Inclusive Education in China: Conceptualisation and Realisation     

Meng Deng  Kim Fong Poon-McBrayer 《Asia Pacific Journal of Education》2004,24(2):143-156

This paper examines the historical background of the development of special education and how “Learning in Regular Classrooms” (LRC) has become the major service delivery model to universalise compulsory education for children with disabilities in China. The authors assert that the current model of inclusive education in China was conceptualised through the influence of the Western ideology of inclusion and the practical consideration of Chinese socio-economical conditions. To realise this model, a number of strategies were introduced and widely practised in an attempt to effectively implement the LRC programs. Adverse social climate, the exam-oriented education system, and limited resources in all aspects, however, remained as critical elements to be overcome for the future development of inclusive education in China. The LRC model is expected to continue to be the main form of inclusive education in China.  相似文献   

‘Extended Schools’: an exploration of the feelings,beliefs and intentions of parents and teachers     

SHAUNA MC GILL 《Support for Learning》2011,26(1):4-12

This research is designed to provide information for participants, facilitators and policy makers in the area of Extended Schools. Its salient purpose is to investigate and examine the feelings, beliefs and attitudes of teachers and parents involved in the development of the Extended Schools project in Northern Ireland. The Extended Schools project was formally launched by the Northern Ireland Secretary of State on 7 March 2006, and aims to provide a wide range of services and activities in school with the intention of helping to meet the needs of children, their families and the wider community. The qualitative approach was deemed the most appropriate methodology for gathering data.  相似文献   

The Effectiveness of Cooperative and Individualistic Approaches in Teaching Mathematics and English     

Chin Long Fay  P.L. Teh  Fong Ho Kheong 《Asia Pacific Journal of Education》1988,9(2):1-17

This paper reports an experimental study into the effects of cooperative and individualistic approaches in teaching Mathematics and English. The study was conducted at a Vacation Learning Camp (VLC) which was held for two weeks in one of the secondary schools in Singapore. This VLC was targeted at Secondary One pupils who were classified as below average based on general ability streaming.

The individualistic teaching approach was assumed to contribute to individual efforts while the cooperative teaching approach was expected to produce cooperativeness among the subjects. The results indicated that there were no significant differences in performances in the main effects classified as the treatment groups and the sex groups in both Mathematics and English; in Mathematics, the individualistic teaching approach was more effective for the male pupils whereas the cooperative teaching approach was more effective with females. However, in English, the results were reversed.

The female pupils in the cooperative group seemed to have improved in their attitude towards learning Mathematics whereas the male pupils in the individualistic group seemed to have a more positive attitude towards learning English.  相似文献   

Depressed skull fractures: a pattern of abusive head injury in three older children     

Lee AC  Ou Y  Fong D 《Child abuse & neglect》2003,27(11):1323-1329

OBJECTIVE: To describe a pattern of abusive head injury in a series of children older than 4 years of age. METHODS: A hospital chart review of abused children with skull fractures from 1999 to 2001 was carried out. The clinical features, social background, and subsequent outcome and management are described. RESULTS: An 11-year-old girl and a pair of brothers of ages 7 and 9 were identified. The girl was attacked with a hammer during sleep by her stepmother, who committed suicide shortly afterwards. After craniotomy and intensive care, the child survived her multiple depressed fractures, intracranial bleeding, and brain contusion. Two brothers from a second family were attacked from behind with a hammer by their biological father, who was subsequently found to have undiagnosed schizophrenia. A depressed occipital fracture, without intracranial injury, was found in each child. The elder brother also had metacarpal fractures. Both children recovered without surgical intervention. CONCLUSION: A pattern of abusive head injury was described in older children with depressed skull fractures from blunt injury. The abusing parents were seriously mentally disturbed, and the abusive acts closely resembled child homicide.  相似文献   

Examining the impact of four teaching development programmes for engineering teaching assistants*     

Carlton J. Fong  Joanna Gilmore  Tershia Pinder-Grover  Molly Hatcher 《Journal of Further & Higher Education》2019,43(3):363-380

