DOCILE BODIES AND DISEMBODIED MINDS   总被引：1，自引：0，他引：1  

Hilary E. Davis 《Educational theory》1996,46(4):525-543

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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   

影响我国普通高校排球运动发展的主要因素   总被引：7，自引：1，他引：6  

邓光庆  刘驰聘 《体育成人教育学刊》2003,19(4):72-72,96

对我国现阶段普通高校排球运动发展的现状进行了分析，认为经济与市场、管理与体制、提高与普及等因素是影响我国现阶段普通高校排球运动发展的主要因素。  相似文献   

Unpaid Professionals: Commercialism and Conflict in Big-Time College Sports.: Andrew Zimbalist, Princeton University Press, Princeton, NJ, 1999, pp. xii + 252, Price US $24.95 cloth     

Donald E. Frey   《Economics of Education Review》2001,20(6)

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Early Literacy Skills in African-American Children: Research Considerations     

Julie A. Washington 《Learning disabilities research & practice》2001,16(4):213-221

The poor reading achievement of African-American children in urban schools is well established. African-American children from low-income homes may be at particular risk for reading difficulties, although middle-income children often fare poorly as well. Intervention efforts have focused on children in kindergarten through fifth grade. This article suggests that prevention efforts must begin prior to kindergarten entry. Several key variables that may influence young children's performance, including poverty, general oral language skills, dialectal variations, home literacy practices, standardized testing bias, and teacher expectations, are explored. Future directions for research addressing emergent literacy in African-American children are discussed throughout.  相似文献   

The Journal Citation Reports as a deselection tool   总被引：1，自引：0，他引：1  

T E Smith 《Bulletin of the Medical Library Association》1985,73(4):387-389

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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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大学生健康教育的现状及对策     

张传峰 《四川体育科学》2001,(3):73-75

随着教育改革的不断深化,高校学生在生活、学习择业等诸多方面的竞争也越来越激烈,从而导致了具有身心疾病的大学生群体不断扩大,其整体健康水平不客乐观.本文就这一问题的现状及形成原因进行分析并提出相应的措施以引起社会各界和广大教育工作者的重视.  相似文献   

    

Florence Chang  Marco A. Mu?oz 《Journal of Personnel Evaluation in Education》2006,19(1-2):35-49

There is an increasing interest in linking character education programs with social and academic outcomes. The Child Development Project (CDP) is a character education program that promotes academic and social growth in teachers and students. This theory-driven evaluation employed a quasi-experimental design with matched control schools. School personnel participated in an intensive professional development process to learn the CDP model. Performance measures included state-mandated achievement measures, teacher self-assessment reports, and student attitudes and outcomes. Results yielded support for the CDP model as a strategy to improve social and, if properly implemented, cognitive outcomes in students; the model also improved teacher self-assessment and provided information that may facilitate professional growth about school collegiality. Implications for policy and practice will be discussed.  相似文献   

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