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The purpose of this study was to investigate families' perspectives on learning disabilities (LD) in Taiwan. A researcher‐designed survey was sent out to families of children with or without LD from three middle schools. Data from 153 participants were gathered and analysed. The survey consisted of four sections, namely demographic information, children's reading performance, families' general understanding and perspectives of LD. Specifically, the last section of 54 Likert scale items designed to gather information about families' perspectives of LD was analysed with five domains: causes of LD (inherent or acquired), conceptions and misconceptions, attitudes (acceptance or rejection), disclosure of disabilities (willing or unwilling), and support. Results indicated that families were not familiar with educational services related to LD in schools. Additionally, families' experiences with people with disabilities resulted in different perspectives regarding the causes and conceptions about LD, and acquiring support. Families' perspectives on LD also correlated with personal characteristics, including the level of their children's reading performance, number of children and income level. The cultural implications of these findings interplay with an emphasis on academic performance are discussed. 相似文献
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The comparability and quality of UNESCO's international education statistics have been questioned since the end of the 1980s, when other international agencies started producing their own indicators on education. This evolution coincides with the new strategic role given to education in national and international economic programmes, and marks the transition from the era of development to that of globalization. According to OECD or the World Bank, more emphasis should be placed on the comparability of education outputs than on the measurement of the development of mass education. Moreover, indicators should be used not only to compare the characteristics of national education systems but also to compare underlying political decisions. The latter would be evaluated based on performance criteria established by external assessments. This new kind of comparability, which was justified by the quest for data quality, is, in a sense, less robust from a statistical point of view, but more ambitious in terms of objectives and consequences. This comparability has also been accompanied by the reshaping of international decision‐making. 相似文献
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EcoWellness: integrating the natural world into wilderness therapy settings with intentionality 总被引：1，自引：0，他引：1
Ryan F. Reese Sabrina Hadeed Hannah Craig Alia Beyer Marjorie Gosling 《Journal of Adventure Education & Outdoor Learning》2019,19(3):202-215
Wilderness Therapy (WT) programming has been criticized for underutilizing nature as an active co-facilitator in treatment. Although some concept models in the field take into account nature’s contributions in WT, an abundance of multidisciplinary research suggests that nature contact and connection could be of greater emphasis. The purpose of this article is to introduce the EcoWellness model as one empirically based approach for facilitating intentional nature connection in WT. The state of WT research and supporting theory are reported. The EcoWellness framework is overviewed and embedded within the multidisciplinary literature. A case example is presented and implications for integrating EcoWellness into WT practice, training, and research are discussed. 相似文献
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Sabrina Quadros 《Diaspora, Indigenous, and Minority Education》2016,10(1):28-41
The lack of research about the Karen, one of 135 ethnic groups from Myanmar limits literacy educators charged with educating this refugee population in public schools. In this case study the authors explore the literacy practices of Karen families when at school and in their homes and within an ESL family literacy program. The case of these refugee families and their experiences are analyzed within a sociocultural theoretical framework along with a focus on literacy adaptation through the lenses of cross-cultural studies, adult and language teachers involved in literacy practices, and literacy studies. Four core themes emerged from participant observation, including adult/parent learners’ engagement with memorization, parents’ literacy practices through reading texts aloud (recitation) to improve their speaking skills, and parents’ use of computers to engage with American media. The study offers important educational understandings of one of the world’s least known diaspora. 相似文献
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Badali Sabrina Rawson Katherine A. Dunlosky John 《Educational Psychology Review》2022,34(3):1651-1677
Educational Psychology Review - Retrieval practice is beneficial for both easy-to-learn and difficult-to-learn materials, but scant research has examined students’ use of self-testing for... 相似文献
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Martin Schnitzer Janette Walde Sabrina Scheiber Roman Nagiller Gottfried Tappeiner 《European Journal of Sport Science》2018,18(5):722-730
On the basis of the Youth Olympic Games (YOG), we assess if and how the youth in the communities of the YOG host cities have been influenced concerning their perception of the Olympic values (OV) and the Olympic movement (OM). Special attention of the study is paid to the analysis of intervention mechanisms which the local youth underwent (e.g. attending the YOG on-site, participating in school programmes). Our study was conducted among 1004 adolescents living in the host region three years after the Innsbruck 2012 YOG had been staged. Our analyses extend the corresponding literature by (1) showing that the YOG and the involvement of the local youth in such an event have the power of creating an interest in the OM and its events, but do not have the power to influence the young citizens’ perception of the OV significantly; (2) illustrating that the perception adolescents have of the OV depend mainly on their socio-demographic background, their a priori interest in sports events, social capital (norms, institutional trust) and the extent to which the youngsters follow the event in the different media; and (3) corroborating the hypothesis that intervention programmes (e.g. school programmes) for promoting (Olympic) values and ideals should not be single, obligatory and isolated activities. We conclude that it is not surprising that the International Olympic Committee has reformulated the goals for the YOG in the Olympic Agenda 2020, as some goals relating to the promotion of the OV might have been a mission impossible. 相似文献
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While China has certainly taken a great stride in English teaching and learning since its open policy about 30 years ago, there＇s no denying the fact that a lot of concomitant problems occur during its development. This paper explores into two of the hot issues nowadays, and presents the author＇s own experiences in two strikingly different classrooms in China and the United States, and hence some reflections on how to be rational in utilizing multi-media aids as well as research on basic theories. 相似文献
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