Where have they gone? Issues in transition and progression for special school leavers     

Alan Dyson  Nick Meagher  Elaine Robson 《Journal of Research in Special Educational Needs》2002,2(2)

This paper reports on semi-structured interviews with 76 former special school students now aged between 16 and 25. These young people were 'disadvantaged' rather than 'disabled' and many were experiencing 'fractured' transitions from school. Although they were more positive about their schools than similarly disadvantaged peers who had attended mainstream provision, they nonetheless raised concerns about the quality and usefulness of their experiences. On leaving school they had, in many cases, moved from one unsatisfactory activity to another, without any obvious signs of progression. They displayed a high level of purposefulness but lacked personal and social resources to support their progression within somewhat unsupportive structures. The paper argues that an exclusive focus on transition from school is inadequate and that young people may need support well after this point, possibly from the Connexions service. It also suggests that the notion of 'resilience' may have more to offer than traditional special education discourses.  相似文献   

Recasts Used with Preschoolers Learning English as their Second Language     

Irina Tsybina  Luigi E. Girolametto  Elaine Weitzman  Janice Greenberg 《Early Childhood Education Journal》2006,34(2):177-185

This study examined linguistic recasts provided by 16 early childhood educators to preschool children learning English as a second language (EL2). Recasts are semantic and syntactic revisions of children’s utterances. The educator–child interactions were filmed during book reading and play dough activities with small groups of four children, one of whom was EL2. The EL2 children were rated by their educators as having less well-developed expressive language skills than their unilingual peers. However, despite this finding, educators provided similar rates of recasts to both groups of children. Eight EL2 children with the lowest expressive language skills demonstrated fewer uptakes of their educator’s recasts in comparison to EL2 children with higher expressive language skills. The implications of this study include increasing the rate of recasts and reducing their complexity to provide language-learning opportunities for all preschool children, especially for those learning English as a second language.  相似文献   

ATTACHMENT AND MEMORY RESEARCH: REFLECTING ON A SHARED PAST AND A COLLABORATIVE FUTURE     

Elaine Reese 《Monographs of the Society for Research in Child Development》2018,83(4):162-172

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职业教育教师所受压力及个性化特征     

Elaine Adams  唐克胜 《职教论坛》2004,(20):11

我们每个人都碰到过压力,体验过压力的滋味,感受过压力带来的影响.压力实际上是身体对我们所遇到的紧张性刺激的反应.人们对压力这个话题本身、压力带来的影响以及压力的消减怀着极大的兴趣.心理学、社会学以及医学领域的研究者们对压力已进行过多年的研究.……  相似文献   

Textbook treatments and students' understanding of acceleration     

Gloria Dall'Alba  Eleanor Walsh  John Bowden  Elaine Martin  Geofferey Masters  Paul Ramsden  Andrew Stephanou 《科学教学研究杂志》1993,30(7):621-635

A single science textbook often provides the syllabus for courses at upper secondary and tertiary levels, and may be used as a principal source of information or explanation. The research reported in this article challenges such practices. The ways in which the concept, acceleration, is treated in physics textbooks is compared with understandings of the concept demonstrated by final-year secondary (Year 12) and first-year university students. Some students' understandings are shown to be incomplete in ways that parallel misleading or inaccurate textbook treatments of the concept. In addition to misleading or inaccurate statements, the limitations of some textbook treatments of acceleration were found to include: lack of attempts to make explicit relationships with other concepts, failure to point out when it is appropriate to use particular definitions or that an alternative definition might be more appropriate in specific situations, inclusion of operational definitions without conceptual explanations, and a focus on quantitative treatments while overlooking the development of qualitative understanding. Two principal aspects that distinguished the ways in which the students understood acceleration were identified: (a) the relation between acceleration and velocity; and (b) the relation between acceleration and force(s). The results of the study have implications for teaching and, in particular, for the use of textbooks in teaching. These implications are discussed in the article.  相似文献   

Academic success through quality-managed course design     

Andy C. Reese  Mary F. Mobley 《Innovative Higher Education》1996,20(3):171-182

Principles of quality management (which focus on defect prevention rather than defect correction) are applied to course design. These principles mandate that 1) the mission of the course be clearly stated and reviewed in context of the total program of study, 2) the objectives for the course or program of study be clearly defined and known to the students, 3) there be numerous intermediate steps leading to the objectives, 4) students be given immediate feedback about their performance on each step, and 5) corrective action be initiated immediately when a student fails to achieve an intermediate step. These principles apply to both individual courses and to an entire course of study. The authors found that a course incorporating these principles led to an increase in student performance and long-term retention of information.Andy C. Reese, is an associate professor of immunology in the department of Cell Biology and Anatomy at the Medical College of Georgia, and he is the current president of the Georgia Academy of Science. He has a Ph.D. in Biochemistry from the University of Missouri-Columbia, and an M.B.A. from Augusta College. His work focuses upon the development of computer assisted instructional modules and control of immune responses in neonates. Mary F. Mobley is a professor of marketing in the department of Management, Marketing, and Management Information Systems at Augusta College. She has a Ph.D. in marketing from the University of South Carolina-Columbia and a M.Ed. from Augusta College. Her research interests include quality management in education, strategic planning, and market research.  相似文献   

Challenges of Preparing to Work in Collaborative Early Childhood Settings     

Elaine Surbeck 《Early Childhood Education Journal》1998,26(1):53-55

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The school counsellor's role in globalizing the classroom     

Loretta J. Bradley  Elaine Jarchow 《International journal for the advancement of counseling》1998,20(3):243-251

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Application of Quality Function Deployment for the Improvement of Quality in an Engineering Department     

Mohammad S. Owlia  Elaine M. Aspinwall 《European Journal of Engineering Education》1998,23(1):105-115

In adopting a customer‐oriented approach to higher education, quality function deployment (QFD) is one of the total quality management techniques which can be applied for process and design improvement. Following a review of some practices in this sector, this paper outlines a QFD model in which the opinions of three groups of customers are utilized for quality planning. A developed framework for the dimensions of quality in engineering education was used in conjunction with the quality processes in a departmental quality management framework proposed by the Engineering Professors’ Council. The results from the QFD led to a strategy for prioritizing the different quality processes within a school/department.  相似文献   

Writing across the academic languages: introduction     

Silliman  Elaine R.  Bahr  Ruth Huntley  Wilkinson  Louise C. 《Reading and writing》2020,33(1):1-11

Reading and Writing -  相似文献