H.M. Inspector of schools: A personal impression     

George C. Allen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1960,6(1):235-239

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Book reviews     

George Gerbner  Paul W. F. Witt 《Educational technology research and development : ETR & D》1958,6(4):222-230

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Notes and comments     

George Gerbner 《Educational technology research and development : ETR & D》1966,14(2):269-272

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On content analysis and critical research in mass communication     

George Gerbner 《Educational technology research and development : ETR & D》1958,6(3):85-108

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Let’s put the human element back in     

George Gerbner 《Educational technology research and development : ETR & D》1960,8(6):50-58

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Testing the double-deficit hypothesis in an adult sample     

Miller CJ  Miller SR  Bloom JS  Jones L  Lindstrom W  Craggs J  Garcia-Barrera M  Semrud-Clikeman M  Gilger JW  Hynd GW 《Annals of dyslexia》2006,56(1):83-102

The double-deficit hypothesis of dyslexia posits that reading deficits are more severe in individuals with weaknesses in phonological awareness and rapid naming than in individuals with deficits in only one of these reading composite skills. In this study, the hypothesis was tested in an adult sample as a model of reading achievement. Participants were parents of children referred for evaluation of reading difficulties. Approximately half of all participants reported difficulty learning to read in childhood and a small subset demonstrated ongoing weaknesses in reading. Structural equation modeling results suggest that the double-deficit hypothesis is an accurate model for understanding adult reading achievement. Better reading achievement was associated with better phonological awareness and faster rapid automatized naming in adults. Posthoc analyses indicated that individuals with double deficits had significantly lower reading achievement than individuals with single deficits or no deficits.  相似文献   

Beyond the Rhetoric: A framework for evaluating improvements to the student experience     

Jeanette Baird  George Gordon 《Tertiary Education and Management》2013,19(3):193-207

A framework is described to assist institutions in evaluating the extent to which activities described as “quality improvements” or “quality enhancements” are likely to directly improve the student experience. The framework classifies ways of improving the student experience into “coaching improvements”, “umpiring improvements”, and “facilities improvements”, while also considering the location of improvements along a “risk avoidance—quality assurance—quality enhancement” continuum. The utility of this framework is explored through case studies of sector‐wide initiatives in Scotland and Australia. If used to stimulate internal discussion, the framework can help institutions to better balance their efforts to improve the student experience.  相似文献   

Disabilities and inclusive practices within Toronto preschools     

Isabel Killoran  Dorothy Tymon  George Frempong 《International Journal of Inclusive Education》2013,17(1):81-95

A current objective in Canada is a provision of childcare services for all children. This objective has not been achieved as many children, especially those with disabilities, are often denied services from publicly funded daycare centres. The authors argue that policy discussions framed from an inclusive perspective provide a better understanding of how the Ontario child care system should function to ensure daycare services for children of disabilities. They interviewed the directors of 354 licensed preschools in Toronto about the inclusion of children with disabilities into their centres. Analysis revealed that only 2.4% of the students in these centres were identified as having a disability; the two most frequently identified disabilities were Autism Spectrum Disorders and speech and language disorders. The majority of directors stated that they would turn away a child because of a disability. The centres that were most inclusive had service providers come into the centre, but very few (17%) of these centres had resource teachers as support. The analysis further indicates a large number of centres that currently are not identified as capable of providing special need services and are not directly operated by the Ministry of Education. With staff development and funding, these centres have the potential to provide services to children of disabilities.  相似文献   

The lived experiences of orphaned learners in South Africa: implications for the provision of quality education     

Kholofelo Charlotte Motha  George Frempong 《International Journal of Inclusive Education》2013,17(7):686-697

Learners living in impoverished communities and subjected to the kind of disadvantage in operation in their home environment are at risk of receiving education of an inferior quality. The situation is worse for orphans, especially those residing in poor communities in that they bring to school peculiar attributes which poses challenges for the South African government in its endeavour to provide quality education for all. This paper presents constructed narratives of four primary-school learners living in a poor community in South Africa. The narratives are presented from the perspectives of the learners themselves, teachers and caregivers. These narratives reveal that following the death of parents, orphaned learners experience emotional changes, increased responsibilities, safety concerns as well as absence of learning support in the case of sibling-headed households. We argue that the challenges they experience in their home environment impact negatively on learning at school. We, therefore, propose that the extended family and the community serve as resources in providing needed support for promoting positive educational experiences to these learners.  相似文献   

Managing students with ADHD in out‐of‐class settings     

George M. Kapalka 《Emotional and Behavioural Difficulties》2013,18(1):21-30

Many students with Attention‐Deficit Hyperactivity Disorder (ADHD) present with behavioral problems that are particularly evident in out‐of‐class settings (in the lunch room, on the playground, during field trips and special assemblies, etc). Barkley's (1997 Barkley, R. A. 1997. Defiant children: A clinician's manual for parent training. 2nd ed., New York: Guilford Press.  [Google Scholar]) technique has been known to help parents handle ADHD children's behaviors in out‐of‐home situations, and so its effectiveness to reduce problems in out‐of‐class settings was investigated with 65 teachers of male students previously diagnosed with ADHD. ANOVA revealed that Barkley's technique was effective in reducing the students' behavioral problems in out‐of‐class settings. This technique is easy to administer and school psychologists will likely find it useful in assisting teachers to handle ADHD students' behavioral problems.  相似文献