A future of reversals: Dyslexic talents in a world of computer visualization     

Thomas G. West 《Annals of dyslexia》1992,42(1):124-139

With the recent revival of visual approaches at the forefront of several scientific, mathematical, and technological developments, this paper proposes that visually oriented dyslexics may be in an increasingly favorable position in future years. The same set of traits which has caused them so much difficulty in traditional verbally-oriented educational systems, may confer special advantages in emerging new fields which rely heavily on visual methods of analysis—fields which employ powerful graphic workstations and supercomputers to visualize complex scientific data. Recent trends have also led some technical professionals to become aware that their own special talents seem to be closely associated with certain dyslexic traits. It is argued that similarly mixed talents have been major factors in the accomplishments of a number of important historical figures.  相似文献   

Teacher Assessment in the Inner City at Key Stage 1     

Pam Sammons  Anne West  Jean Hailes 《Educational studies》1996,22(2):261-276

This study examines the experience of national teacher assessment in a sample of inner‐city infant schools. In particular, it addresses the conduct of teacher assessment in the three core curriculum areas of English, mathematics and science, and modifications made for children with English as a second language and those with special educational needs. Two distinct approaches to teacher assessment emerged, with integration into classroom activities occurring in some cases, but frequently separate ‘bolt‐on’ activities being carried out. It is interesting to note that almost all the teachers used two or three standard assessment tasks instead of continuous teacher assessment to assess children’ s attainment. Teachers consistently saw time as a vital ingredient for meeting the needs of children with ‘additional educational needs’ in relation to teacher assessment. The findings are discussed in the context of recent policy developments and in terms of theoretical models of teachers’ approaches to assessment.  相似文献   

Parents,teachers, and learning: Fostering communication skills in children     

Richard West  Robert Mild 《Early Childhood Education Journal》1994,21(4):15-19

Conclusion It cannot be stressed enough that parental involvement in their child's learning process is necessary. However, this involvement must be more than attending periodic parent-teacher conferences and asking how the child is doing in school. Parents need to understand, and teachers need to reiterate, that the parent is one of the most important teachers a child will have. While curriculum improvement in the schools continues to dominate educational agendas, the home environment unfortunately is easily overlooked as being influential in a child's learning. Educators need to recognize that influence, and while curricula continue to improve, the integration of communication skills at home must be considered to ensure the child the best possible education. Communication between home and school should be ongoing. This combined effort develops a speech and language arts curriculum to its fullest and includes all appropriate individuals involved in the development: educators, parents, and children.  相似文献   

湘西阳戏探析     

吴海华  罗卉 《怀化学院学报》2002,21(6):48-50

从不同角度对阳戏作了初步探讨 ,使人们在初步了解阳戏的同时重视这一文化形式 ,从而使这一具有民族艺术特色的地方戏得以更好的继承和发展。  相似文献   

The level of Internet access and ICT training for health information professionals in sub-Saharan Africa     

Grace Ada Ajuwon  Lenny Rhine 《Health information and libraries journal》2008,25(3):175-185

BACKGROUND: Information and Communication Technologies (ICTs) are important tools for development. Despite its significant growth on a global scale, Internet access is limited in sub-Saharan Africa (SSA). Few studies have explored Internet access, use of electronic resources and ICT training among health information professionals in Africa. OBJECTIVE: The study assessed Internet access, use of electronic resources and ICT training among health information professionals in SSA. METHODS: A 26-item self-administered questionnaire in English and French was used for data collection. The questionnaire was completed by health information professionals from five Listservs and delegates at the 10th biannual Congress of the Association of Health Information and Libraries in Africa (AHILA). RESULTS: A total of 121 respondents participated in the study and, of those, 68% lived in their countries' capital. The majority (85.1%) had Internet access at work and 40.8% used cybercafes as alternative access points. Slightly less than two-thirds (61.2%) first learned to use ICT through self-teaching, whilst 70.2% had not received any formal training in the previous year. Eighty-eight per cent of respondents required further ICT training. CONCLUSIONS AND RECOMMENDATIONS: In SSA, freely available digital information resources are underutilized by health information professionals. ICT training is recommended to optimize use of digital resources. To harness these resources, intergovernmental and non-governmental organizations must play a key role.  相似文献   

A Different Sort of Teaching,a Different Sort of Teacher? Teachers in integrated schools in Northern Ireland     

