Psychological development of children participating in a vertically accelerated mathematics program     

Pauline S. Sears  Lilian Katz  Lorraine Soderstrum 《Psychology in the schools》1966,3(4):307-318

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Foreign language reading and spelling in gifted students with dyslexia in secondary education     

Sietske van Viersen  Elise H. de Bree  Lilian Kalee  Evelyn H. Kroesbergen  Peter F. de Jong 《Reading and writing》2017,30(6):1173-1192

A few studies suggest that gifted children with dyslexia have better literacy skills than averagely intelligent children with dyslexia. This finding aligns with the hypothesis that giftedness-related factors provide compensation for poor reading. The present study investigated whether, as in the native language (NL), the level of foreign language (FL) literacy of gifted students with dyslexia is higher than the literacy level of averagely intelligent students with dyslexia and whether this difference can be accounted for by the difference in their NL literacy level. The sample consisted of 148 Dutch native speaking secondary school students divided in four groups: dyslexia, gifted/dyslexia, typically developing (TD), and gifted. All students were assessed on word reading and orthographic knowledge in Dutch and English when they were in 7th or 8th grade. A subsample (n = 71) was (re)assessed on Dutch, English, French, and German literacy one year later. Results showed that Dutch gifted students with dyslexia have higher NL literacy levels than averagely intelligent students with dyslexia. As in the NL, a stepwise pattern of group differences was found for English word reading and spelling, i.e., dyslexia < gifted/dyslexia < TD < gifted. However, it was not found for French and German literacy performance. These results point towards compensation: the higher English literacy levels of gifted/dyslexic students compared to their averagely intelligent dyslexic peers result from mechanisms that are unique to English as a FL. Differences in results between FLs are discussed in terms of variation in orthographic transparency and exposure.  相似文献   

基于工学结合的工作过程导向式高职课程开发的再思考   总被引：14，自引：0，他引：14  

杨理连 《职业技术教育》2008,29(28)

在国家高职示范校内涵建设过程中,基于工学结合的工作过程导向式高职课程开发已成为高职课程改革的主要模式之一,其中,以“双元（学校与企业）”合作的“三方（学校-企业-学校）”为特征是工作过程导向式课程开发的重要内涵;同时,加强深层次工学结合、推进生产性与顶岗性实训和打造“双师”结构则是其实施的重要保障。  相似文献   

中小学教师人文品格的探究     

伍漓恋 《桂林师范高等专科学校学报》2006,20(4):185-188

中小学教师应该具备良好的人文品格和良好的师德,弘扬人文精神,对学生充满人文关爱。负责培养中小学教师的高等师范院校,要注重高师学生科学素质教育与人文素质教育的协调发展,以正确的方法途径塑造中小学教师的人文品格。  相似文献   

Preparing for practice in the age of complexity     

Nita Lilian Cherry 《高等教育研究与发展》2005,24(4):309-320

In The university of learning, John Bowden and Ference Marton explore the idea that being able to handle varying and unfamiliar conditions is fundamental to effective practice in ‘real‐life’. They suggest that in an age of rapid change and complexity, the challenge for educators and students is to ‘prepare for the unknown by means of the known’, and they offer the powerful proposition that the educational experience itself should provide rich diversity in the ways in which learning encourages engagement with phenomena. Variation, they suggest, is fundamental to what they call the ‘whole idea’ of the university.

This paper is a tribute to John Bowden, reflecting upon the significance of his thinking for the development of teaching and learning practice. In particular, it explores the practical possibilities and the fruitful, though considerable, challenges of deliberately introducing variation into teaching and learning in the university context.  相似文献   

论师资均衡配置政策问题的要素构成及其特征     

谢少华  毛丽连  李根 《当代教育论坛》2014,(5):1-8

义务教育师资均衡配置政策问题已被人们察觉和体认,它关涉到社会上较大多数人的利益,表现在利益、价值观和规范等方面的冲突,它是由政府及教育行政部门认定并力图加以解决的教育问题。它具有主观人为性、历史动态发展性、相互关联依赖性以及教育性四方面的特征。只有明确义务教育师资均衡配置政策问题的基本构成要素和特征,才有可能制定出科学合理、行之有效的师资均衡配置政策。  相似文献   

Dimensions of quality and accessibility: Selection of human information sources from a social capital perspective     

Lilian Woudstra  Bart van den Hooff  Alexander P. Schouten 《Information processing & management》2012

This study focuses on how the accessibility and quality of co-workers in organizations affect their use as information source. Prior research has produced inconsistent findings concerning these factors’ respective influence on source selection. In this article, we argue that one potential reason for this lies in the lack of coherent definitions of accessibility and quality. To bridge this gap, we unpack these concepts into their underlying dimensions, based on insights derived from social capital theory, more specifically Nahapiet and Ghoshal’s (1998) contribution, to uncovering the multidimensionality of social capital. We empirically test the dimensionality of accessibility and quality, as well as the relative influence of these concepts on human information source selection, in a scenario experiment within an organization. Findings support the proposed dimensionality, and lead to the conclusion that both quality and accessibility influence the selection of human information sources, although quality exerts a slightly stronger influence.  相似文献   

Education,language and professionalism: issues in the professional development of early years practitioners in Germany     

Lilian Fried 《Early Years: An International Journal of Research and Development》2009,29(1):33-44

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关于西藏地区图书馆特色馆藏建设的几点探讨     

杨丽莲 《当代图书馆》2006,(3):42-45

本文分析了西藏地区图书馆特色馆藏建设的优势、现状和存在的问题，提出了深化西藏地区图书馆特色馆藏建设的对策。  相似文献   

网上虚拟电路实验室的建设与教学实践     

付永庆  黄丽莲  王霖郁  王伞 《实验技术与管理》2011,28(5):80-82

网上虚拟电路实验室是利用虚拟现实技术,为用户提供一个与传统电路实验环境相一致的虚拟真实界面环境。阐述了网上虚拟电路实验室平台的基本构成和网上虚拟电路实验室环境的建设,将其应用到电路实验教学的实践中,取得了较好的教学效果。  相似文献