排序方式： 共有15条查询结果，搜索用时 31 毫秒
1.
Mark F. O'Reilly Giulio Lancioni Marianne Gardiner Roisin Tiernan Claire Lacy 《International Journal of Disability, Development & Education》2002,49(1):95-104
We examined the use of a problem-solving intervention to teach classroom skills to a student with moderate intellectual disabilities. She was receiving her education in regular classrooms at her local primary school. The student was taught the targeted skills in a resource room removed from the regular classroom. She successfully generalised the skills to regular classrooms. The problem-solving intervention was evaluated using a multiple baseline design across classrooms. Regular classroom teachers indicated that the student's behaviour significantly improved during the intervention. 相似文献
2.
Giulio E. Lancioni Mark F. O'Reilly Doretta Oliva 《International Journal of Disability, Development & Education》2001,48(3):303-312
Three adults with intellectual and visual disabilities were taught vocationally relevant tasks through the use of a self-operated verbal instruction system. During training, the system presented one verbal instruction per task step, individually. After training, the system presented instructions arranged in clusters/groups of two. Data showed that during training all participants achieved percentages of correct task performance exceeding 90. The subsequent use of instruction clusters was effective in maintaining high levels of correct performance for each adult, whereas a deterioration of performance occurred when instructions were not available. Implications of the findings are discussed. 相似文献
3.
Giulio Marini 《Tertiary Education and Management》2013,19(4):409-421
ABSTRACTSince the Brexit referendum in 2016, and the formal act of triggering article 50 by Theresa May’s cabinet in 2017, the UK has entered a period of negotiations, the outcome of which, and also the terms of the post-exiting phase, are still uncertain. In this period of uncertainty, the mobility of people is one of the main issues at stake. The topic is important for the higher education sector where the percentage of (other) European Union staff in UK universities has grown at an impressive rate in recent years before the Brexit referendum. This paper draws from official Higher Education Statistic Agency (HESA) data to investigate if there is any inversion of this trend in the British system, arguing that some ‘Brexodus’ of academic staff – meaning a decrease in the percentage of other EU nationals – has already started for some academics, namely the youngest and the brightest. 相似文献
4.
Tertiary Education and Management - Since the Brexit referendum in 2016, and the formal act of triggering article 50 by Theresa May’s cabinet in 2017, the UK has entered a period of... 相似文献
5.
This paper investigates the relevant factors behind the almost unexplored realm of environmental innovation in services, using a dataset of 8161 Italian service firms. Specifically, we test whether manufacturing-services integration matters for environmental innovations. In addition, taking account for the heterogeneity of the service industries, we analyse whether environmental policies for manufacturing transmit ‘induced innovation’ effects to services. Our findings show that: (i) the drivers of environmental innovations related to carbon abatement and energy efficiency differ across industries, and (ii) cooperation, training, environmental management systems and public funding play key roles in these processes. The integration of services and manufacturing through push and pull-effects, and the environmental policy transmission effect from manufacturing to services, generally do not seem to have a positive impact on the diffusion of environmental innovations. 相似文献
6.
7.
The aim of this paper is to illustrate the phenomenon of corporate universities from the perspective of the evaluation of their performance. Corporate universities have a hybrid nature that can be referred to both as a business unit and as a higher education institution. Having reviewed the literature on corporate universities and performance evaluation of these kind of entities, we present the results of a survey on Italian corporate universities. Results shows that an appropriate framework for the evaluation of corporate university performance need to distinguish among the different types of corporate universities that are actually in place according to their mission and degree of openness to the external environment. 相似文献
8.
9.
Eabhnat Ní Fhloinn Brien C. Nolan Giulio Hoehne Candido Shannon M. Guerrero 《Irish Educational Studies》2013,32(4):431-452
A new approach to the teaching and learning of mathematics has been introduced on a phased basis in post-primary education in Ireland. As part of the OECD PISA 2012, a survey was undertaken of in-service mathematics teachers in Ireland, with the aim of gathering data on the opinions of teachers about this reform. Here, a modified version of the survey was distributed to pre-service teachers immediately before and after a four-month teaching placement to ascertain if there were differences in the views expressed by pre-service and in-service teachers in relation to the teaching and learning of mathematics, and also if there were differences expressed by the pre-service teachers before and after their placement in post-primary schools. Analysis of the results showed considerable levels of agreement between all groups, with some exceptions in relation to confidence in teaching the reformed curriculum, emphasis on various teaching and learning activities, and usage of ICT in the classroom. 相似文献
10.
Laura Del Favero Pietro Boscolo Giulio Vidotto Marco Vicentini 《Learning and Instruction》2007,17(6):635-657
In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions – the first based on problem-solving through discussion, the second on individual problem-solving – on students' learning of two historical topics (World War I and the economic boom), interest and self-perception of competence in history. The intervention based on discussion produced greater situational interest and understanding of the historical inquiry. The topic of World War I turned out to be an effective source of situational interest. Structural equation models showed that situational interest elicited by the use of discussion and by World War I impacted both on students' individual interest and on self-perception of competence in history. 相似文献