Response to Intervention in Middle Schools: Practices and Outcomes     

Sara Prewett  Daryl F. Mellard  Donald D. Deshler  Justin Allen  Ryan Alexander  Amelia Stern 《Learning disabilities research & practice》2012,27(3):136-147

Response to intervention (RTI) is advocated in elementary school as a system‐wide, multitiered model of academic and behavioral interventions. Middle schools have begun adopting RTI models based on these existing elementary models. This investigation into current middle school RTI practices describes technical aspects as well as some of cultural and contextual issues surrounding implementation. The study included multiple data collection procedures including surveys, discussion groups, phone interviews, and site visits. Although many schools reported substantial progress with implementation, they recognized rigorous implementation of RTI posed such on‐going challenges as changes in staffing, curricular realignments, very limited selections of screening and progress monitoring tools aligned with their curriculum, and scheduling of secondary and tertiary level interventions.  相似文献   

Learning to Be a Person in Society     

Julian McDougall 《International Journal of Lifelong Education》2013,32(3):421-422

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Principals under pressure     

Joseph M. Cronin  Julian D. Crocker Jr. 《The Urban Review》1969,3(6):25

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Viscount Buer's responses to Professor Caroline Stern's questions     

Caroline Stern  Viscount B. Buer 《International Information and Library Review》2009,41(4):297-299

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混合式数学学习中的微课设计研究     

常广平  崔菊莲  玄祖兴 《科教文汇》2014,(24):40-41

随着无线网络与智能移动终端的普及和视频传输技术的成熟,网络学习的范围进一步扩大,移动学习在许多正式与非正式的场合迅速开展。适应碎片时间学习的“微课（Microlecture）”成为当前教育研究领域的一大热点。本文通过分析网络学习（e-Learning）、混合式学习（Blending Learning）、微课（Microlecture）之间的关系,比较几个著名微课网站中的数学微课,指出基于混合式数学学习的微课的设计与制作特色,供研究者与设计者参考。  相似文献   

Statement of Editorial Policy     

Daniel N. Stern 《Monographs of the Society for Research in Child Development》2001,66(2):144-149

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Against all odds: Peace education in times of crisis     

Julian Culp 《Educational Philosophy and Theory》2017,49(10):1029-1037

Contexts of violent, intractable conflict such as those present in Israel, Nigeria, or Iraq represent times of severe crisis. Reducing the high indices of violence is very urgent, but the attempts of establishing peaceful arrangements in the short- or medium-term usually fail. Peace education, by contrast, is a long-term endeavor to resolve violent, intractable conflicts that aims at affecting moral stances that the conflicting parties take vis-à-vis each other. Unfortunately, however, peace education in times of severe crisis also faces many impediments. These impediments concern the agential, cultural, financial, and legal aspects of educative institutions within context of violent and intractable conflicts. Although these impediments strongly put into question the practice of peace education, this article shows that four reasons nevertheless strongly support this practice. These reasons refer to (1) humanity’s natural goodness, (2) the symbolic importance of peace education, (3) the peace-promoting experiences facilitated through peace education, and (4) peace education’s contribution to overcoming prejudices.  相似文献   

Information ethics: Agents, artefacts and new cultural perspectives   总被引：1，自引：0，他引：1  

Luciano Floridi  Julian Savulescu 《Ethics and Information Technology》2006,8(4):155-156

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Dialogue and conflict on religion: studies of classroom interaction in European countries,edited by Ina ter Avest,Dan‐Paul Jozsa,Thorsen Knauth,Javier Rosón and Geir Skeie     

Julian Stern 《British Journal of Religious Education》2011,33(1):93-96

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Correction to:“Evaluating the validity of the Automated Working Memory Assessment”     

Tracy P. Alloway  Susan E. Gathercole  Hannah Kirkwood  Julian Elliot 《教育心理学》2011,31(5)

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