Les accidents domestiques chez l'enfant handicape et sa famille     

Elisabeth Zucman 《欧洲特需教育杂志》2013,28(3):194-198

Abstract

A review of the literature on integration was commissioned by the Centre for Educational Research and Innovation, Organisation for Economic Cooperation and Development (OECD). This drew on literature from around the globe and was conducted by leading experts in five different countries. The review was organized in terms of categories of disability. This paper introduces the review and sets it in the context of emerging developments in integration. The pros and cons of using a categorical approach are discussed. Attention is drawn to key issues arising in the literature ‐ efficacy, characteristics of effective integration programmes and attitudes to integration. Finally, some pointers for the future development of integration are considered.  相似文献   

MADRAS AND CHRISTIAN EDUCATION     

Herbert F. Evans Ph.D. 《Religious education (Chicago, Ill.)》2013,108(4):229-233

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THE CHURCH AT WORK     

Charles Herbert Young 《Religious education (Chicago, Ill.)》2013,108(2)

Continuing the series of succint and practical accounts of the plans of churches employing Directors of Religious Education, we are glad to print this account with its emphasis on the Episcopal viewpoint and its statement of service with limited income and equipment.  相似文献   

The Drive for Curriculum Change in the United States, 1890‐1958.1—The Ideological Roots of Curriculum as a Field of Specialization     

Herbert M. Kliebard 《课程研究杂志》2013,45(3):191-202

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The scaling of six topological piagetian groupings,as well as the effect that certain selected variables have on the attainment of these groupings and some of their homologs in the logical domain     

Herbert G. Cohen 《科学教学研究杂志》1978,15(2):115-125

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A SHIFT FROM THE RIGHT TO THE LEFT AS AN INDICATOR OF VALUE CHANGE: A BATTLE FOR THE CLIMATE OF OPINION     

Noelle-Neumann  Elisabeth 《Int. Journal of Public Opinion Research》1998,10(4):317-334

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An Educational Policy for Religious Work in the Y. M. C. A.     

Herbert Wright Gates M. A. 《Religious education (Chicago, Ill.)》2013,108(2):81-84

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Neurobehavioral and Psychosocial Issues in Klinefelter Syndrome     

Daniel H. Geschwind  Elisabeth Dykens 《Learning disabilities research & practice》2004,19(3):166-173

Klinefelter Syndrome (KS) is a relatively common (1/500 to 1/1,000) genetic syndrome caused by an extra X chromosome in males, leading to an XXY karyotype. In most cases, the physical and neurobehavioral characteristics of KS are relatively mild, and KS is not usually associated with moderate or severe mental retardation. However, KS is often associated with significant language‐based learning disabilities and executive dysfunction, making it a plausible genetic model for understanding the neurobiology of these areas of cognition that are so fundamental to learning in a classroom. Additionally, the psychosocial aspects of KS, which can have a significant impact on school performance and learning, have been explored only on an anecdotal level. We have conducted pilot studies in a small group of KS adolescents and adults to begin to identify the social, emotional, and adaptive behavior issues facing KS subjects and have identified several areas for further research. This includes characterization of mild maladaptive behaviors, as well as significant strengths in other areas. Further work is needed to determine how the social‐emotional and cognitive features of the disorder interact or change over the lifetime of subjects and how the learning disabilities respond to hormonal or cognitive‐based therapy.  相似文献   

Validity of Social,Moral and Emotional Facets of Self-Description Questionnaire II     

Kim Chau Leung  Herbert W. Marsh  Alexander Seeshing Yeung  Adel S. Abduljabbar 《Journal of Experimental Education》2015,83(1):1-23

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Big Math for Little Kids: The Effectiveness of a Preschool and Kindergarten Mathematics Curriculum     

Ashley Lewis Presser  Margaret Clements  Herbert Ginsburg  Barbrina Ertle 《Early education and development》2015,26(3):399-426

Research Findings: Big Math for Little Kids (BMLK) is a mathematics curriculum developed for use with 4- and 5-year-old children. To investigate the BMLK curriculum's effect on children's mathematics knowledge, this cluster-randomized controlled trial randomly assigned child care centers to provide mathematics instruction to children, using either the BMLK mathematics curriculum or the centers’ business-as-usual curriculum, over a 2-year period when children were in prekindergarten and kindergarten. Participants in the study were 762 children and their teachers at 16 publicly subsidized child care centers. The study assessed children's mathematics knowledge using the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), Direct Mathematics Assessment, a measure of young children's mathematics knowledge that is not aligned with the curriculum. The ECLS-B scores of children in the BMLK group increased significantly more than did those of children in the comparison group. The study also included exploratory analyses to examine whether children in the BMLK group demonstrated evidence of improved mathematical language. Practice or Policy: These results indicate that the BMLK curriculum, which is designed to help teachers use play-based, developmentally appropriate mathematics instruction, has a positive impact on young children's mathematics knowledge as measured by a general mathematics assessment that is not aligned with the curriculum.  相似文献