Parents as Trainers About Disability in Low Income Countries     

Roy McConkey  Lilian Mariga  Nina Braadland  Palesa Mphole 《International Journal of Disability, Development & Education》2000,47(3):309-317

A 5-day workshop is described which was designed specifically to prepare parents to act as trainers for other parents with a child who has a disability. It also aimed to build their confidence and competence in training community groups as well as professional workers such as teachers. Data gathered at the end of the workshop confirmed that these aims were broadly met. Twelve months later, the participants had organised 19 training events throughout Lesotho for families and community groups and they were able to report a variety of tangible outcomes resulting from their training. The key elements to the success of these training initiatives are discussed. This training model could be replicated in other places and resources for doing this are available.  相似文献   

Wahrnehmung und Bewegung     

Nina Schaffert 《Sportwissenschaft》2011,41(1):69-71

  相似文献   

Power to the bureaucrats,right on!     

Nina Eliasoph 《The Communication Review》2013,16(3):229-236

  相似文献   

The contemporary condition of the activity theory of learning     

Nina F. Talyzina 《Contemporary educational psychology》1984,9(3):229-234

  相似文献   

Falling In and Filling In: ESL Teaching Careers in Changing Times     

Nina Bascia  Noreen Jacka 《Journal of Educational Change》2001,2(4):325-346

Drawing from a study in four schoolsin Ontario, Canada, this article identifiesissues around the professional training, dailywork, and potential long-term commitment of ESL(English as a Second Language) teachers whoprovide much of the initial educationalprogramming for the growing number ofincreasingly diverse immigrant students in manyNorth American school systems. Because ESLteachers are most directly involved with newimmigrants, they experience most directly thechallenges and consequences of what a number ofresearchers have identified as a fundamentalmismatch between traditional school practicesand the current student population's academicand social needs.  相似文献   

对高职院校校企合作人才培养模式的几点思考     

刘妮娜 《四川职业技术学院学报》2012,22(2):142-145

企业关注、支持和积极参与职业教育,是校企合作人才培养模式顺利实施的基本条件。否则,合作教育将失去生存与发展的土壤。然而,充分调动企业参与职业教育的积极性,必须遵循"互利互惠"原则。根据不同时期校企双方的不同需求,不断更新"互利互惠"的具体内容,是切实贯彻"互利互惠"原则的根本要求。本文在分析我国高职院校校企合作的现状及存在问题的基础上,对建立健全校企合作人才培养模式进行了对策探讨。  相似文献   

Personalising and localising knowledge: how teachers reconstruct resources and knowledge shared online in their teaching practice     

Nina Hood 《Technology, Pedagogy and Education》2013,22(5):589-605

ABSTRACT

Online platforms that enable teachers to share knowledge and resources with other teachers are increasingly common mechanisms for supporting teachers’ learning. Despite their growing presence, there remains limited understanding of how teachers engage with and utilise the resources and knowledge they gain online in their teaching practice. This study employs qualitative methods to investigate the processes through which teachers engage with, interpret and utilise teacher-created teaching resources and curriculum materials that are shared on two online platforms. A three-stage knowledge reconstruction model is proposed, with teachers progressing from the selection of resources online, through the modification and implementation of the resources and knowledge, and finally to the evaluation and embedding of resources and knowledge in their practice. The findings further explore the factors that shape teachers’ behaviour and actions, and the learning that occurs at all three stages of the knowledge reconstruction process.  相似文献   

Preparing Students for College: The Implementation and Impact of the Early College High School Model   总被引：1，自引：0，他引：1  

Julie A. Edmunds  Lawrence Bernstein  Elizabeth Glennie  John Willse  Nina Arshavsky  Fatih Unlu 《Peabody Journal of Education》2013,88(3):348-364

As implemented in North Carolina, Early College High Schools are small, autonomous schools designed to increase the number of students who graduate from high school and are prepared for postsecondary education. Targeted at students who are underrepresented in college, these schools are most frequently located on college campuses and are intended to provide students with 2 years of college credit upon graduation from high school. This article reports on preliminary 9th-grade results from 285 students in 2 sites participating in a longitudinal experimental study of the impact of the model. These early results show that significantly more Early College High School students are enrolling and progressing in a college preparatory course of study. This expanded access, however, is associated with somewhat lower pass rates for some courses, suggesting the need for strong academic support to accompany increased enrollment in more rigorous courses. Implementation data collected on one school indicate that it is successfully implementing the model's components.  相似文献   

Every school a school of choice: school choice in Ireland as viewed through American eyes     

Nina K. Buchanan  Robert A. Fox 《Irish Educational Studies》2013,32(3):267-279

‘Choice’ and ‘freedom’ as measured by the ability of parents to select their children's schools are deeply embedded in the national ethos of the United States of America. Wealthy American parents have always exercised school choice but minority and lowincome students are often trapped in failing schools. This paper is based on research conducted in a purposive sample of Irish primary schools into the nature of school choice. The authors examine five aspects of the Irish national primary school system that could provide models for American educators, whose vision often stops at the boundaries of the United States: education law, school choice for all, a national curriculum framework, the role of assessment, and the role of parents and educators in the creation of new schools. While arguably the five relate directly to school choice of different degrees, they collectively weave a web whereby school systems in the Republic of Ireland and the USA may productively be compared to the benefit of both.  相似文献   

LIFELONG EDUCATION,LIFELONG NEEDS: FUTURE ROLES IN AN AGING SOCIETY     

Robert A. Harootyan  Nina S. Feldman 《Educational gerontology》2013,39(4):347-358

This article proceeds from the assumption that the aging of American society has consequences for the life roles of midlife and older persons. Seven points are developed in support of the assumption. They are as follows: dynamics and demographics of an aging population; education, a critical component of life in the future; a model of education for older adults; new roles for an aging society; literacy for older persons; older persons' activities in pursuit of lifelong education; and a view of the future that includes lifelong education for lifelong needs. The final section offers some speculations about what lifelong education will be like in 2010.  相似文献