摘要:

SummaryIsraeli and American research on IE was reviewed, indicating effect‐sizes over a two‐year intervention period on tests of crystallised intelligence and achievement of the order of three months of mental age (MA) only. A small‐scale study (NE= 10; NC=10) was set up in an ESN(M) school under optimum conditions to test the effect of IE on the additional parameters of Piagetian Operations and of Phase, the Feuerstein information‐processing model. Effect sizes of 1.22σ on Operations, and 1.07σ on Phase were reported, together with 0.76a on deficient cognitive functions as tested by Feuerstein's Learning Potential Assessment Device (LPAD). In MA terms, these sizes corresponded to 20 months differential gain on Operations over a 20 month period, and 12 months differential gain on Phase over a 12#fr1/2>month pre to post‐test period. The gain on cognitive functions was accompanied by an increase in the zone of proximal development, as tested by LPA, of 1½ years. It was concluded that IE affects fluid intelligence initially, and that intervention studies were better tested on fresh learning embarked on after the intervention had ended than on standardised tests of achievement coterminous with the intervention. A strong plea was entered that the models underlying IE be absorbed into the public realm of intervention theory and curriculum development for remedi

ISSN:0141-1926    

DOI:10.1080/0141192870130201

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192870130202

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192870130203

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractThis paper examines the demand for special education (moderate) in the City of Southampton. It is shown that the number of children that require special education (moderate) in a particular area depends on the characteristics of the area concerned. A forecast of future demand for special education is produced. A comparison with the actual 1984 figures makes it possible to assess the influence of educational policies.

ISSN:0141-1926    

DOI:10.1080/0141192870130204

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractThe article outlines, and then discusses the implications of, student reaction to different approaches to teaching and instruction in former colleges of education. The research, commissioned by the Combined Colleges Research Group, presents a series of snapshots clustered around subject groupings, courses and teaching techniques.With increasing pressure on staff student ratios, higher education, and the colleges in particular, have been forced to place greater emphasis on lecture based teaching. For the former colleges of education this is especially unfortunate at a time when so many of their BEd and BA graduates wilt teach in schools and would benefit from good models. In addition, there is an urgent need for the colleges to offer their students new approaches to learning as part of the attempt to develop a more distinctive profile.

ISSN:0141-1926    

DOI:10.1080/0141192870130205

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

AbstractThere has been an explosion of interest in educational action research. As with many new forms of discourse which challenge existing orthodoxies there is a danger that those dominating what counts as ‘rational’ and ‘educational’ knowledge within our institutions of higher education will attempt to colonise the movement by taking over its rhetoric and incorporating it within the propositional form of their discourse. What counts as valid practice in schools, an area of knowledge long despised by theoreticians as mundane and trivial, and therefore left to the control of practitioners, would be appropriated. We believe that the emancipatory potential of action research, a potential that could raise the intellectual status of competent professional practice and the theories‐in‐use underlying it depends on a logic of question and answer. We think that action research needs a rationale which allows practitioners, through negotiation and collaboration, to regain control of their definitions of good practice. Such a rationale would legitimate claimants theories about their own practice, theories that would both form and be changed by the changing public conversation of all those engaged in that conversation about their own action. In this paper our concerns are threefold: (1) to present a critique of the taxonomy of action research presented by Wilf Carr; (2) to locate this critique in a broader debate about dialectical and propositional logic; and (3) to suggest a method of collaborative theory development that could enhance educational practices. Overall, we hope to exemplify our practice by using a discourse based on a logic of question

ISSN:0141-1926    

DOI:10.1080/0141192870130206

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

ISSN:0141-1926    

DOI:10.1080/0141192870130207

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY

摘要:

Book reviewed in this article:Writing for Social ScientistsHowardS. Becker, 1986 Chicago, University of Chicago Press £16.95 (hardback), £5.95 (paperback), 180 pages ISBN 0 226 04107 7 (cloth), 0 226 041085 (paperback)Girl Friendly SchoolingJudithWhyte, RosemaryDeem, LesleyKant&MaureenCruickshank(Eds), 1985 London, Methuen £5.95 (paperback), 252 pages ISBN 0 416 40040 X, 0 416 40050 7Boys and Girls: superheroes in the doll cornerVivianGussinPaley, 1984 Chicago, University of Chicago Pres ISBN 0 226 64492 8, pp. 116Redefining Remedial EducationHazelBines, 1986 Beckenham, Croom Helm £7.95 paperback ISBN 0 7099 3984 1, 0 7099 5028 4 (paperback)Research and Policy: the uses of qualitative methods in social and educational researchJanetFinch, 1986 Lewes, Falmer Press £16.95 (hardback), £9.50 (paperback), 276 pp. ISBN 1 85000 098 0, ISBN 1 85000 099 9 (paperback)A Guide For Evaluation Decision MakersMarvinC. Alkin&Associates, 1985 London, Sage £13.75 (paperback), 168 pages [inc. worksheets] ISBN 8039 2445 3Becoming Critical: education, knowledge and action researchWilfredCarr&StephenKemmis, 1986 Lewes, Falmer Press £19.95 (hardback); £7.95 (paperback), 250 pages ISBN 1 85

ISSN:0141-1926    

DOI:10.1080/0141192870130208

出版商:Blackwell Publishing Ltd    

年代:1987

数据来源: WILEY