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This paper describes an evaluation of a simple electronic simulation of sensorineural hearing loss intended to raise the awareness of mainstream trainee teachers during role play as both teacher and hearing-impaired pupil. In the wake of the continuing commitment to integration, it is hoped that such a device can improve the preparation of mainstream trainee teachers for their role as teachers of the hearing impaired. Twenty-four trainee teachers experienced both roles during the simulation, and their comments were scored by an expert panel for their importance. It was found that participants achieved a significant increase in awareness during their two five-minute simulated experiences of being a hearing pupil and teaching a hearing-impaired pupil. The experience of learning as a pupil with a simulated impairment was demonstrated to be as valuable as teaching a pupil with a simulated impairment, although there were differences with respect to the types of issues highlighted. 相似文献
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Paul Morris 《教育政策杂志》2013,28(1):13-28
This article explores the changing educational landscape in Hong Kong prior to and following its transition to Chinese sovereignty in 1997. It does this through an analysis of the rise and fall of a specific curriculum reform, the Target Oriented Curriculum (TOC), which straddled the political reunification. The article draws on a range of published research and evaluation projects and the analysis focusses on the four key elements of public policy, namely the origins, the nature, the policy actions used and its impact on practice. 相似文献
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The identity of the worker foregrounds the development of higher education rather than the other way around. It is developed in contrast to the lack of higher education innovation in the recent UK Government White Paper on Higher Education and in the educational philosophy of Tawney and the neo‐pragmaticism of Rorty. The proposal is that higher learning, after capabilities have been nurtured in compulsory schooling, may be developed through communities of workers acting as agent for improvement of their communities; not in universities at all. This is a radical approach to higher education and employment and one that might bring true diversity to the higher education sector. 相似文献
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