PHILADELPHIA WORKS FOR INTEGRATION     

Sylvia Meek 《Equity & Excellence in Education》2013,46(2):30-33

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Writing texts with Radical Change characteristics     

Sylvia Pantaleo 《Literacy》2007,41(1):16-25

Research has revealed how students draw upon other texts when writing their own texts. This article explores how the writing of Alyssa, a 10‐year‐old Grade 5 student, was influenced by her engagement with literature with Radical Change characteristics, as well as by her knowledge of and experience with other texts. Dresang's Radical Change taxonomy is used as a framework for analysing the storybook created by Alyssa. The article concludes with discussions of the intertextual nature of the literature used in the study, and the social nature of intertextuality in the research classroom.  相似文献   

The role of fluid reasoning in word recognition     

Julia M. Guerin  Allison M. Sylvia  Kimberly Yolton  Quintino R. Mano 《Journal of Research in Reading》2020,43(1):19-40

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Bridging the 21st Century Digital Divide     

Sylvia E. Rogers 《TechTrends》2016,60(3):197-199

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Book Review     

Steve Adams  Margaret Bowes  Sylvia Lindoe  Michael Marland 《Pastoral Care in Education》2013,31(2):151-157

Steve Adams, Derbyshire LEA/University of Nottingham School of Education, The Evaluation of Pastoral Care, Clemett, Tony & Pearce, John, 1986, Blackwell, £5.95 pp. 180

Margaret Bowes, John Port School, Art Therapy for Groups, Marian Liebmann 1986, Croom Helm Ltd., £9.95 [Paperback], ISBN 0-7099-4108-0

Sylvia Lindoe, Westhill College, The Education of Children with Severe Learning Difficulties: Bridging the gap between Theory and Practice Coupe, J. & Porter, J. (1986), London, Croom Helm Paperback £9.95

Michael Marland, North Westminster School, “You don't have to fill in a form to have a baby” The frustrations and fulfilment of the adoption process Margaret S. Evans, 1986. Family Welfare Association. £2.95  相似文献   

Port of Entry     

Sylvia Katcher 《Equity & Excellence in Education》2013,46(1-2):126-128

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Industrial Experience Projects: A Balance of Process and Product     

Dianne Hagan  Sylvia Tucker  Jason Ceddia 《Computer Science Education》2013,23(3):215-229

Students in the final year of the Bachelor of Computing degree at Monash University must do a full year group project as a capstone subject. Each group of five or six builds a real system which is normally for a client outside the university. The project usually necessitates learning some skills that have not been taught in the course. Each group works on a different project. The emphasis is on management issues and the software development process as much as on the product, with a set of deliverables and deadlines throughout the year, and an assessment strategy reflecting this.  相似文献   

Cybersupervision: Further Examination of Synchronous and Asynchronous Modalities in Counseling Practicum Supervision     

Russell A. Chapman  Stanley B. Baker  Sylvia C. Nassar‐McMillan  Edwin R. Gerler Jr. 《Counselor Education & Supervision》2011,50(5):298-313

The authors used an intensive single‐subject quantitative design to examine cybersupervision of counseling practicum students in a university setting. Five female supervisees volunteered to receive their required weekly supervision online during a 14‐week, semester‐long counseling practicum. Following a face‐to‐face orientation meeting, all remaining interactions among the supervisees and with the supervisor occurred electronically. Data were collected about the utility of the synchronous and asynchronous modalities, changes in supervisee competence and confidence during the practicum, and supervisee attitudes about the cybersupervision approach. The findings offered evidence that the web‐based modality could be used in similar settings.  相似文献   

Adult education and indigenous peoples in Latin America     

Sylvia Schmelkes 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,6(2):89-105

This article describes the educational situation of indigenous peoples in Latin America, and in particular their scant participation in adult education activities. It analyses the historical, structural and institutional barriers to their greater involvement in adult education. The article proposes to look at indigenous demands on education as a potential way out of educational stagnation of indigenous adults, which is one of the challenges clearly formulated by UNESCO member states during CONFINTEA VI as a priority to be faced. The article concludes arguing the case for intercultural education, not only among indigenous peoples, but for the whole of the population, to be a guiding philosophy for education in general and adult education in particular in Latin American countries. It emphasises the fact that this cannot be achieved without the active participation of indigenous peoples themselves.  相似文献   

Asian perspectives on teacher education     

Sylvia Yee Fan Tang 《Asia Pacific Journal of Education》2011,31(1):110-114

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