Reading on Screen: Exploring Issues in Reading for Information with CD-ROM     

Ruth Darby  Lorraine Dawes  rea Dennison  Chris Gallagher  Wendy Loomes  Helen Reid  Justine Stanton 《English in Education》1997,31(2):34-44

This article describes the insights gained by a group of primary teachers investigating the implications of CD-ROM for English with their KS2 pupils. As part of the IT in English project, they researched pupils' use of the CD-ROM and its effect on their learning. They developed effective strategies to help pupils cope with the reading demands and edit their own texts. Positive effects on critical reading, collaboration, and use of conventional information books were observed.  相似文献   

The revolutionary renewal of society in the German Democratic Republic and its consequences for higher‐level distance education     

Horst Möhle  Ruth Stein 《Distance Education》1990,11(2):254-265

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Let nature be your teacher     

Ruth Wilson Ph.D. 《Early Childhood Education Journal》1995,22(3):31-34

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The perceptual-motor domain and a proposed taxonomy of perception     

Maxine Ruth Moore 《Educational technology research and development : ETR & D》1970,18(4):379-413

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The development of the ecological self     

Ruth A. Wilson 《Early Childhood Education Journal》1996,24(2):121-123

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Letters to the editors     

Ruth Gordon Ph.D.  Jessica Yates  David Rees 《Children‘s Literature in Education》1981,12(1):56-58

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Access to numeracy: a case study     

Ruth Germain 《British Journal of Special Education》2001,28(4):182-186

More and more pupils with learning difficulties are being taught in mainstream settings but how inclusive is the teaching they experience? In this illustrative case study, Ruth Germain, a teacher in a mainstream primary school, looks at how Paul, a pupil with Down's syndrome, is supported during 'dedicated numeracy time'. She examines the relationships between whole-class, group and individual teaching; the nature of the support Paul receives; and his educational and behavioural responses. The article closes with a call for further research into the implications for teaching and learning of the inclusion of pupils with learning difficulties in mainstream contexts.  相似文献   

Group remedial reading in Lancaster,texas public schools     

Ruth C. Strain 《Annals of dyslexia》1968,18(1):84-88

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Education, Gender and the Nature/Culture Controversy     

Ruth M. Jonathan 《Journal of Philosophy of Education》1983,17(1):5-20

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Covering Mass Shootings     

Nicole Smith Dahmen  Jesse Abdenour  Karen McIntyre  Krystal E. Noga-Styron 《Journalism Practice》2018,12(4):456-476

Using data from a national survey of US newspaper journalists (N?=?1318), this study examines attitudes toward news coverage of mass shootings. Following Shoemaker and Reese’s hierarchical model, the analysis also considers how individual characteristics, journalistic practices, and organizational factors influence these attitudes. Participants generally agreed that coverage had become routine. Journalists were largely supportive of coverage of perpetrators and were ambivalent about acknowledging a relationship between media coverage and a contagion, or “copycat,” effect. A participant’s age was generally the strongest predictor of attitudes toward media reporting on mass shootings. Findings also indicate differences in attitude according to job title, role perception, and whether or not a journalist had covered a mass shooting. A majority of respondents appeared to favor traditional, “neutral” approaches to coverage of mass shootings; however, journalists also wanted to see more comprehensive reporting, including coverage of solutions and community resilience.  相似文献