排序方式： 共有14条查询结果，搜索用时 281 毫秒
1.
2.
The Particular and the General,towards a synthesis 总被引：1，自引：0，他引：1
3.
4.
5.
Stability of arithmetic disability subtypes 总被引：2，自引：0，他引：2
Silver CH Pennett HD Black JL Fair GW Balise RR 《Journal of learning disabilities》1999,32(2):108-119
Cross-sectional research has identified subtypes of children with learning disabilities who may have distinctive cognitive ability patterns. This study examined the stability over 19 months of academic subtyping classifications for 80 children ages 9 to 13 representing four subtypes of arithmetic disabilities (AD), using three criteria for learning disability identification. Approximately half of the sample retained AD regardless of identification method. Children with pervasive deficits in arithmetic, reading, and spelling displayed the greatest subtype stability. Only one third of the children with the other subtypes, including those with isolated arithmetic deficits, retained their original subtypes. Thus, drawing conclusions and making recommendations based on academic subtyping at a single point in time may be unwise. 相似文献
6.
The purpose of this study was to identify and describe factors associated with participation of learners in the multi-age college classroom. Besides the multi-age component, we were interested in the perspectives of first-time freshmen because of the lack of research on participation for first-time freshmen in multi-age classrooms. The predominant means of data collection were semi-structured interviews with ten students who were first-time freshmen - six traditional-age and four adult students - and participant observations. Their ages ranged from 18 to 39 years of age. Two major themes associated with participation emerged from the data analysis, both of which were not related to age. The first, Classroom Environment, described how the classroom environment influenced participation. Three categories emerged from the data on the Classroom Environment : physical structure of the classroom, social climate, and instructor influence. The second theme, Nature of Interactions, described how different types of interactions influenced participation. Two categories emerged from the data on the Nature of Interactions : social interactions and course-focused interactions. Four conclusions were reached based on these findings: (1) the physical structure of the classroom influences student participation and student-to-student interaction; (2) the expectations and teaching style of the instructor influences participation; (3) discussion patterns are established early in the semester and hinders some students' participation; and (4) the social climate affects participation. Overall, findings yielded the same results for traditional-age and adult students. Implications for adult and higher education are presented, and recommendations are made for future research. 相似文献
7.
Alexandra Fair 《Paedagogica Historica: International Journal of the History of Education》2018,54(3):249-265
From its beginning in 1885, the Hull House was beacon for social progress and urban reform. Founders Jane Addams and Ellen Gates Starr recruited talented, passionate partners from diverse fields to address issues from street sanitation to education in Chicago’s immigrant communities. Among residents’ many projects, their involvement in the “social hygiene” movement for sex education and contraception is perhaps the least recognised, in part because the Hull House did not save materials directly related to these services. As a result, the professional activities of Hull House residents Drs Rachelle Yarros and Alice Hamilton reveal a productive relationship between the Hull House and the social hygiene movement. Part of their critical work was to dismantle the cultural association of contraceptives and sex education with “fallen women” and reframe these services as necessities for maternal health. The papers of their professional organisations chronicle their delicate efforts to challenge assumptions about reproductive healthcare while preserving Victorian ideals about sex as a private, procreative endeavour strictly between married, monogamous people. Rachelle Yarros was particularly active, producing a dearth of literature on sexual health, teaching classes on the subject, and overseeing the opening of Chicago’s first public birth control clinics. Each of these advancements, including the birth control clinic, was available on Hull House grounds. By capitalising on the financial and medical resources available to them as physicians and reformers, Yarros and Hamilton achieved significant gains in women’s healthcare and initiated a national conversation about sexual health as a human right. 相似文献
8.
9.
10.