers have for succeeding in didactic action. 相似文献
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Paul F. Marty Author vitae 《Museum Management and Curatorship》2006,21(4):317-335
This paper presents results from 21 semi-structured interviews with museum information professionals who were asked about their experiences working with information resources, tools, and technologies in museums. The interviews were analyzed to develop an understanding of the information literacy skills of museum information professionals. This paper presents the results of this analysis, and discusses the state of information literacy in museums, and the increasing need for museum information professionals to possess information literacy skills. The results illustrate how information literacy is defined by information professionals in museums, and how perceptions of information literacy and its importance to museums have changed over time. 相似文献
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Ron?TzurEmail author Marty?Simon 《International Journal of Science and Mathematics Education》2004,2(2):287-304
In this theoretical article, we distinguish two stages of learning a new mathematical concept – participatory and anticipatory. We use a recently developed mechanism for explaining mathematical conceptual learning – reflection on activity-effect relationship – as well as von Glasersfelds tripartite model of a scheme, to explain qualitative distinctions between the two stages. We use this distinction to explain why instructional interventions (including inquiry-based approaches) may not bring about the intended instructional goals. 相似文献
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Marji Erickson Warfield Penny Hauser-Cram Marty Wyngaarden Krauss Jack P. Shonkoff Carole C. Upshur 《Early education and development》2000,11(4):499-517
In this investigation we examine the relation between intensity, duration, and comprehensiveness of early intervention (EI) services and changes in three aspects of maternal well-being: parenting stress, social support, and family cohesion. Data on the hours, length, and types of services received by a sample of 133 children and families from EI programs in Massachusetts and New Hampshire were gathered from the point of entry into EI to the point of discharge around the child's third birthday. Hierarchical regression analyses were used to determine which measure of EI service intervention contributed significantly to the explained variance in changes in maternal well-being, over and above aspects of the child's functioning and prior levels of maternal well-being. Results indicated that, although greater service intensity was associated with improved family cohesion overall, mothers of children without motor impairment reported greater increases than mothers of children with motor impairment. Service intensity and comprehensiveness predicted significant increases in social support levels. EI services did not have a significant impact on parenting stress. Three practice and policy implications are discussed: building flexibility into EI service provision to be responsive to individual family needs; attending to the accommodations required of families raising a child with a motor impairment; and incorporating other aspects of family functioning into future studies of EI effectiveness. 相似文献
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ResumenEsta investigarón tiene como objeto averiguar el efecto de claves visuales que representan diversas relaciones específicas entre objetos, en pruebas de memoria aplicadas a 611 niños de siete años de edad, divididos en seis grupos experimentales. Los resultados sugieren un mejor recuerdo de las asociaciones sintagmáticas frente a las asociaciones paradigmáticas. Este hecho puede interpretarse como un dominio de la memoria episódica sobre la semántica en una determinada etapa evolutiva (aunque una interpretación alternativa sugiere que la interacción entre tarea y prueba tiene más peso que la interacción entre tarea y sujeto). Si se acepta el dominio de la memoria episódica en una cierta etapa evolutiva, queda pendiente de averiguar si este dominio se mantiene o no a lo largo de etapas posteriores y, en caso afirmativo, cuáles serían las implicaciones. 相似文献
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The purpose of this study was to determine the impact of various alternatives for generic pronoun usage on judgments of speaker credibility. The effects of pronoun usage were examined in interaction with the sex of speaker, sex of listener, and the sex‐typicality of speech topics. Four dimensions of speaker credibility were investigated: composure, dynamism, sociability, and competence. In terms of generic pronoun usage, the results of this study indicate that using “she” can negatively affect perceptions of social attractiveness for all speakers and, in particular, affect a male speaker's perceived competence. The generic “they,” however, did not hinder perceived credibility in any way and, in fact, for females enhanced listeners’ perceptions of their competence. In general, results of this study suggest that if a communicator wishes to use a nontraditional generic pronoun, especially “they,” to express a commitment to greater equity between the sexes, then their credibility will not be significantly diminished. 相似文献