Solution or smoke screen? The use of further education colleges in making KS4 provision for difficult to manage (D2M) students     

Bob Sproson 《Support for Learning》2003,18(1):18-23

The significance of this article lies in Bob Sproson's willingness to ask difficult questions and to provoke further questions in the mind of the reader. The shift in thinking which allows us to consider 14–19 education as a whole makes the work of support services such as the one described here particularly interesting, with implications far beyond the group of students at KS4 described here as ‘difficult to manage’. As Bob Sproson argues, college placement is no panacea, but requires careful preparation and attention to the needs and views of each student and to the development of mutually respectful relationships between teachers and students. Implied in this article is a radically new view of young people and their educational needs post–14.  相似文献   

The ‘Four Modernizations’ Programme in China and English Language Teacher Education: a case study     

Bob Adamson 《Compare》1995,25(3):197-210

  相似文献   

An Australian Teacher Education Workshop with Staff in an Indonesian College: Some Thoughts on Cross Cultural Communication     

Lee Owens  Bob Phillips 《Asia-Pacific Journal of Teacher Education》1987,15(1):29-49

  相似文献   

Challenging Behaviour in the Classroom     

John McEvoy  Andrew McDonnell  Bob Dearden 《British Journal of Special Education》1991,18(4):141-143

Challenging behaviour among children with severe learning difficulties has drawn relatively little attention from educationists. Dr John McEvoy, Andrew McDonnell and Bob Dearden, who have been running workshops in behaviour management in Birmingham, seek to explore this issue further and offer their views on policy and training.  相似文献   

Office automation: A survey of tools and technology: David Barcomb. Digital Press,Bedford, Mass., 1981, 251pp. $15.00 ISBN: 0-932376-16-9.     

Bob Losee 《Information processing & management》1982,18(5):283-284

  相似文献   

Making Phonics Work: its Role within Literacy Acceleration     

Tony Lingard 《Literacy》1997,31(3):43-49

Few people would challenge the need for children to be systematically taught the phoneme-grapheme correspondences of English as part of their acquisition of literacy – that is, to be taught some phonics. The issue is not whether, but how phonics should be taught. Tony Lingard here makes an excellent case for an approach which stresses analogy and embeds phonics work within a balanced literacy programme.  相似文献   

Introduction     

Frank Banks  Bob Moon 《欧洲师范教育杂志》1997,20(1):5-6

  相似文献   

A-ooooou means I love yooooou     

Bob Bookman 《Early Childhood Education Journal》1980,7(3):58-59

  相似文献   

Putting themselves together     

Bob Blaisdell Corresponding author 《Changing English: An International Journal of English Teaching》2005,12(1):103-111

The author describes a semester teaching basic composition to a class of New York City women college students on public assistance. His narrative dramatizes how the students write in powerful and impressive ways on a variety of themes and have original and interesting responses to the short stories they read and to a guest author they meet.  相似文献   

心路历程--世世代代     

Bob 《海外英语》2005,(2):6-7

Dear Friends, Every one of us was young at some time inthe past.Even our planet was young once-billionsof years ago.Some of you are still young.The rest of uslook back to our youth with mixed feelings.We generallyhad better health and more energy than we have atpresent.But,we did not have the life experiences that wehave gathered over the years.  相似文献