The social and psychological development of the deaf child: problems, their treatment and prevention   总被引：1，自引：0，他引：1  

K Z Altshuler 《American annals of the deaf》1974,119(4):365-376

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One Common Future,Two Education Systems: The Case of Syrian Children of Istanbul     

Y. Yesim Ozer  Z. Ozde Atesok 《欧洲教育》2017,49(2-3):114-132

The unexpected and vast Syrian refugee crisis with an ever-growing number of young Syrians appears to be one of the greatest challenges for the Turkish education system. While low enrollment rates are alarming, the dual system that emerged in the urban settings creates a main challenge to a comprehensive and supportive education system and unfortunately does not offer a good starting point for the future inclusion of Syrian refugees in society. This article’s main argument is that a culture of togetherness and a common future can only be assured by a comprehensive education system that ensures equal opportunity, diversity, and plurality.  相似文献   

Differential development of 24-h retention capacities for two components of T-maze escape learning by infant mice     

Z. Michael Nagy  Marc R. Pagano  Denise Gable 《Learning & behavior》1976,4(1):25-29

At 9 or 11 days of age, separate groups of Swiss-Webster mice received 12, 24, or 40 training trials to the goal opposite their first-trial choice in a shock-escape T-maze task. All groups were retested to the same goal for 25 trials 24 h following training, while maturation controls without prior exposure were trained to the goal opposite their first choice. All groups demonstrated increased escape proficiency during original training on two separate escape components: reaching the choice point and making the correct turn at the choice point. During retention testing, all groups at both ages exhibited better escape performance in terms of reaching the choice point than their maturation controls. However, when escape was measured in terms of choice, none of the groups trained at 9 days of age differed significantly from maturation controls when retested at 10 days of age. In contrast, retention of correct choice point turn varied directly with number of original training trials for mice trained at 11 days of age.  相似文献   

Early intervention for reading disabilities: teaching the alphabet principle in a connectionist framework     

Berninger VW  Abbott RD  Zook D  Ogier S  Lemos-Britton Z  Brooksher R 《Journal of learning disabilities》1999,32(6):491-503

Forty-eight children referred by teachers at the end of first grade for difficulty in reading were randomly assigned to three treatments, all of which modeled connections between written and spoken words but did not teach phonics rules, for eight half-hour individual tutoring sessions. The children were taught 48 words of varying orders of spelling-sound predictability (Venezky, 1995) using a whole-word method, for making connections between a word's name and its constituent letters; a subword method, for making connections between each color-coded spelling unit and its corresponding phonemes; or a combined whole-word and subword method. Regardless of the method used, children improved reliably on standardized reading measures and the taught words, showing that they could make connections between written and spoken words at the whole word and subword levels, even when rules were not taught. By posttest, the subword method showed a reliable advantage on a standardized test of real word reading. Knowledge of sounds associated with both multiletter and single-letter spelling units predicted reading achievement. Order of spelling-sound predictability (easy, moderate, difficult) was correlated with standardized measures of reading at pretest and posttest, and the magnitude of the relationship increased as a result of the intervention. Individual differences in verbal intelligence, rapid automatized naming, and phonological and orthographic skills predicted response to the intervention. Instructional implications of the results are discussed.  相似文献   

Application of system dynamics for assessment of sustainable performance of construction projects   总被引：8，自引：0，他引：8  

SHENL.Y.  吴宇哲  CHANE.H.W.  HAOJ.L. 《浙江大学学报(A卷英文版)》2005,6(4):339-349

INTRODUCTION Sustainable development is commonly definedas meeting the needs of the present without compro-mising the ability of future generations to meet theirown needs (WCED, 1987). All industries, includingthe construction industry should contribute to themission. Compared to other industries, constructionactivities are generally considered to have more im-pact on the environment, which provides the basicconditions for the sustainability and development oflife on the Earth. The…  相似文献   

Piloting a peer literacy program: Implications for teacher education     

Remedios Z. Miciano 《Asia Pacific Education Review》2006,7(1):76-84

To pilot a peer literacy program, a pretest-posttest study was conducted involving seventy (70) students from Arellano High School as tutees and 12 De La Salle University-Manila College of Education students as reading tutors. Though the results suggest the lack of impact of the Program on the Reading Grades of the tutees, the tutors’ journals reveal that the tutors benefited more from the program. The problems in using the National Service Training Program or NSTP as the vehicle in piloting the program were identified and based on this, the study suggests ways to improve the content and delivery of future NSTP Peer Literacy Programs.  相似文献   

Landmarks     

Z. M. 《Prospects》1989,19(1):3-7

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Remedial interventions for children with reading disabilities: speech perception--an effective component in phonological training?     

del Rosario Ortiz González M  Espinel AI  Rosquete RG 《Journal of learning disabilities》2002,35(4):334-342

The effects of two types of phonological training in children with reading disabilities (RD) were examined. One of the programs (SP/LPA) trained children in speech discrimination, letter-sound correspondence, and phonemic awareness. The other program (LPA) trained children only in letter-sound correspondence and phonemic awareness. The effects of these programs were compared with a control group. Thirty-five children with RD were trained in small groups five times a week for 4 weeks. The results indicated that both experimental groups improved in phonemic awareness compared to the control group but that only the SP/LPA group scored higher than the control group in reading.  相似文献   

Special Education in Bangladesh     

Sultana S. Zaman  Shirin Z. Munir 《International Journal of Disability, Development & Education》1992,39(1):3-11

SPECIAL EDUCATION in Bangladesh reflects the overall educational problems faced by the nation. While some government programs for children with sensory disabilities are provided, most special education is supported by non‐government organizations. Though planning for improved special education has occurred, implementation has been restricted by economic constraints.  相似文献   

The politics of English in Puerto Rico’s public schools by Jorge R. Schmidt     

Vanessa Z. Mari 《Journal of Latinos & Education》2016,15(1):66-67

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