雅思创始人谈英语学习     

KeithTaylor 《教育与职业》2003,(12):24-24

“要学的是信息,而不是语言”我们要学习一个国家的语言就得知道这个国家的方方面面。要学习英语就得了解英美国家的社会、经济、人文、历史等各方面的信息。大家请看这个公式:“E≠C;C≠E”,翻译成中文就是:英语不等于汉语的翻译;汉语也不等于英语的翻译。学习英语,我们要学习的是英语国家的文化。请问大家,你们能列举出中国的主要港口吗?这个问题应该很简单。但是,请问各位,你们能列出英国的五个主要港口吗?你们知道苏格兰的首府吗?回答这两个问题也许就不是那么容易了。要把英语学习好,请大家记住:L=I=K,Language=Information=Knowle…  相似文献   

Testing to Destruction: A problem in a small state   总被引：2，自引：1，他引：2  

Keith Morrison  Tang Fun Hei Joan 《Assessment in Education: Principles, Policy & Practice》2002,9(3):289-317

This paper presents a review of assessment procedures in the small state of Macau, a Special Administrative Region of China under the 'one country two systems' policy. The situation of Macau is used as a critical case study of some questionable educational practices that can occur when testing runs without restraint. The paper presents quantitative and qualitative data from two empirical studies to argue that testing--largely, in this case, the testing of students' ability to repeat book knowledge and facts--if left unchecked, becomes part of a dependency culture, a hermetically sealed system in which curricula and testing mutually reinforce each other in producing a low-level, facts-driven curriculum, dangerously didactic pedagogy, rote learning, poor student motivation, and a powerful controlling mechanism on teachers and students. What is disturbing is that this is the very system which many participants in education in Macau seem to want.  相似文献   

Making Real Analysis Relevant to Secondary Teachers: Building Up from and Stepping Down to Practice     

Nicholas H. Wasserman  Timothy Fukawa-Connelly  Matthew Villanueva  Juan Pablo Mejia-Ramos  Keith Weber 《PRIMUS》2017,27(6):559-578

Future teachers often claim that advanced undergraduate courses, even those that attempt to connect to school mathematics, are not useful for their teaching. This paper proposes a new way of designing advanced undergraduate content courses for secondary teachers. The model involves beginning with an analysis of the curriculum and practices of school mathematics and its teaching, and then using those to build up to the advanced mathematics – in this case, real analysis. After developing definitions, examples, theorems, and proofs, the model then reconnects to practice, asking the teachers to translate ideas from real analysis in ways that are appropriate for teaching high school content to students. To illustrate the model, we provide and discuss two example tasks.  相似文献   

The Reality and the Promise of Teaching - To Make a Difference     

Dr. Harvey A. Allen  Keith D. Berkeley 《Clearing house (Menasha, Wis.)》2013,86(9):388-390

  相似文献   

Inclusion and the special educational needs (SEN) resource base in mainstream schools: physical factors to maximise effectiveness     

Keith McAllister  Karim Hadjri 《Support for Learning》2013,28(2):57-65

As a society, we have a responsibility to provide an inclusive built environment. As part of the need to promote inclusion, there is now a growing trend to place pupils with special educational needs (SEN) into a mainstream school setting. This is often facilitated by providing a specialist SEN resource base located within the mainstream school. This article outlines why the whole school should be considered when locating and implementing a SEN resource base. It also highlights the wider opportunities for enhancing inclusion for pupils with SEN when giving holistic thought to the wider context of the resource base. It then indicates a four‐stage approach, using the illustrative example of a pupil with autistic spectrum disorder (ASD), to help evaluate the optimum SEN resource base location within a mainstream school setting. Finally it highlights some benefits and challenges of an enriched school environment for all pupils when considering genuine inclusion.  相似文献   

The professionalization of modern cricket     

Keith A.P. Sandiford 《国际体育史杂志》2013,30(3):270-289

  相似文献   

Identification of Early Risk Factors for Developmental Delay     

Christine E. F. Delgado  Sara J. Vagi  Keith G. Scott 《Exceptionality》2013,21(2):119-136

Statewide birth certificate and preschool exceptionality records were integrated to identify risk factors for developmental delay (DD). Epidemiological methods were used to investigate both individual-level and population-level risk for DD associated with a number of child and maternal factors. Infants born with very low birth weight were at the greatest individual-level risk for DD, whereas prematurity (gestational age less than 37 weeks) and low maternal education posed the greatest population-level risk. For comparative purposes, individual-level risk for speech disability and other developmental disabilities was also determined. The individual-level risk associated with nearly all factors was significantly greater for DD than for speech disability or other developmental disabilities. The present study suggests that information available from birth certificate records can be used to target screening and early intervention services for children at high risk with the goal of reducing the incidence of DD and subsequent associated disabilities.  相似文献   

The Impact of Library Media Specialists on Students and How It Is Valued by Administrators and Teachers: Findings from the Latest Studies in Colorado and Idaho   总被引：1，自引：0，他引：1  

Briana Hovendick Francis  Keith Curry Lance 《TechTrends》2011,55(4):63-70

School library media specialists wear many hats within their school libraries, classrooms, and districts. Whether these roles are formally acknowledged or not, library media specialists (LMSs) are functioning as co-teachers, curriculum designers, website managers, technology troubleshooters, administrators, and in-service staff development providers. In an era of decreased funding and increased budget-trimming, however, positions for qualified LMS librarians are especially vulnerable. This article presents the result of a multistate survey of administrators and teachers perceptions with regards to their impact on the school’s learning process.  相似文献   

Aims and objectives of staff     

Keith A. Percy 《Higher Education》1973,2(2):252-253

  相似文献   

The influence of warning messages on the public's perception of substance use: A theoretical framework     

Dave Gelders  René Patesson  Sofie Vandoninck  Pascale Steinberg  Sara Van Malderen  Pablo Nicaise  Brice De Ruyver  Isidore Pelc  Mohan Jyoti Dutta  Keith Roe  Freya Vander Laenen 《Government Information Quarterly》2009

We bring different theories together to develop a theoretical framework that helps to understand how early warning messages about (new) dangerous drugs can influence the public's perception of substance use. We bring together the agenda setting theory, framing theory, dual processing theory, social learning theory, health belief model, theory of planned behavior, and cultivation theory in order to explain how warning messages diffused through the mass media can have an impact on the receivers' perceptions. Based on these insights we construct the Integrated Media Effect Framework (IMFE) that takes into account the role of cultural and structural contexts in the realm of early warning systems (EWS). Ultimately, this framework provides valuable guidelines for conceptualizing EWS and for developing applications by governments.  相似文献