Social integration of deaf children in inclusive settings     

Wauters LN  Knoors H 《Journal of deaf studies and deaf education》2008,13(1):21-36

This article examines social integration of deaf children in inclusive settings in The Netherlands. Eighteen Grade 1-5 deaf children and their 344 hearing classmates completed 2 sociometric tasks, peer ratings and peer nomination, to measure peer acceptance, social competence, and friendship relations. Deaf and hearing children were found to be similar in their peer acceptance and friendship relations, but differences occurred in social competence. Deaf children scored lower than hearing children on prosocial behavior and higher on socially withdrawn behavior. Structural equation modeling showed peer acceptance, social competence, and friendship relations to be stable over time, and the structure of interrelations between variables at 2 measurements were found to be the same for deaf and hearing participants.  相似文献   

REVIEW ESSAY     

Harry Torrance 《Assessment in Education: Principles, Policy & Practice》1998,5(2):277-279

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The equity impact of public finance of private education provision in Côte d’Ivoire     

Chris Sakellariou  Harry Anthony Patrinos 《International Journal of Educational Development》2009

The equity effects of public subsidization of private schools in Côte d’Ivoire are analyzed. The subsidy per student in private (and public) schools increases as one goes to higher household per capita expenditure groups. Students from families in the highest expenditure quartile receive twice the subsidy received by students from families in the lowest quartile, compared to four times more in the case of students attending public schools. However, the subsidy system is relatively progressive in the case of private school attendance as there is a clear tendency for the share of family education expenditure covered by subsidies to decline as one goes to higher quartiles.  相似文献   

The mutual shaping of human action and institutional settings: a study of the transformation of children's services and professional work     

Harry Daniels 《British Journal of Sociology of Education》2010,31(4):377-393

This paper is concerned with the way we understand and investigate the relationship between human functioning and social setting. The central argument draws on the work of Bernstein and Vygotsky. A novel approach to the study of the mutual shaping of human action and institutional settings is developed and an empirical example of its application is presented and discussed. The research reported here is drawn from a four‐year ESRC‐TLRP‐funded study of professional learning in and for interagency working in children's services in England.  相似文献   

The Return to Final Paper Examining in English National Curriculum Assessment and School Examinations: Issues of Validity,Accountability and Politics     

Harry Torrance 《British Journal of Educational Studies》2018,66(1):3-27

There are sound educational and examining reasons for the use of coursework assessment and practical assessment of student work by teachers in schools for purposes of reporting examination grades. Coursework and practical work test a range of different curriculum goals to final papers and increase the validity and reliability of the result. However, the use of coursework and practical work in tests and examinations has been a matter of constant political as well as educational debate in England over the last 30 years. The paper reviews these debates and developments and argues that as accountability pressures increase, the evidence base for published results is becoming narrower and less valid as the system moves back to wholly end-of-course testing.  相似文献   

Impressions of ICOTS II     

Bob Croasdale  Jeff Evans  Jerry L. Moreno  Harry O. Posten  Andy Begg  John Bernard  Ethel C. Henderson 《Teaching Statistics》1987,9(1):2-7

The following short contributions are from people who attended the Second International Conference on Teaching Statistics held in Victoria, August 1986  相似文献   

A comparison of structured and unstructured modes of teaching science process activities     

Robert K. Crocker  Kevin R. Bartlett  Harry G. Elliott 《科学教学研究杂志》1976,13(3):267-274

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The Scholarship of Teaching and Learning: Theory–Practice Integration in a Faculty Certificate Program     

Harry T. Hubball  Helen Burt 《Innovative Higher Education》2006,30(5):327-344

There is growing recognition of the complexity of academic work and the need for university and college faculty members to develop scholarly approaches to teaching and learning. While structured programs of study have been initiated for faculty to address these issues in various higher education contexts, very little research has investigated the theory–practice relationship of the scholarship of teaching and learning within a faculty certificate program context. This article presents a program development and evaluation framework to enhance the theory–practice integration of the scholarship of teaching and learning in such a program. Data suggest that a broad range of institutional and programmatic strategies can enhance the scholarship of teaching and learning in a faculty certificate program. A scholarly approach to teaching and learning is viewed as both an individual and social contextual process.Dr Harry Hubball and Dr Helen Burt are faculty members at the University of British Columbia, BC, Canada. Harry Hubball's research focuses on curriculum and pedagogy in university settings. He coordinates the UBC Faculty Certificate Program on Teaching and Learning in Higher Education. Helen Burt is the Associate Dean of the Faculty of Pharmaceutical Sciences. Her research interests include the development of novel polymer-based drug delivery systems.  相似文献   

Welcome to Issue 4 of Volume 22 of the journal     

Harry Daniels 《Emotional and Behavioural Difficulties》2017,22(4):291-292

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Developing formative assessments for postgraduate students in engineering   总被引：1，自引：0，他引：1  

Michael Burrow  Harry Evdorides  Barbara Hallam  Richard Freer-hewish 《European Journal of Engineering Education》2005,30(2):255-263

This paper outlines an approach taken to produce computer-based formative assessments for two modules in a one-year taught MSc programme in Road Management and Engineering. It presents the aims of the assessments, the taxonomy adopted to ensure that the formulation of the questions addressed learning outcomes related to the development of higher order skills and the choice of software used. Further, the students’ qualitative perception of the assessments is presented together with a discussion on key elements that affected the implementation procedure. This included an understanding of the higher order skills assessed, knowledge of the facilities offered by the software to be used, and the commitment needed to designing, delivering and improving flexible learning materials.  相似文献