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871.
David King 《Cultura y Educación》2013,25(5):31-46
Este artículo sitúa las que son hoy principales líneas de uso del ordenador en educación a nivel general, incluyendo el área de la educación especial, y afronta los principales problemas que está encontrando su introducción sugiriendo soluciones para cada uno de ellos. Recoge también una exposición más concreta del «Touch Explorer Plus», un programa educativo «abierto» del autor especialmente prometedor por sus posibilidaes y accesibilidad a la mayoría de los educadores. 相似文献
872.
Abstract Teachers used a nonexclusionary time‐out package to treat inappropriate social behaviors that interfered with instructional tasks in four classrooms of preschool children, each containing an average of 16 students. We yoked classrooms on pretreatment scores of target behaviors and randomly assigned them to a time‐out ribbon plus praise or control condition. Students in the treatment condition wore wristbands with attached smiling face stickers and received praise from teachers for taking turns talking and remaining seated during group activities. Contingent on disruptive behavior, teachers removed the wristbands signaling a three‐minute time‐out period in which teachers restricted praise and attention but ongoing participation in activities continued. Multiple measures of treatment outcome were analyzed via MANCOVA and ANCOVAs. Behavior improved on direct observations of target behavior, the Preschool Behavior Questionnaire (PBQ) and items on a semantic differential, but not the Matson Evaluation of Social Skills with Youngsters. Treatment acceptability also supported treatment effects. We discuss implications of these results. 相似文献
873.
David R. Hill Seth A. King Christopher J. Lemons Jane N. Partanen 《Learning disabilities research & practice》2012,27(3):116-124
In this review, we explore the extent to which researchers evaluating the efficacy of Tier 2 elementary reading interventions within the framework of Response to Intervention reported on fidelity of implementation and alignment of instruction between tiers. A literature search identified 22 empirical studies from which conclusions were drawn. Results suggest that fidelity of implementation is typically monitored at Tier 2 and that alignment between tiers of intervention is often apparent yet not explicitly stated. However, researchers frequently neglect to report on fidelity of intervention in Tier 1, potentially limiting claims that can be made about the efficacy of subsequent Tier 2 intervention. Limitations and implications for future research are discussed. 相似文献
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Anita King‐Fun Li 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):60-63
A national survey of teachers’ needs with respect to children with learning difficulties being taught in Welsh is reported. Using a cluster sample of one in three primary schools and all appropriate secondary schools in Wales, 80 per cent of schools responded to the postal questionnaire. Both secondary and primary teachers gave first priority to the development of a reading scheme, with graded reading books the most desired hardware. Analysis of themes desired in language materials revealed a preference for the values of reality and stability rather than escapism and change. A Welsh comprehension test was given highest priority amongst choice of tests. The relationship between tests and materials and the role of a survey in policy making is discussed. 相似文献
878.
This paper examines the architecture of post-2015, paying particular attention to the role of the South and the place of education and skills development in this. A battery of different levels of meetings and consultations has sought to influence the outcome. So another dimension analyses the route map itself, and explores the process whereby any post-2015 goals or targets might be established, and what are the milestones on the journey. A particular education challenge in this safari is that there are three processes for proposing an education dimension of post-2015 frameworks: a post-MDG one, a post-EFA, and a SDG process. 相似文献
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