Practice Note: An International Dimension in Practice Teaching     

Phoebe Nilsen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,18(1):525-531

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Phonological Awareness Skills in Young Boys with Duchenne Muscular Dystrophy     

Phoebe Waring  Gail Woodyatt 《International Journal of Disability, Development & Education》2011,58(2):155-168

Substantial research has detailed the reading deficits experienced by children with Duchenne muscular dystrophy (DMD). Although phonological awareness (PA) is vital in reading development, little is known about PA in the DMD population. This pilot study describes the PA abilities of a group of five young children with DMD, comparing the results with those of a group of children with spinal muscular atrophy and with those of a group of typically developing children. The Preschool and Primary Inventory of Phonological Awareness was used to assess the PA skills of the participants. Results indicated that the children with DMD performed significantly poorer than the typically developing group on tests of Syllable Segmentation, Rhyme Awareness, Alliteration Awareness and Phoneme Isolation and significantly poorer than the spinal muscular atrophy group on Rhyme Awareness. The findings of this pilot study indicate that children with DMD may have an increased risk of having PA difficulties, thus requiring early PA training.  相似文献   

The role of the New South Wales Board of Secondary School Studies in Intermediate Certificate examination reform: 1937‐1949     

John R. Godfrey 《Journal of educational administration and history》2002,34(2):79-91

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Toward the Implementation of a Multifaith Approach in Religious Education: A Phenomenological Guide     

Godfrey Museka 《Religious education (Chicago, Ill.)》2019,114(2):130-142

This study explores phenomenology of religion as a potential guide for the implementation of a multifaith religious education curriculum in Zimbabwe. The study relies on document analysis, in particular the 1999 Presidential Commission of Inquiry into Education and Training report, the Curriculum Framework for Primary and Secondary Education (2015–2022), and literature on multifaith religious education and phenomenology of religion. While these documents recommend the adoption of a multifaith approach in religious education, they are silent on the methodological framework. As such, I posit that principles of phenomenology of religion are a potential guiding framework for teachers to effectively engage multifaith syllabi.  相似文献   

Excluding Primary School Children – The Outcomes Six Years On     

Carl Parsons  Ray Godfrey  Keith Howlett  Carol Hayden  & Tim Martin 《Pastoral Care in Education》2001,19(4):4-15

This article reports and discusses a study which followed up, through case records, 726 children excluded permanently, indefinitely or for fixed–term periods in 1993/4 in 10 LEAs. The outcomes at secondary level in 1998/9 were found to be moderately poor with the problems intensifying for half the sample. Forty six per cent had further primary school exclusions and 36 per cent received exclusions in their secondary education. Looked–after children and those with special educational needs fared worse and achieved less. Case studies showed the kinds of commitment and support that can work even with very difficult cases.  相似文献   

Effect of exercise training on hippocampal volume in humans: a pilot study     

Parker BA  Thompson PD  Jordan KC  Grimaldi AS  Assaf M  Jagannathan K  Pearlson GD 《Research quarterly for exercise and sport》2011,82(3):585-591

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White middle‐class parents,identities, educational choice and the urban comprehensive school: dilemmas,ambivalence and moral ambiguity   总被引：1，自引：1，他引：0  

Gill Crozier  Diane Reay  David James  Fiona Jamieson  Phoebe Beedell  Sumi Hollingworth 《British Journal of Sociology of Education》2008,29(3):261-272

At a time when the public sector and state education (in the United Kingdom) is under threat from the encroaching marketisation policy and private finance initiatives, our research reveals white middle‐class parents who in spite of having the financial opportunity to turn their backs on the state system are choosing to assert their commitment to the urban state‐run comprehensive school. Our analysis examines the processes of ‘thinking and acting otherwise’, and demonstrates the nature of the commitment the parents make to the local comprehensive school. However, it also shows the parents’ perceptions of the risk involved and their anxieties that these give rise to. The middle‐class parents are thus caught in a web of moral ambiguity, dilemmas and ambivalence, trying to perform ‘the good/ethical self’ while ensuring the ‘best’ for their children.  相似文献   

Questionable approach to moral education     

Andy Godfrey 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1995,41(3-4):297-299

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The Effect of Information Framing on Academic Task Completion     

Nand Kishor  Maureen Godfrey 《教育心理学》1999,19(1):91-101

Information framing was investigated as a classroom management technique for academic task completion. Framing effect refers to the finding that people's choices are affected by how pre‐decisional information is framed (Tversky & Kahneman, 1984). In five 3rd and 4th Grade classrooms, teachers observed task completion rates of their students under five different framing conditions: unframed instruction; positively framed instruction with (a) group and (b) individual consequence; negatively framed instruction with (a) group and (b) individual consequence. Task completion rates were significantly greater under all framed instruction conditions than unframed, with effect sizes ranging from 0.21 to 0.32 and much greater at the class level. Improvement rates corresponding to effect sizes ranged from 20% to 70% at the class level, showing the usefulness of framing instructional directives.  相似文献   

Tasks, topics and relevance judging for the TREC Genomics Track: five years of experience evaluating biomedical text information retrieval systems     

Phoebe M. Roberts  Aaron M. Cohen  William R. Hersh 《Information Retrieval》2009,12(1):81-97

With the help of a team of expert biologist judges, the TREC Genomics track has generated four large sets of “gold standard” test collections, comprised of over a hundred unique topics, two kinds of ad hoc retrieval tasks, and their corresponding relevance judgments. Over the years of the track, increasingly complex tasks necessitated the creation of judging tools and training guidelines to accommodate teams of part-time short-term workers from a variety of specialized biological scientific backgrounds, and to address consistency and reproducibility of the assessment process. Important lessons were learned about factors that influenced the utility of the test collections including topic design, annotations provided by judges, methods used for identifying and training judges, and providing a central moderator “meta-judge”.  相似文献