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Abstract The following paper should be seen as an addition to that provided in the Proceedings of the 7th ICTE.’ For reasons of brevity, it does not deal to any large extent with the background to the project, but details the progress of a study into the effects of introducing laptops into primary (elementary) school. The project has provided every pupil in one class with a laptop computer and has tracked the use being made of it as a curriculum tool for writing. The second phase of the project is under way, with a completion date of April 1991. 相似文献
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This investigation addressed the use of problem-solving teams (PST) to support general education teachers working in inclusive classrooms. Eight teams in a high-poverty elementary school that had recently implemented an inclusive program were the focus of the study. Teachers noted several benefits of PSTs, including social support, learning new instructional approaches, obtaining practical help with problems, and improving practice through reflection. However, there were several problems with the teams, primarily related to the logistics of team meetings. Finally, analysis of teacher dialogue revealed several features of meetings that contributed to meeting productivity. The implications of these findings for practice are discussed. 相似文献
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Tom Settle 《International Journal of Science Education》2013,35(3):258-264
It is difficult to teach science without implying, in a broad sense, that physicalism is true. This is a problem for teachers, regardless of whether they accept or reject physicalism, as well as for students. Physicalism‐‐it used to be called materialism‐‐is not a single doctrine, but a family of doctrines. Six of these are described and it is argued that they are not logically favoured by science. Since alternative metaphysical schemes exist (e.g. Whitehead's) which are consistent with scientific facts, evidence which supports a scientific theory over rivals, even decisively, does not have the logical power to decide in favour of physicalism. Science teaching's insinuation of physicalism can be avoided by deliberately stressing such uncontroversial features of science as: the unfinished nature of research; the use of idealizations in scientific theories; how all scientific theories at best only approach the truth; and that older theories are now known to be, strictly, false, although they still fit the facts to some degree. 相似文献
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Arleigh B. Williamson 《Quarterly Journal of Speech》2013,99(2):195-216
THE PRESIDENTIAL ELECTION AND TRANSITION 1960–1961. Edited by Paul T. David. Washington, D.C.: Brookings Institution, 1961; pp. x+353. $3.75. THE GREAT DEBATES: BACKGROUND, PERSPECTIVE, EFFECTS. Edited by Sidney Kraus. Bloomington, Ind.: Indiana University Press, 1962; pp. 439. $7.95. REPORT OF THE COUNTY CHAIRMAN. By James A. Michener. New York: Random House, 1961; pp. 310. $3.95. SIX CRISES. By Richard M. Nixon. New York: Doubleday, 1962; pp. xvi+459. $5.95. THE MAKING OF THE PRESIDENT 1960. By Theodore H. White. New York: Atheneum Publishers, 1961; pp. viii+393. $6.95. 相似文献