Introducing the EDY Project   总被引：1，自引：0，他引：1  

Judith McBrien 《British Journal of Special Education》1981,8(2):29-30

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Midlist crisis: Initial investigations     

Judith Appelbaum 《Publishing Research Quarterly》1986,2(1):3-4

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Internal economies of scale in performing arts organizations     

Judith R. Blau  Laurie Newman  Joseph E. Schwartz 《Journal of Cultural Economics》1986,10(1):63-76

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Training for the cross-cultural mind: Pierre Casse Washington,D.C.: Society for Intercultural Education,Training and Research, 1979, 228 pages     

Judith E. Zagoren 《Int J Intercult Relat》1981,5(1):106-108

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Lower-level developmental skills in beginning writing     

Virginia Berninger  Cheryl Yates  Ana Cartwright  Judith Rutberg  Elizabeth Remy  Robert Abbott 《Reading and writing》1992,4(3):257-280

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Home birth: the wave of the future?     

Lothian JA 《The Journal of perinatal education》2006,15(3):43-46

A childbirth educator expresses frustration with a medical system that does not work for women or for many maternity care providers. She suggests out-of-hospital birth as an alternative. This column explores the safety of home birth, women's experiences of home birth, and the issues related to home birth once again being the standard. Childbirth educators are encouraged to present home birth as a viable choice.  相似文献   

Inclusion of students with emotional and behavioural disorders in general education settings: a scoping review of research in the US     

Judith R. Harrison  Denise A. Soares  Jeanette Joyce 《International Journal of Inclusive Education》2013,17(12):1209-1231

ABSTRACT

Inclusion of students with disabilities in general education settings has been an international focus for over two decades. In the US, federal laws [e.g. Individuals with Disabilities Education Improvement Act (IDEIA). 2004. H.R. 1350, 108th Congress] mandate access to the general education curriculum for all students, including those with disabilities. These mandates codify a philosophical orientation of least restrictive environment, within a free appropriate public education, while explicitly requiring evidence-based practices. The policies support and protect inclusive practices for individuals with emotional and behavioural disabilities, yet the state of the empirical literature is unknown. A review is needed to provide an overview of the research and reveal the breadth of the literature. To this end, scoping review methodology was used to map the state of the literature. This particular approach is recommended for topics with myriad and complex definitions and issues, as is the case with inclusive education. Results map six themes (professional and student experience, strategy effectiveness, policy and programmes, perception of influencing factors, teacher training, teacher knowledge) and reveal several gaps in the literature. Recommendations are made for systematic review, meta-analyses, and individual studies to address the gaps in the literature.  相似文献   

Design,implementation, and evaluation of a multi-disciplinary professional development program for research mentors     

Jennifer L. Brace  Rachael R. Baiduc  Denise L. Drane  Luke C. Flores  Greg J. Beitel 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):377-399

ABSTRACT

Undergraduate research experience has been shown to enhance student learning and improve persistence in science, technology, engineering, and mathematics (STEM). Researchers studying undergraduate research experiences have largely focused on student outcomes and have seldom investigated the outcomes of graduate and postdoctoral mentors. Here, we report a non-credit, year-long mentor professional development program designed for graduate students, postdoctoral scholars, and research staff in STEM. Mentors attended a series of six interactive and discussion-based workshops and mentored first-year undergraduate students in independent summer research projects. We report evaluation findings for three mentor cohorts using a combination of qualitative analysis of mentoring philosophies and quantitative assessment of pre- and post-surveys about mentoring objectives and skills. Results indicate that mentors gained self-efficacy in some objectives and skills. However, many other objectives and skills remained unchanged. We explore possible explanations for the lack of more broad-scale gains across survey items and present ideas for program improvement.  相似文献   

Teacher Academy Induction Learning Community: Guiding Teachers Through Their Zone of Proximal Development     

Belinda Bustos Flores  Arcelia Hernández  Claudia Treviño García  Lorena Claeys 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):365-389

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CURRICULUM AND IDEOLOGY: INDOCTRINATION AS AN INAPPROPRIATE APPROACH TO CONSERVATIVE JEWISH EDUCATION     

Judith F. Grossman 《Journal of Jewish Education》2013,79(2-4):39-41

Education is a dynamic discipline. Dynamic because an educational system does not stand on its own, apart from the social structure of which it is an extension. It must be steeped with its culture's moral and sociological beliefs in order to ensure the survival and growth of that particular culture through each new generation.  相似文献