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Monica Silvia Tatoiu 《欧洲特需教育杂志》2013,28(3):236-245
ABSTRACT The purpose of this paper is to give a closer view of the realities in special education in Romania, as part of the general reform in the educational system. It outlines the most important features of the past that have led to the present problems which Romania has to face, and presents the main categories of disadvantaged children in the context of social protection guaranteed by the present laws. Where available, data with respect to the years 1991 to 1993 are given. 相似文献
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Allan B. de Guzman Les Paul Valdez Maverick B. Orpiana Nikki Angela F. Orantia Patrick Van E. Oledan Karla Monica Cenido 《Educational gerontology》2017,43(7):329-340
According to Healthy People (2011), in order to understand the health concerns of the Lesbian, Gay, Bisexual, and Transgender (LGBT), the oppression and discrimination that they have faced must be scrutinized. Among the many issues they face, their estrangement experiences are one of the most understudied. However, little is known about how it is experienced by the gay elderly population, hence, this investigation. This grounded theory purports to describe the process by which estrangement is experienced among the Filipino gay older adults. Strauss and Corbin’s Grounded Theory (1990) design was utilized. A total of 10 gay older persons were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The study generated The Sailing Model of Estrangement. Remarkably, three phases relative to estrangement emerged, namely: sequestering, striving, and surviving. Primarily, the sequestering phase involves the gay persons’ need to express self, search for acceptance, and its subsequent reactions. The striving phase typifies the struggle in dealing with estrangement leading to either feelings of depression, remorse and shame or positivity, hopefulness, and motivation. Finally, in the surviving phase, gay persons may either feel contented and fulfilled or sad, lonely, and remorseful as they acquiesce aging with estrangement. Findings of the study offer an understanding of how Filipino gay older adults employ coping strategies in response to estrangement. 相似文献
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Michelle Rowbotham Monica Cuskelly 《International Journal of Disability, Development & Education》2011,58(3):223-240
To date, there have been few studies of mothers’ and fathers’ roles in caring for their adult children with intellectual disabilities. The present study investigated the care-giving roles of mother and father couples caring for their adult offspring with an intellectual disability, their psychological health, and the demands and satisfaction of their care-giving roles. Twelve Anglo-Australian middle-aged mother and father couples with an adult child with intellectual disability (mean age?=?24 years) participated in semi-structured interviews about their care-giving roles and completed a series of questionnaires pertaining to care-giving difficulties and satisfaction, hassles and uplifts, and general health. Findings indicated that an extremely high proportion of both mothers and fathers were in the clinical range for social dysfunction, anxiety/insomnia, and somatic complaints, although levels of depression were relatively low. The present study found that mothers undertake more daily care-giving tasks than fathers, but that the range of tasks is similar. Mothers also reported significantly more care-giving difficulties and satisfaction than fathers. Associations between measures differed somewhat for the two parent groups, indicating the need for further exploration of both mothers’ and fathers’ experiences. 相似文献
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Meredith A. Park Rogers Dionne I. Cross Melissa Sommerfeld Gresalfi Amy E. Trauth-Nare Gayle A. Buck 《International Journal of Science and Mathematics Education》2011,9(4):893-917
The purpose of this study was to examine the extent to which three teachers’ professional experience and existing orientations
toward teaching and learning mathematics and science influenced their implementation of a project-based curriculum (i.e. project-based
learning (PBL)). Data sources included interviews, videotapes of classroom activity, and a teaching philosophy questionnaire.
Data analysis was conducted using an iterative coding technique. We found coherency between the teachers’ perceived orientations
and their emergent ideas about PBL, their sense of PBL as being compatible with their goals, and the specific challenges with
which they struggled. All the teachers wanted their students to be successful; however, different definitions of success led
to quite different approaches toward teaching, and for the most part, these differences appeared to have occurred because
of existing orientations the teachers held for teaching their discipline. Implications for professional development taking
into account teachers’ orientations and thus their professional experience are discussed, as well as disciplinary challenges
to using PBL. 相似文献
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P. J. Rogers 《Educational studies》1989,15(1):37-51
The use of ‘play’ as a means of teaching elementary mathematics is discussed. The games used are described and the underlying theory explained. Results obtained from work with over 150 children are presented and the case for ‘Playway’ argued in the light of these. 相似文献
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Anne Arnesen Keith Smolkowski Terje Ogden Monica Melby-Lervåg 《Emotional and Behavioural Difficulties》2018,23(1):39-54
This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students’ social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1–6 on the ESBA and the Social Skills Rating System Teacher’s form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one- or two-factor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples. 相似文献