EDUCATION THROUGH MUSIC ‐‐ An initial assessment of the performance of a group of 150 first grade children whose programme has included Kodaly based music training     

Gwynneth F. Herbert B.A.  Dip. Ed. 《International Journal of Disability, Development & Education》1974,21(1):15-23

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Microcomputers in education: We’ve come a long way     

Marilyn Hadley Ed.D. 《TechTrends》1987,32(1):8-9

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Computers in transnational career guidance in the European community     

Peter Plant M.Ed. 《Journal of Career Development》1993,20(1):73-84

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The relationship between Holland types preferences for career counseling     

Spencer G. Niles D.Ed. 《Journal of Career Development》1993,19(3):209-220

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TEAMS distance learning     

Don Lake  Richard Nupoll  Robert A. Gray Ed.D.  Margaret A. Herrick Ph.D.  C.R.C. 《TechTrends》1995,40(6):28-35

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Classroom interaction as reflection: Learning and teaching mathematics in a community of inquiry     

Ed Elbers 《Educational Studies in Mathematics》2003,54(1):77-99

This article aims to contribute to the theory of mathematics instruction by highlighting and analysing Leen Streefland's work as a teacher in a primary school. Core ideas of Streefland's are discussed as part of a recent wave of educational innovations using the idea of learning communities. I present a case study of a lesson co-taught by Streefland and a primary school teacher (students between 11 and 13 years of age). Streefland addressed the students as `researchers' and gave them realistic problems to work on. Since they provided occasions for increasingly sophisticated solutions, the tasks given to the students stimulated processes of vertical mathematization. The students' role as researchers required them to construct novel ideas and present these to their classmates. The various solutions proposed by the students were used by the teachers to structure the learning activities in the classroom. The interaction between the common understandings in the classroom and the learning process of individual students shows that the classroom activities amount to a process of collective reflection. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

The identification by teachers of special educational needs in primary school pupils and factors associated with referral to special education     

Ed Smeets  Jaap Roeleveld 《欧洲特需教育杂志》2016,31(4):423-439

This paper addresses the identification of pupils with special educational needs (SEN) in mainstream primary schools by their teachers. Data were analysed from two consecutive measurement occasions of a large cohort study in the Netherlands. The types and severity of pupils’ problems, and their school careers were studied. Around 25% of the pupils were considered by their teachers to have SEN. Results show that a substantial percentage of pupils who had been identified with SEN at the first measurement occasion were not identified with SEN three years later, whereas the same percentage had not been identified with SEN at the first occasion but was at the second occasion. Significant predictors of being identified with SEN include results from skills tests, and the teacher’s views on the pupil performing below expectations, having a less favourable attitude to work, being less popular with classmates, and being more dependent on the teacher. In addition, boys are more likely to be identified with SEN in comparison to girls. Cognitive impairment and/or delayed cognitive development proved to be the most influential predictor of referral to special education. In addition, chances of a pupil being referred to special education are influenced by several other pupil characteristics. Implications of these outcomes are discussed.  相似文献   

The significance of context for the emergence and implementation of research evidence: the case of collaborative problem-solving     

Mutlu Cukurova  Rose Luckin  Ed Baines 《牛津教育评论》2018,44(3):322-337

One of the fundamental purposes of educational research is to provide evidence to facilitate effective practice. However, the evidence itself does not have much value for practitioners unless key information about the context from which the evidence was generated is also provided. In this paper, we use the word ‘context’ to refer to factors that are relevant for learning, including the interactions that learners experience with multiple people, artefacts, and environments. Unfortunately, in many educational research studies, either these factors do not get the required attention or information about them is presented in an incoherent structure. The resultant lack of information leads to two significant drawbacks. First, it creates confusion among practitioners who want to apply research evidence in their practice. Second, it leads to research studies that on the face of it are similar, but that in reality have resulted from evidence that has been collected in significantly different contexts being included under the same categories in reviews, meta-reviews, and best-evidence syntheses. In this paper, we draw on the concept of ‘relatability’ of evidence and present taxonomy for collaborative problem-solving (CPS) that can be used to provide the valuable information against which research evidence can be indexed. By addressing the need for more detailed information about the contextual factors from which the evidence is generated to bridge the gap between research and practice in CPS research, we aim to exemplify the approach that is needed in educational research more generally.  相似文献   

Elder abuse’s correlation to health and resilience of older adults     

Pearl Ed G. Cuevas  Elvira L. Urgel  Dorothea C. Dela Cruz  Khrystine Jewel B. Mizona  Rose E. Constantino 《Educational gerontology》2020,46(6):331-338

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Children and God in the multicultural society 1     

Tullie Torstenson‐Ed 《British Journal of Religious Education》2006,28(1):33-49

What kind of perceptions of God do children have? Do they believe in God? Does change take place over time and is there a connection with changes in society? These questions are answered on the basis of texts and surveys involving children between 8 and 12 years of age in Sweden during 2002 and similar material from the years 1969, 1979 and 1987–90. Results show that children who do not know what to believe make up the largest group throughout the period. Perceptions of God are relatively stable over time but belief in Allah as well as personal relationships with God seem to be more common. The proportion of children who believe was visibly greater than the proportion of non‐believers in 2002, which disrupts the tendency running up to 1990 where the proportion of non‐believing children was on the increase and is greater than the proportion of believers. Issues about God also get a higher ranking order in 2002. A careful interpretation shows that a change has taken place. The number of children with foreign backgrounds has increased. While the tendency in ethnically Swedish schools remains the same, believers constitute the majority in multi‐ethnic areas, and also among Swedish children. This suggests an increasing interest and dialogue among all children in multi‐ethnic schools about religious matters. Great demands are placed on the teaching of religion and ethics in order to capture this increase in interest.  相似文献