排序方式： 共有26条查询结果，搜索用时 176 毫秒
1.
Donna Tangen Deborah Henderson Jennifer Alford Erika Hepple Amyzar Alwi Zaira Abu Hassan Shaari 《Asia-Pacific Journal of Teacher Education》2017,45(1):23-38
This article explores the shaping of Australian and Malaysian pre-service teachers’ possible selves in a short-term mobility programme. With the theory of possible selves, individuals imagine who they will become based on their past and current selves. The focus of the research was on pre-service teachers’ possible selves as global and culturally responsive teachers. The experiential learning through participation in the programme allowed participants to consider their future possible selves as teachers with a deeper understanding of diverse learners’ needs and how they might strive to address these needs in their own classrooms. The scaffolding of reflections in the programme encouraged the pre-service teachers to take on multiple perspectives, to step outside their comfort zones and in many ways to see the world from different eyes. The research found that through experiential learning in the short-term mobility programme both the Australian and Malaysian pre-service teachers gained in positioning their cultural selves currently and as future teachers, suggesting that there is merit in utilising the theory of possible selves in future research in the area of shaping teacher identity. 相似文献
2.
3.
Ceri Elliott Karola Dillenburger 《Journal of Research in Special Educational Needs》2016,16(3):187-198
Self‐determination and decision‐making are acknowledged internationally as key rights of persons with disabilities and should play an important role in the development of educational plans and procedures. Not only is the chance for individuals with developmental disabilities to select their own tasks, leisure activities or reinforcers a valuable way of enhancing rights‐based education and personal dignity, but choice‐making opportunities may also function as a useful clinical or educational tool if they actually improve the efficacy of programmes aimed at the acquisition of socially relevant behaviours and life skills or the reduction of challenging behaviours. The study reported here assessed whether or not choice affected effectiveness of an educational procedure for three children on the autism spectrum. Following a preference assessment, a number of discrete teaching trials were conducted with each child and, contingent upon targeted responses, either the child or the therapist selected one of three preferred reinforcer items. Reinforcer choice did not affect intervention effectiveness for two of the children; however, performance and motivation improved for the third child. Results re‐affirmed the importance of thorough preference assessments prior to intervention and showed that additional stimulus choice contingent on the target response may improve motivation and outcomes for some children. 相似文献
4.
Leslie Maurice Alford 《Educational Philosophy and Theory》2018,50(5):448-454
AbstractIn this paper I contrast conceptions of self from two perspectives: an individualistic orientation and a communitarian approach. In doing so, the philosophical justification is Wittgenstein’s idea that individualism is produced and reinforced as a way of being, thinking and interacting in community. With this contextual frame, I argue that we are shaped by the language practices of our community to ascribe meaning and interpret our own relationships with others through our language lexicon and grammar. To illustrate the communitarian perspective I refer to Māori perspectives in which connectedness is axiomatic: in particular the concepts of whanaungatanga and whakapapa, as described by Ka’ai and Metge. On the basis that such concepts are predicated on language use, I suggest that we can learn the grammar of engagement in a discursive context that emphasises connectedness just as easily as in one which is founded on separateness. I argue that interacting with an other is to engage with the ideas, beliefs, and values that shape their language, even as we expose our own. Engaging between individualistic and communitarian understandings is presented as learning to bridge language gaps between different social constructs and understandings of reality. 相似文献
5.
6.
7.
Summary and conclusions Suffering intensely from lack of funds for construction of trans mission facilities and under heavy criticism from commercial
broadcasters, industry, some federal agencies, and other opponents of ETV expansion for their slow activation of educationally
reserved channels, proponents of the ETV movement turned to Congress for help. In 1956, the idea of federal aid to ETV took
specific shape with Leonard H. Marks, a Washington communications attorney, Senator Warren Magnuson, and those within the
ranks of various educational institutions. Although under constant pressure from the U. S. Office of Education, the NAEB,
the NEA, and other educational organizations and citizens who contributed long hours of testimony to show the need for federal
assistance to ETV, Congress—especially the House of Representativeswas not altogether willing to enact legislation which would
give the federal government even the slightest excuse for becoming involved in what was considered by many to be a state problem.
Nevertheless, after considerable testimony and debate, including the addition of a strong “no Federal control” clause, Congress
approved a modified version of Magnuson’s original bill; and what has proved to be the most significant development in educational
television since the Sixth Report and Order of 1952, Public Law 87–447 provided $32 million for the construction of ETV facilities.
Through the efforts of men like Marks, Magnuson, Roberts, and others of the Congress; of organizations such as the NAEB, the
NEA, and the U. S. Office of Education; and because of the willingness of the American public to accept promising educational
innovation at a time when it was most urgently needed—and via the controversial federal pursestrings, at that—ETV was probably
snatched from the jaws of disaster. But now, for better or worse, it is with us to stay—a giant among the new educational
technology of the twentieth century. 相似文献
8.
Karola Dillenburger Mickey Keenan Alvin Doherty Tony Byrne Stephen Gallagher 《British Journal of Special Education》2010,37(1):13-23
The number of children diagnosed with an autistic spectrum disorder (ASD) is rising and is now thought to be as high as 1:100. While the debate about best treatment continues, the effects of having a child diagnosed with ASD on family life remain relatively unexplored. This article, by Karola Dillenburger of Queens University Belfast, Mickey Keenan of the University of Ulster, Alvin Doherty from the Health Service Executive Western Region, Tony Byrne of Parents' Education as Autism Therapists (PEAT) and Stephen Gallagher of the University of Ulster, sets out to adjust that balance. Drawing upon data from a comprehensive study of parental needs, these authors argue that parental and professional views do not always concur; that families make extraordinary sacrifices; that siblings are affected; and that parents are under tremendous stress. Parents argue that educational and social service supports are not efficient and that they are forced to rely largely on support from within the family or from friends. In particular, some important differences between parental and professional perceptions became apparent in relation to interventions based on Applied Behaviour Analysis (ABA). The authors of this article propose that these differences need to be taken seriously by teachers and other professionals as well as by policy-makers. 相似文献
9.
图书馆员如果想依然守护和传承一代又一代人的文化成就,就应当肩负起未来信息收藏和提供获取途径的责任。本文探讨学术图书馆作为学术机构教、学、研重要组成部分所面临的种种挑战,并重点谈及图书馆正在经历的急速变化,以及面对这些变化,大型学术图书馆将如何与院系合作共同促进信息的获取,从而激发学术的创新和发展。 相似文献
10.