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101.
Maya Kalyanpur Beth Harry Tom Skrtic 《International Journal of Disability, Development & Education》2000,47(2):119-136
The authors contend that the equity and advocacy expectations imbedded in the legal mandate for parent participation in the special education decision-making process directly contradict the hierarchy of professional status and knowledge on which the positivist paradigm of professionalism is based, and are also in conflict with the values held by many families from culturally diverse backgrounds, contributing to low levels of participation and advocacy. They argue the need for professional education to incorporate opportunities for professionals to identify the cultural assumptions imbedded in the field of special education towards more balanced and effective collaboration. 相似文献
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Beth Graham 《Educational Studies in Mathematics》1988,19(2):119-135
This paper is concerned with the issues surrounding the mathematical education of traditionally oriented Aboriginal children. A wide-ranging review of the relevant literature is presented and discussed with a view to developing more effective educational procedures. The discussion will be found to be relevant to other culture-conflict educational situations. 相似文献
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Library directors are part of the infrastructure of information management, but how well do they manage their institutional knowledge for succession planning? Our study looked at strategies to ease managerial transitions between libraries, focusing on knowledge management, communities of practice, and mentorship. Our survey found that succession planning was dictated by local practice and size of library. The results of this paper inform knowledge of succession planning and reveal existing gaps between informal transfer of knowledge and structured knowledge management (KM), as well as librarians' resourcefulness. Library directors use KM strategies, mentoring, and involvement with communities of practice to foster innovation. 相似文献
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AbstractThe Gauss-Lucas Theorem is a classical complex analysis result that states the critical points of a single-variable complex polynomial lie inside the closed convex hull of the zeros of the polynomial. Although the result is well-known, it is not typically presented in a first course in complex analysis. The ease with which modern technology allows the plotting of zeros and critical points makes the result discoverable by students. We propose a visual investigation, followed by a series of exercises leading to different complete proofs of the theorem. 相似文献
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ABSTRACT This paper is designed to present strategies for assessing cognitive, perceptual, sensory and motor functions and symbol and modality preferences relative to preparation for augmentative communication programming with severely multihandicapped children. Suggested treatment strategies are provided for each of the domains addressed. 相似文献