Problematic Nature of School Purposes: Implications for pre‐service teacher training programmes     

Harry M. Teitelbaum 《Journal of educational administration and history》1997,29(2):142-157

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On the racism industry     

Harry V. Jaffa 《Academic Questions》1996,9(4):83-85

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Some economic aspects of science     

Harry G. Johnson 《Minerva》1972,10(1):10-18

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U Crazy     

Harry Stein 《Academic Questions》2011,24(4):489-493

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Predicaments,Problems, Puzzles,and Paradoxes in Educational Research*     

Harry S. Broudy 《Educational theory》1983,33(1):33-39

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Problems Associated with Multi-Media Data Bases     

Philip G Barker  Harry Yeates 《British journal of educational technology : journal of the Council for Educational Technology》1981,12(2):158-175

Education is intimately associated with communication, and so may utilize any technology that is able to support a process that enables information to be transferred from one location to another. This paper describes the meaning of the term multi-media data base and presents a model of its potential role in aiding message creation for the purposes of communicating educational material using many parallel channels. Some of the problems associated with the implementation of such systems are outlined.  相似文献   

Social IEP Objectives, Teacher Talk, and Peer Interaction in Inclusive and Segregated Preschool Settings     

Kyong-Ah Kwon  James Elicker  Susan Kontos 《Early Childhood Education Journal》2011,39(4):267-277

The purpose of this study was to examine: (a) the role of teacher talk in promoting peer interaction, (b) the adequacy of social IEP objectives to reflect children’s social functioning and guide provision of teacher talk, and (c) differences in children’s peer interaction and teacher talk in inclusive and segregated settings. Thirty children with disabilities and their teachers participated. Overall, we observed low rates of teacher talk thought to support peer interaction; however, when teachers verbally facilitated peer interaction, children were observed interacting more frequently with peers. Children’s social IEPs accurately reflected their current level of social functioning. However, the social IEPs appeared to fail to influence teacher intervention. Finally, children with disabilities in inclusive settings interacted with peers more than children in segregated settings, even though there was no significant difference in amount of teacher talk in the two settings.  相似文献   

A success story: A large urban district offers a working model for implementing multisensory teaching into the resource and regular classroom     

Lenox Hutcheson  Harry Selig  Norma Young 《Annals of dyslexia》1990,40(1):77-96

A large urban school district contracted with a private nonprofit educational foundation to train 126 special education resource teachers in the last three years in an Orton-Gillingham-based program. These teachers are currently teaching learning-disabled students in groups of 8–10 at the elementary level and 10–13 students at the secondary level. Learning-disabled students who qualify for Special Education, either in reading or spelling, or both, are receiving the instruction. The teachers took a Basic Introductory Class (90 hours of Advanced Academic Credit offered by the Texas Education Agency, or six hours of graduate credit at a local university) in order to teach the program in the resource setting. A two year Advanced Training included annual on-site observations, two half-day workshops each fall and spring, and a two-day advanced workshop in the second summer. First grade teachers, one selected from each of the 164 campuses, supervisors, and principals attended a 25-hour course on “Recognizing Dyslexia: Using Multisensory Teaching and Discovery Techniques.” The first grade teachers and special education resource teachers collaborated to provide inservice training for their colleagues. Research, conducted by the district’s Research Department, reveals statistically significant gains in reading and spelling ability for the learning-disabled resource students as measured by the Woodcock Reading Mastery Test-Revised, and the Test of Written Spelling.  相似文献   

Obituary: Bernard Theodoor Marie Tervoort: May 29, 1920,Groesbeek, the Netherlands--August 17, 2006, Bussum, the Netherlands     

Knoors H 《Journal of deaf studies and deaf education》2007,12(2):242

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Audio-Visual Training in the Netherlands     

Harry J L Jongbloed 《Educational Media International》2013,50(2)

In 1972 the Netherlands Institute for Audio-Visual Media (NIAM) in the Hague established a new department in Rotterdam to provide information and advice on the selection of audiovisual equipment and training in the use and applications of the different media. The information service was to be provided free of charge, but a fee would be charge for the training courses.  相似文献