Promoting access, accommodations, and independence for college students with learning disabilities.     

L C Brinckerhoff  S F Shaw  J M McGuire 《Journal of learning disabilities》1992,25(7):417-429

This article focuses on the four primary issues that directly affect service delivery to students with learning disabilities in postsecondary settings, including (a) How are high school and post-secondary settings different? (b) How are eligibility and access determined? (c) How are reasonable accommodations determined? and (d) How can the independence level of college students with learning disabilities be fostered? Each of these issues will be discussed within the context of the student's transition from high school, where Public Law 94-142 is in effect, to college, where Section 504 of the Rehabilitation Act of 1973 applies.  相似文献   

Generated meanings in the comprehension of word problems in mathematics     

Zimra Peled  M. C. Wittrock 《Instructional Science》1990,19(3):171-205

A Generative-Predicational Model is proposed and applied to the generation of meanings of simple mathematical word-problems. The model suggests that a fundamental property of cognition is a generative process that takes arguments and that produces results, such as events, answers and inferences. This fundamental property, called predication, generates a task-environment i.e., a problem and its corresponding problem-space i.e., its solution. More precisely, a task-environment is a predication consisting of a written mathematical problem and a writer's life experience. A problem-space is a predication consisting of a leamer's problem solving schema and of the meaning that the learmer generates for the text.The case with which relations can be established between a task-environment and a problem-space depends on the problem's coherence and complexity and the leamer's experiences and thought processes. Faceted definitions of task-environment and problem-space are used to analyze talk-aloud protocols of fifty Israeli sixth-graders tested with thirty word-problems. The empirical results support the proposed model.  相似文献   

The changing role of schooling in society     

O. K. Kyöstiö 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1972,18(1):339-352

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关于我国日语能力标准建设的思考          下载免费PDF全文

杨月枝  徐永祥 《唐山学院学报》2017,30(5):96-101

欧美许多国家非常重视外语教育,对外语能力标准的研究已有六十多年的历史,制定的语言能力标准也日趋完善;日本也发表了《JF日语教育标准2010》。多年来,我国日语教学大纲一直是日语教育的评价标准和教学目标,为日语教材的编写、日语教学的规范化及日语能力评估等方面提供了一定的指导依据。但我国对于日语教育却一直没有一个更为详细的标准出台。文章介绍了国外的外语能力标准,并分析其最新理念,以期为我国的日语能力标准建设提供参考。  相似文献   

Science diaries: a brief writing intervention to improve motivation to learn science     

Matthew Bernacki  Timothy Nokes-Malach  J. Elizabeth Richey  Daniel M. Belenky 《教育心理学》2016,36(1):26-46

This study investigated the hypothesis that prompting students to self-assess their interest and understanding of science concepts and activities would increase their motivation in science classes. Students were randomly assigned to an experimental condition that wrote self-assessments of their competence and interest in science lessons or a control condition that wrote summaries of those same lessons. Writing activities were 10?min long and were given approximately once a week for eighteen weeks. Student motivation was assessed via self-report surveys for achievement goals and interest in science before and after the intervention. Students in the experimental condition showed higher endorsement of mastery goals and reported greater situational interest in science topics after the intervention compared to students who summarised the lessons. Increases in situational interest predicted higher individual interest in the domain. Results indicate an instructional practice requiring just 3?hours out of a semester of instruction was sufficient to achieve these effects on motivation in science classes.  相似文献   

Virtual university–a vehicle for development,cooperation and internationalisation in teaching and learning     

M. Pursula  M. Warsta  I. Laaksonen 《European Journal of Engineering Education》2005,30(4):439-446

The paper discusses the approaches of virtual university strategies and developments in Europe. The discussion is partly based on the work done in the Activity 5 in the EU Thematic Network E4 and partly to the experiences gained through the activities of EUNITE virtual university network of six European universities. Based on our experience we see, that e-learning and virtual university approach can be used for renewal of teaching and learning, both on and off campus. Just three years ago, universities seemed mainly to aim only to develop on campus teaching and learning through ICT. Lately, the use of e-learning as a tool for international cooperation and for virtual mobility (Virtual Erasmus) has started to develop through the activities of the European Union e-learning programmes and through the activities of some European university networks, like EUNITE. To promote virtual universities and e-learning, commitment and actions at all levels from EU to individual institutions are needed.  相似文献   

Comprehension evaluation and regulation in learning from science texts     

Jose C. Otero  Juan M. Campanario 《科学教学研究杂志》1990,27(5):447-460

Metacognitive variables influence students' learning from science texts. This article deals with the comprehension monitoring abilities of secondary school science students, one of the areas of metacognition which has drawn considerable attention from researchers. The aims of the study are, in particular: (a) to know the extent to which comprehension is monitored by secondary science students as revealed by inconsistency detection in manipulated science texts, and (b) to identify the strategies used to regulate comprehension by the students who detect the inconsistencies. The results indicate that knowing that one understands or fails to understand science texts could be as important a problem as understanding proper. Besides, some incorrect regulatory strategies used by students who notice the inconsistencies in the texts are identified. These could also have an annoying influence in the regulatory behavior of students when studying regular science texts.  相似文献   

Formal schooling and the attitude of Papua New Guineans towards natural phenomena—A replication and extension study     

M. N. Maddock 《Research in Science Education》1977,7(1):83-95

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A critical view of urban literacy: A case study of successful high school english teachers     

Theresa Rogers  Mari M. McLean 《The Urban Review》1994,26(3):173-185

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后现代视野中的高等教育   总被引：11，自引：0，他引：11  

方展画  颜丙峰 《教育研究》2003,(8)

后现代已经走向式微 ,但后现代的精神气质却发生着久远的影响。“后现代”是在对“现代化”的批判和否定基础上发展起来的。后现代主义的理论景观包括 :否定和怀疑的理论本性、非中心化的解构策略、多元化的思维风格、富有建设性的创造精神、寄予关爱的全球视野。后现代观照下的高等教育有如下特点 :打破叙事范式 ,奉行实用的知识观 ;反对理性教育 ,追求多元的目的观 ;活化静态课程 ,倡导对话的教学观 ;立足本土文化 ,面向全球的发展观。  相似文献