Alternatives to universities by the organization of economic co-operation and development (OECD), author, 1991     

Vicki S. Napper 《Educational technology research and development : ETR & D》1992,40(2):118-119

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U.S. Publishing Industry     

William S. Lofquist 《Publishing Research Quarterly》1992,8(2):86-90

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Ensuring Content‐Area Learning by Secondary Students with Learning Disabilities     

Donald D. Deshler  Jean B. Schumaker  B. Keith Lenz  Janis A. Bulgren  Michael F. Hock  Jim Knight  Barbara J. Ehren 《Learning disabilities research & practice》2001,16(2):96-108

Three factors tied with secondary student success in content‐area reading are demonstrated: (a) validated teacher‐focused and student‐focused interventions, (b) integrated and comprehensive service delivery systems, and (c) well‐designed, data‐based professional developmental programs. Difficult challenges face secondary students with LD and their teachers with regard to these students’ participation and success in required general education classes. Recently, instructional methods and materials have been developed and validated for promoting these students’ success. Some of them focus on how general education teachers plan and teach their content‐area courses; others focus on giving students the strategies they need to respond independently to the demands of their courses. This article describes these instructional methods, a service‐delivery model for implementing these interventions in secondary schools, and professional‐development mechanisms and administrative support that must be in place for the model to be maintained effectively.  相似文献   

Appendix C: Test Administration Versions of Short Coat and Oat Scales     

Lynn S. Liben  & Rebecca S. Bigler 《Monographs of the Society for Research in Child Development》2002,67(2):122-133

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Icelandic: A Lesser-Used Language in the Global Community     

Halla B. Holmarsdottir 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2001,47(3-4):379-394

A small nation in the middle of the North Atlantic, Iceland currently has a population of 265,000 (1996). The Iceland language has changed very little since the island was settled some 11 centuries ago. Despite the relatively small number of people who speak the language and irrespective of the globalisation efforts by the international community, which includes the ever-increasing influence of English worldwide, the Icelandic language and culture are stronger than ever. The current volume and variety of publications of Icelandic works in all areas have never been as great. Icelandic is a living and growing language. Growth in vocabulary, in response to recent phenomena like the introduction of new technology, has primarily come about with the development of new words from the language's roots. The near absence of Latin, Greek and, more recently, English or Danish words in Icelandic, is striking. Iceland's language policy is not only a governmental policy. It is a policy that comes from the grassroots with the government and official institutions viewing their job as one of service to the people of Iceland. Icelanders are very proud of their language and are extremely determined to continually develop and preserve it for future generations.  相似文献   

Potentials for education in a rural environment: A village in Sri Lanka     

S. B. Ekanayake 《Prospects》1987,17(1):128-138

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Practitioner knowledge of personnel functions: A comparative analysis     

Ira E. Bogotch  Judith A. Gahr  Sid B. Rougelot 《Journal of Personnel Evaluation in Education》1996,10(3):227-245

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Looking for laws     

S. French 《Metascience》2006,15(3):437-469

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Legal Defensibility of Standards: Issues and Policy Perspectives     

S. E. Phillips 《Educational Measurement》1996,15(2):5-13

What legal issues may arise in setting content or performance standards? What precedents are relevant? What practices are defensible?  相似文献   

A nation at risk: The economic consequences of neglecting career development     

Phillip S. Jarvis 《Journal of Career Development》1990,16(3):157-171

Conclusion Computer-based career systems should be the focal point of popular, and effective career development initiatives which are of tremendous benefit to individuals. Such initiatives also have the potential to significantly reduce public expenditures and enhance the nation's competitive position internationally. The key lies in helping people understand that we can no longer afford to neglect the career development needs of Americans.I am most grateful for this opportunity to share my thoughts with you. I encourage you to promote the use of computer-based career systems by defining their benefits in economic terms. However, be sure you can prove your system does more than simply entertain its users, or leave them with extensive computer printouts.Phillip S. Jarvis is Manager, Careerware Research and Product Design, STM Systems Corp., Ottawa, Ontario, Canada and the author of CHOICES. This is the text of a paper presented to the Annual Conference of the Association of Computer-Based Systems for Career Information ((ACSCI) in St. Louis, Missouri on December 2, 1988.  相似文献