排序方式： 共有53条查询结果，搜索用时 281 毫秒
1.
2.
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
3.
Children from some demographic groups disproportionately receive special education (SE) services. Due to methodological shortcoming in existing work, it remains unclear whether this is due to real differences in academic needs or cultural selection/bias. Hence, in a community sample of 1250 Norwegian children, we examined the role of third grade SE services, academic test scores, behavioural problems, and teacher’s level of helplessness in mediating the effect of family socio-economic status (SES) and students’ gender on fifth-grade SE services. Results revealed no direct effects of either gender or SES on fifth-grade SE, but four mediated pathways were identified: (1) Boys had a greater likelihood of receiving fifth-grade SE services when (a) they previously received SE and (b) they experienced more ADHD symptoms, both in third grade. (2) Students from low-SES families were more likely to receive SE services in fifth grade when (a) they performed poorly in math in third grade and (b) their teacher reported greater feelings of helplessness when teaching these students. The findings are discussed with respect to the differential-needs hypothesis, mechanisms of cultural selection and the possibility of gendered selection for SE at younger ages. 相似文献
4.
Sven Nilsen 《International Journal of Inclusive Education》2013,17(5):479-497
The purpose of the article is to study the development of educational policy in Norway in the field of the unitary school system and to analyse whether the development can be seen as a move towards increasing inclusion. The educational policy, when seen over a long time span, has progressively aimed towards the development of a common compulsory school that has embraced increasingly more groups, across social and geographical divides. At the same time, the development has been characterised by discord and tensions, e.g. between standardisation and differentiation, coordination and special arrangements and organisational and pedagogical differentiation. Gradually, it was stressed that as many pupils as possible should be allowed to live and grow up at home and that special education was to be coordinated with the ordinary school as much as possible. Later on, inclusive education has been clearly formulated as a principle of education. It did assume a broadening of responsibility for the ordinary schools in order to develop an educational programme that can accommodate the diverse learning needs of all pupils. It is pointed out that the policy of the unitary school has to deal with a lot of critical dilemmas for moving further towards inclusion. 相似文献
5.
We study whether changes in school emphasis on academic success (SEAS) and safe schools (SAFE) may explain the increased science performance in Norway between TIMSS 2007 and 2011. Two-level structural equation modelling (SEM) of merged TIMSS data was used to investigate whether changes in levels of SEAS and SAFE mediate the changes in science performance. Two mediation models were fitted, one using subdomain scores of science as manifest dependent variables and one in which these scores are indicators of a latent science performance variable. The change in the latent science variable was fully mediated by SEAS, but this model did not explain changes in earth science performance, which increased more than the other subdomains. In the model with subdomain scores as manifest dependent variables, SEAS mediated the increased performance of all 4 subdomains of science. SAFE did not explain increased science performance but did have a positive impact on SEAS. 相似文献
6.
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
7.
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
8.
Two Web-based breastfeeding programs were developed to provide new parents with necessary information on proper breastfeeding techniques. One version was plain text and the other version combined text with graphics. The computer was viewed as a valuable learning tool. The breastfeeding program that contained graphics was preferred over the text-only program. Educators are encouraged to use Web-based graphic programs to provide breastfeeding education to new parents. 相似文献
9.
Melissa Gilliam Patrick Jagoda Erin Jaworski Luciana E. Hebert Phoebe Lyman M. Claire Wilson 《Sex education》2016,16(4):391-404
This paper describes the development and evaluation of an interactive, narrative-based, multimedia game to promote learning and communication about sexual violence and health topics. High school-aged participants created the game concept in a three-week workshop, after which assets were assembled and refined by a university-based game design lab. The outcome, Lucidity, was a multimedia game with a nonlinear narrative that led to two different outcomes based on player decisions. The narrative followed the life of one character, an African American woman named Zaria who remembers and grapples with a sexual assault from her past. The player discovers parts of the story by reading comics, watching videos, navigating interactive websites and playing short videogames. The final evaluation consisted of gameplay, a post-game focus group and follow-up interviews. Twenty-four young people participated in three focus group discussions (n = 9, n = 5, n = 10); 23 participated in the follow-up interviews. Salient themes identified in the focus group discussions included: overall approval of the game, the acquisition of new knowledge and minimal past exposure to conversations or education about sexual violence. At follow-up, almost all (n = 22) had initiated a conversation about sexual violence with a parent, peer and/or teacher. Lucidity succeeded in engaging young people and facilitating communication with adults and peers regarding sexual violence and other sexual health topics. Ultimately, a game-based intervention such as this represents a feasible approach for introducing issues of sexual violence, with potential for future implementation in educational settings. 相似文献
10.
The article analyses how the intentions of early provision in Norwegian schools have been expressed in the education policy reforms in Norway from the 1970s to the present day. The first area deals with the intentions that most explicitly cover early provision; prevention, early detection and intervention. The second area of analysis relates to the early provision intentions with an emphasis on the correlation between individual and environmental factors seen in light of differentiation and disability. The third area examines how significance is attached to pupils’ social background with regard to early provision in learning in schools. Finally, consideration is given to the relationship between early provision intentions and efforts to prevent pupils dropping out of upper secondary education. The analysis also shows that the policy guidelines on early provision for schools and teachers have been weak and unclear. This is due to the fact that the early provision intentions have primarily been expressed in reports to the Storting, and rarely given any kind of focus in national curricula. 相似文献