Valerie Morgan  Seamus Dunn  Grace Fraser  Ed Cairns 《比较教育学》1994,30(2):153-163

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Counteracting fabricated anti-gay public pedagogy in Uganda with strategic lifelong learning as critical action     

André P. Grace 《International Journal of Lifelong Education》2016,35(1):51-73

Political, cultural and social fallout following the introduction of the anti-homosexuality bill in Uganda in 2009 intensified fabrication of an anti-gay public pedagogy of negation and nemesis that fuelled the passage of the Anti-Homosexuality Act, 2014. The Government of Uganda, conventional Anglicanism and US evangelical Christianity were all implicated in developing this homophobic public pedagogy. This article provides an extensive account of what transpired to result in prohibition of lifelong learning focused on Ugandan sexual minorities. In the face of this prohibition, the article calls for lifelong learning as critical action constructed as strategic public counter-pedagogy aimed at recognizing and accommodating sexual minorities in the face of homophobia. This critically progressive counter-pedagogy would include a pragmatic turn to comprehensive health education as a starting point for inclusive, holistic learning. The article also considers the important role that media could play in this work. It explores contemporary realities of advancing and deploying lifelong learning as critical action in Uganda, examining the current dire state of education in the nation. It concludes by considering the status of Uganda’s tenacious quest to entrench gay apartheid amid what is now a growing trend toward global gay inclusion.  相似文献   

Community Education and child-care programs     

Evelyn Payne Davis  Grace Ibanez Friedman  Laura Martin 《Educational technology research and development : ETR & D》1990,38(4):45-53

The Community Education Services (CES) division of the Children's Television Workshop (CTW) is CTW's community-outreach arm. This article describes how CES works with parents, children, experts, and local groups to develop special multimedia products, four of which are discussed. Two of the products—a fire-safety kit and a natural-hazards packet—were designed to teach young children how to protect themselves in life-threatening emergencies. Two other products—CES'sSesame Street preschool education materials and its3-2-1 Contact andSquare One TV after-school materials—are attempts by CTW to respond to societal changes that have increasingly shifted the burden of child care onto preschool and after-school programs.  相似文献   

Occupational Outcomes for Bachelor of Science Graduates in Australia and Implications for Undergraduate Science Curricula     

Stuart Palmer  Malcolm Campbell  Elizabeth Johnson  Jan West 《Research in Science Education》2018,48(5):989-1006

Recent national reports have highlighted the contribution that the sciences make to the Australian economy. Many developed economies report perceived shortages of STEM qualified workers, and at the same time, many science graduates have difficulty in finding work, especially work in their discipline. Rational education design dictates that science curricula at all levels should be based on a realistic representation of the actual practice of science graduates. So where do Australian science graduates go postgraduation? Using the Australian national census data set, we present a focussed investigation into the occupational status of Australian science bachelor graduates, how this status varies with graduate age and gender, how this status varies between science degree specialisms and how this status compares to a range of other disciplines. We consider the implications of these findings for undergraduate science degree curriculum design. We find that Australian science bachelor graduates work in a wide range of occupations, and even immediately postgraduation, only a minority of science bachelor graduates are working in traditional science occupations. Occupational outcomes vary significantly between science degree specialisms. For a contemporary undergraduate science curriculum to reflect the occupational outcomes of science bachelor graduates, there is a balance required to ensure adequate technical preparation for those students who pursue a career in their discipline as science professionals and to also address the broader knowledge, skills and attitudes that will equip the majority of graduates from Australian science programs for successful employment, further education and active participation in their communities, using their science knowledge.  相似文献   

The effect of teacher vagueness terms on student performance in high school biology     

Lyle R. Smith  Grace H. Bramblett 《科学教学研究杂志》1981,18(4):353-360

High school biology students (n = 48) were each randomly assigned to one of four groups defined by possible combinations of two teacher vagueness conditions (high vagueness versus low vagueness) and two post-lesson conditions (test, then lesson evaluation versus lesson evaluation, then test). Each group was presented a lesson over the vascular system of angiosperms. After the lesson, each group was tested on comprehension of the material and each group completed a lesson evaluation. Teacher vagueness terms significantly affected student achievement and student perception of lesson effectiveness. These findings are discussed in relation to previous research on teaching clearly.  相似文献