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821.
822.
Steve Chinn Donna McDonagh Rob van Elswijk Hans Harmsen Julie Kay Therese McPhillips Angela Power & Les Skidmore 《British Journal of Special Education》2001,28(2):80-85
The project reported here was designed to explore the cognitive style used by pupils with dyslexia when answering a range of mathematical questions. The research involved 132 pupils aged between 9 and 13 years, including 66 pupils in mainstream and 66 pupils in specialist schools, in three countries in Europe.
Detailed studies of the methods used by pupils attempting the given questions on a test of cognitive style suggested that they fell into two main categories. These pupils were observed when completing the test and their responses were categorised accordingly. The resulting numerical data were then analysed for differences between pupils within each country and between their non-dyslexic counterparts.
The results showed significant differences in the balance of cognitive styles employed by pupils with dyslexia as opposed to their non-dyslexic counterparts. Also there were interesting differences occurring between the pupils with dyslexia within the three countries on initial testing. Further differences were established after a six-month intervention period, suggesting that the characteristics of different curriculum models do have an impact upon pupils' flexibility as learners. 相似文献
Detailed studies of the methods used by pupils attempting the given questions on a test of cognitive style suggested that they fell into two main categories. These pupils were observed when completing the test and their responses were categorised accordingly. The resulting numerical data were then analysed for differences between pupils within each country and between their non-dyslexic counterparts.
The results showed significant differences in the balance of cognitive styles employed by pupils with dyslexia as opposed to their non-dyslexic counterparts. Also there were interesting differences occurring between the pupils with dyslexia within the three countries on initial testing. Further differences were established after a six-month intervention period, suggesting that the characteristics of different curriculum models do have an impact upon pupils' flexibility as learners. 相似文献
823.
Synthesis 总被引:1,自引:0,他引:1
824.
A partnership project was developed in which parents volunteered to support teachers in training years 1-3 children in computer
skills at a primary school in a small, low socio-economic community. This article identifies the ways teachers and the ‘tutors’
(as the volunteers were called) understood the value of the project. ‘Being a teacher’ and ‘being a volunteer’ were structured
by different forms of social engagement, which in turn influenced the ways individuals were able to work with each other in
collaborative processes. We argue that the discursive practices encoded in homeschool-community partnership rhetoric represent
ruling-class ways of organising and networking that may be incompatible with those of people from low socio-economic backgrounds.
When such volunteers work in schools their attendance may be sporadic and short-term whereas teachers would like ‘reliable’
ongoing commitment. This mismatch wrought of teachers’ and volunteers’ differing everyday realities needs to be understood
before useful models for partnerships in disadvantaged communities may be realised. 相似文献
825.
TSUTSUMI Angela Aparecida 《美中教育评论》2009,6(10):61-66
Sex education has always been a controversial topic. Although sex education at schools has improved in general, sex education for mentally retarded pupils still encounters prejudice and conservatism as a result of several misconceptions about the subject. This research was performed in the form of a survey of opinions about sex education in special classes in ordinary public schools for mentally retarded pupils in Tokyo, Japan. Information was collected through written questionnaires distributed to teachers and parents of pupils of both sexes, whose age range was between 7 and 16 years. This work aims to stimulate an open and broad discussion, as well as to help teachers and parents to improve their knowledge about the subject. In addition, it provides data to outline a more specific program in sex education for mentally retarded pupils. 相似文献
826.
827.
Sherry K. Watt Gregg C. Curtis Jerri Drummond Angela H. Kellogg Adele Lozano Gina Tagliapietra Nicoli Marisela Rosas 《Counselor Education & Supervision》2009,49(2):86-105
In this qualitative study, the authors examined master's‐level counselor trainees' reactions to difficult dialogues in the classroom regarding racism, heterosexism/homophobia, and ableism over a 3‐year period. Using the Consensual Qualitative Research method as introduced by C. E. Hill, B. J. Thompson, and E. N. Williams (1997), the data analysis team analyzed narrative and reaction papers submitted during a didactic course on multiculturalism. Behavioral reactions were identified that form the basis for this study: denial, deflection, rationalization, intellectualization, principium, false envy, minimization, and benevolence. 相似文献
828.
Angela Calabrese Barton 《Cultural Studies of Science Education》2009,4(2):393-397
Dr. Sreyashi Jhumki Basu was a scholar committed to equity and social justice in science education who passed away in December
2008. In this essay, I describe Jhumki’s research and the call to action her life’s work has laid out for the science education
community. In particular, I draw attention to the role of critical science agency in learning and the democratic science pedagogy
model that Jhumki developed to support students in crafting such agency.
相似文献
Angela Calabrese BartonEmail: |
829.
830.