As current graduate instructors of labs and class discussions, teaching assistants (TAs) play a critical role in Science, Technology, Engineering, and Math (STEM) undergraduate education, especially as some graduate students may choose a faculty career in the future. Because of the importance of TAs and their development as scholars and instructors, we sought to determine the most effective methods of preparing engineering TAs at two research universities. We compare the impact of a teaching orientation with one of four teaching development programmes (Pedagogy Course, Advanced Practice Teaching, Workshop Attendance with Written Reflection, or Mid-Semester Student Feedback with Written Reflection) on engineering TAs’ teaching efficacy and definitions of active learning. Results indicated that the Pedagogy Course consistently increased TAs’ teaching efficacy and attitudes toward teaching compared with the other programmes. We also found that stand-alone Mid-Semester Student Feedback with Written Reflection enhanced TAs’ efficacy for reflection and beliefs about teaching. We discuss implications for providing teaching development for graduate students and directions for future research.  相似文献   

A citation-based document retrieval system for finding research expertise     

Quan Thanh Tho  S.C. Hui  A.C.M. Fong 《Information processing & management》2007

Current citation-based document retrieval systems generally offer only limited search facilities, such as author search. In order to facilitate more advanced search functions, we have developed a significantly improved system that employs two novel techniques: Context-based Cluster Analysis (CCA) and Context-based Ontology Generation frAmework (COGA). CCA aims to extract relevant information from clusters originally obtained from disparate clustering methods by building relationships between them. The built relationships are then represented as formal context using the Formal Concept Analysis (FCA) technique. COGA aims to generate ontology from clusters relationship built by CCA. By combining these two techniques, we are able to perform ontology learning from a citation database using clustering results. We have implemented the improved system and have demonstrated its use for finding research domain expertise. We have also conducted performance evaluation on the system and the results are encouraging.  相似文献   

Using digital images of the zebra finch song system as a tool to teach organizational effects of steroid hormones: a free downloadable module     

Grisham W  Schottler NA  McCauley LM  Pham AP  Ruiz ML  Fong MC  Cui X 《CBE life sciences education》2011,10(2):222-230

Zebra finch song behavior is sexually dimorphic: males sing and females do not. The neural system underlying this behavior is sexually dimorphic, and this sex difference is easy to quantify. During development, the zebra finch song system can be altered by steroid hormones, specifically estradiol, which actually masculinizes it. Because of the ease of quantification and experimental manipulation, the zebra finch song system has great potential for use in undergraduate labs. Unfortunately, the underlying costs prohibit use of this system in undergraduate labs. Further, the time required to perform a developmental study renders such undertakings unrealistic within a single academic term. We have overcome these barriers by creating digital tools, including an image library of song nuclei from zebra finch brains. Students using this library replicate and extend a published experiment examining the dose of estradiol required to masculinize the female zebra finch brain. We have used this library for several terms, and students not only obtain significant experimental results but also make gains in understanding content, experimental controls, and inferential statistics (analysis of variance and post hoc tests). We have provided free access to these digital tools at the following website: http://mdcune.psych.ucla.edu/modules/birdsong.  相似文献   

西酞普兰与阿米替林治疗年青女性首发抑郁症对照研究     

王爱梅  万纯  周峰  陈明  余群 《宜春学院学报》2010,32(12)

目的:研究西酞普兰治疗年青女性首发抑郁症的有效性及安全性.方法:采用随机、单盲对照法,将120例18~35岁的首发抑郁症女性患者分为西酞普兰组和阿米替林组,疗程8周.结果:西酞普兰组显效率为59.7%,有效率为87.1%;阿米替林组显效率为60.3%,有效率为86.2%,两药差异无显著性(P﹥0.05).治疗第2周末,西酞普兰组的HAMD减分率高于阿米替林组(t=2.68,P﹤0.05).治疗第4周末始,西酞普兰组的TESS评分低于阿米替林组,两药差异有显著性(P﹤0.05).结论:西酞普兰治疗年青女性首发抑郁症有效且不良反应较少,依从性好,耐受性好.  相似文献   

A New Decade and a New Editor     

Margaret L. Fong 《Counselor Education & Supervision》1991,31(1):9-10

  相似文献   

校园电视与高校德育   总被引：4，自引：0，他引：4  

杨锋 《保山师专学报》2002,21(4):16-18

电视是当今世界最具影响力的大众传媒之一，分析了校园电视与高校德育的相关性以及校园电视在高校德育中发挥的不可低估的作用，提出了办好校园电视节目的一些基本要求。  相似文献