Leadership, gender & culture in education: male and female perspectives     

Kathy Sanford  Leanna Madill 《Journal of Educational Change》2006,7(4):363-365

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Providing online course opportunities for learners who are deaf, hard of hearing, or hearing     

Slike SB  Berman PD  Kline T  Rebilas K  Bosch E 《American annals of the deaf》2008,153(3):304-308

For more than 20 years, two courses, History, Education, and Guidance of the Deaf/Hard of Hearing and Introduction to Instructional Methods for the Deaf/Hard of Hearing, have been taught at Bloomsburg University of Pennsylvania using a traditional lecture format. A state grant provided funding to explore the use of technology to teach online courses to college-age learners who are deaf, hard of hearing, or hearing. Saba Centra software was used as the online tool for the synchronous presentation of course content, which included PowerPoint lecture material, text chat opportunities, sign language-interpreted video, and other forms of class participation (e.g., signaling for questions raised, responding in a "yes/no" format). The present article covers recent successes and challenges in offering online courses in a "virtual classroom" format to deaf and hard of hearing learners, as well as hearing learners, from a qualitative research perspective.  相似文献   

Victorian dragons: The reluctant brood     

Ruth Berman 《Children‘s Literature in Education》1984,15(4):220-233

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Does linguistic comprehension support the decoding skills of struggling readers?     

Michele Blick  Tom Nicholson  James Chapman  Jeanette Berman 《Australian Journal of Learning Difficulties》2017,22(2):75-94

Abstract

This study investigated the contribution of linguistic comprehension to the decoding skills of struggling readers. Participants were 36 children aged between eight and 12 years, all below average in decoding but differing in linguistic comprehension. The children read passages from the Neale Analysis of Reading Ability and their first 25 miscues were categorised into syntactic, semantic, phonemic, and graphophonic similarity. Children were first grouped in terms of higher and lower linguistic comprehension levels. Analysis of miscues showed no differences between the groups in miscue similarity. They were then grouped according to pseudoword reading skill. There were significant differences between the groups for all miscue types except semantic similarity. An analysis of miscues using multiple regression showed that, after taking account of age, pseudoword reading was the best predictor of quality of miscues. In addition, linguistic comprehension contributed to syntactic similarity of miscues over and above decoding.  相似文献   

Television in army training: Evaluation of television for “intensive” training and for reducing instructor and student training time and costs     

Joseph H. Kanner  Sanford Katz  William Mindak  Peter Goldsmith 《Educational technology research and development : ETR & D》1958,6(1):255-291

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Parental communication and collaboration in schools with special educational needs (SEN) programmes in Bhutan     

Karma Jigyel  Judith A. Miller  Sofia Mavropoulou  Jeanette Berman 《International Journal of Inclusive Education》2013,17(12):1288-1305

ABSTRACT

This study explored the experiences of communication and collaboration of parents with the teachers of their children with special educational needs (SEN). In this investigation in the Bhutanese context, 26 parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in 3 schools with SEN programmes in Bhutan located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The interview data were recorded, transcribed, and analysed using both manual thematic coding semantic mapping and text mining analysis (Leximancer). The majority of parents (n?=?21/26) were found to have either minimal or no communication or collaboration with the school. It was mainly a few mothers (n?=?4), and no fathers, who reported consistent communication and collaboration with the school, whose children were partially included in the schools and had high support needs. The findings have implications for building channels of communication and collaboration between parents and school staff in order to support their children with SEN in Bhutan.  相似文献   

An integrated approach to crisis management in wilderness settings     

Dene Berman  Jennifer Davis-Berman 《Journal of Adventure Education & Outdoor Learning》2013,13(1):9-17

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Sprints,Sports, and Suits     

Mitchell N. Berman 《体育哲学杂志》2013,40(1):163-176

Philosophy of sport orthodoxy maintains the following three theses: (1) all sports (or all refereed sports) are games; (2) games are as Suits defined them; and (3) sprints are sports. This article argues that these three theses cannot be jointly maintained and offers exploratory thoughts regarding what might follow.  相似文献   

Projecting to the NAEP Scale: Results from the North Carolina End-of-Grade Testing Program     

Valerie S. L. Williams  Kathleen Rees Rosa  Lori D. McLeod  David Thissen  Eleanor E. Sanford 《Journal of Educational Measurement》1998,35(4):277-296

Data from the North Carolina End-of-Grade test of eighth-grade mathematics are used to estimate the achievement results on the scale of the National Assessment of Educational Progress (NAEP) Trial State Assessment. Linear regression models are used to develop projection equations to predict state NAEP results in the future, and the results of such predictions are compared with those obtained in the 1996 administration of NAEP Standard errors of the parameter estimates are obtained using a bootstrap resampling technique.  相似文献   

Reviews     

Alan Wolfe  Sanford Pinsker 《Academic Questions》1994,7(4):82-92

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