Chinese children with ASD in Hong Kong (SAR): development of inclusive practice     

Brenda Peters  Chris Forlin 《Journal of Research in Special Educational Needs》2011,11(2):87-98

The advancement of inclusive educational provision in the Asia‐Pacific region has been guided by international research. As one example, Hong Kong has developed a unique and cultural response to inclusive practice within the region. This paper reviews Hong Kong's development of inclusive education practice for children with autism spectrum disorder (ASD). It provides an account of how services in education have developed for Chinese children with ASD, from diagnosis to school placement, and how the students are supported. A number of challenges for the region are discussed including those related to pedagogy, mentoring, placement, support and the need for culturally appropriate professional learning.  相似文献   

An Image of Possibility: Illustrating a Pedagogic Encounter with Culture     

Maureen K. Michael 《The International Journal of Art & Design Education》2011,30(3):340-348

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The Bicycle Assembly Line Game     

Dorothy Klotz 《Decision Sciences Journal of Innovative Education》2011,9(3):371-377

“The Bicycle Assembly Line Game” is a team‐based, in‐class activity that helps students develop a basic understanding of continuously operating processes. Each team of 7–10 students selects one of seven prefigured bicycle assembly lines to operate. The lines are run in real‐time, and the team that operates the line that yields the highest revenue wins. Students learn through discovery “What drives output rate?”; “How is capacity managed relative to market demand?”; and “Why does inventory accumulate?” Because task times are constant, the game provides a nice lead‐in to the topic of line balancing. This game has been successfully used in both undergraduate‐ and MBA‐level operations management courses.  相似文献   

Socioeconomic Status– and Gender‐Based Differences in Students’ Perceptions of E‐Learning Systems     

Leslie Jordan Albert  Camille S. Johnson 《Decision Sciences Journal of Innovative Education》2011,9(3):421-436

Many universities are pursuing increases in on‐line course offerings as a means of offsetting the rising costs of providing high‐quality educational opportunities and of better serving their student populations. However, enrollments in online courses are not always sufficient to cover their costs. One possible way of improving enrollments is through marketing campaigns targeted to specific demographic groups. In this study, we take a first look into how students’ perceptions of e‐learning systems, prior to their enrollment in an online course, vary across socioeconomic status and gender. Findings suggest that prior to taking an online course, working‐class students perceive e‐learning systems more positively than their middle‐class peers but that little difference exists between genders. Armed with this knowledge, universities may improve online course enrollments by marketing online courses specifically to working‐class students or through campaigns aimed at improving middle‐class students’ perceptions of e‐learning systems.  相似文献   

Project Cheddarfield: Supporting Co‐Curricular Themes Through Creative Use of Video Course‐Casting     

Natalie C. Simpson  Philip G. Hancock 《Decision Sciences Journal of Innovative Education》2011,9(2):235-253

This article chronicles the coordination and better integration of existing institutional resources to support cocurricular themes embedded in the provision of a large enrollment, video‐mediated undergraduate operations management (OM) course. The name Project Cheddarfield refers to a 2008 initiative in which two professors team‐taught an OM course to over 600 undergraduates on two different continents through the repeated rapid exchange of digital video between the United States and Singapore. Simultaneously infused in this core curricular delivery were themes of global awareness and study‐abroad, including the promotion of one particular opportunity that bridged the two campuses. This action research narrative spans over 5 years of related activity leading up to the initiative, as this project is best understood as a trajectory, or the evolving result of design adapting to unfolding realities.  相似文献   

Architectural Models of Adaptive Hypermedia Based on the Use of Ontologies     

Aammou Souhaib  Khaldi Mohamed  El Kadiri  Kamal Eddine 《美中教育评论》2011,(3):297-306

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Emerging Educational Institutional Decision-Making Matrix     

Kevin H. Ashford-Rowe Marnie Holt 《美中教育评论》2011,(3):317-322

The ＂emerging educational institutional decision-making matrix＂ is developed to allow educational institutions to adopt a rigorous and consistent methodology of determining which of the myriad of emerging educational technologies will be the most compelling for the institution, particularly ensuring that it is the educational or pedagogical but not the technological imperative that drives the technology integration agenda. The matrix is designed to be used after some initial research into an emerging technology. Once a technology is put through the matrix, a member of options are available： （1） shelving the technology; （2） putting the technology on hold and maintaining a watching brief until the technology matures in the market; and （3） researching the product further by conducting a trial or placing in testing sandpit. After further research, the technology can be tested as a pilot to determine how well or otherwise, the technology works within the institution. If an emerging technology has more than one product associated with it, a second and third step in the matrix has been developed, and the second step assigns a rating to each of the categories within the matrix. With many products containing similar features, a third step has been developed to compare products on a feature level.  相似文献   

高纯盐酸中铁含量分析法方法比对——ICP光谱法与分光光度法     

常青 《泰州职业技术学院学报》2011,11(5):74-75

应用分光光度法和ICP光谱法两种仪器分析方法,对高纯盐酸中的铁含量进行了比对分析,并对可能的误差来源作了阐述。阐述了ICP光谱法比较于分光光度法较好的准确性和精确度。  相似文献   

教育指标的国际比较与教育强国政策框架的昭示     

张丽 《临沂师范学院学报》2011,33(2):72-75

普惠、公平与效益是形成教育强国政策框架的三条主线。通过对教育指标的国际比较和对教育强国政策框架的分析可以看出,教育强国政策框架包括四类增长模块——高中阶段毛入学率、高等教育毛入学率、新型教育经费资助政策及每万人口拥有的科学家和工程师数。这四类增长模块是我国迈向教育强国和人力资源强国所不可或缺的基础支撑和发展驱动力。  相似文献   

Unfolding Case‐Based Practicum Curriculum Infusing Crisis,Trauma, and Disaster Preparation     

Catie A. Greene  Amy E. Williams  Pamela N. Harris  Sterling P. Travis  Sharon Y. Kim 《Counselor Education & Supervision》2016,55(3):216-232

The authors evaluated an unfolding case‐based approach to a practicum in counseling course infusing crisis, trauma, and disaster preparation for changes in students’ crisis self‐efficacy across a semester. The course, informed by constructivist‐developmental pedagogy and centered on the unfolding case, resulted in significant increases in students’ crisis self‐efficacy.  相似文献