期刊：
International Journal of Psychology,2008年43(3):820-820 ISSN：0020-7594
作者机构：
[Zheng Ping] Huazhong Normal Univ, Wuhan, Peoples R China.;[Liu Hanxing; Zhang Junjian] Wuhan Univ, Wuhan 430072, Peoples R China.;[Xu Xiaojuan] Grand Valley State Univ, Allendale, MI 49401 USA.
期刊：
International Journal of Psychology,2008年43(3):675-675 ISSN：0020-7594
作者机构：
[Hu, Weiping; Han, Qin] Shanxi Normal Univ, Educ Res Acad, Linfen, Shanxi, Peoples R China.;[Zhou, Zongkui] Ctr China Normal Univ, Sch Psychol, Wuhan, Peoples R China.
摘要：
Cross-cultural validity of teacher immediacy scales is a constant concern in instructional communication research. The present study examines the validity of two existing teacher immediacy scales: the Revised Nonverbal Immediacy Measure (RNIM) and the Chinese Teacher Immediacy Scale (CTIS) in U.S., Chinese, German, and Japanese cultures. Results of confirmatory factor analysis and Pearson correlation provide evidence for the validity of both the RNIM and the CTIS. Overall, both scales are found to have adequate factorial, construct, convergent, and discriminant validity pan-culturally and within culture, despite some slight variations across cultures. Implications and future directions are also addressed.
期刊：
Chinese Education and Society,2007年40(4):21-32 ISSN：1061-1932
通讯作者：
Deng Meng
作者机构：
College of Education, Huazhong Normal University, Wuhan, China;College of Education, Georgia Southern University, Statesboro, GA, China;College of Educational Administration, Beijing Normal University;Department of Sociology, Wright State University, Dayton, OH, United States;[Zhiyong Z.] College of Educational Administration, Beijing Normal University, Department of Sociology, Wright State University, Dayton, OH, United States
通讯机构：
[Deng Meng] H;Huazhong Normal Univ, Coll Educ, Wuhan, Peoples R China.
期刊：
Language, Cognition and Neuroscience,2007年22(4):566-594 ISSN：2327-3798
通讯作者：
Liu, Siyun
作者机构：
SUNY Stony Brook, Dept Psychol, Stony Brook, NY 11794 USA.;[Liu, Siyun] Cent China Normal Univ, Coll Psychol, Sch Psychol, Wuhan 430079, Peoples R China.
通讯机构：
[Liu, Siyun] C;Cent China Normal Univ, Coll Psychol, Sch Psychol, Wuhan 430079, Peoples R China.
摘要：
The current study pursues Ye & Connine's (1999) suggestion that tonal information is much more important when words are presented in context, than in isolation. Disyllabic Mandarin words were either presented normally, or with changes in their segmental and/or tonal structure. Critically, these items were presented in isolation, in sentence context, and in idioms; previous studies have not examined these issues in sentential context. In Experiment 1, native Mandarin speakers made lexical decisions about these items. In Experiment 2, the critical stimuli were presented in white noise, and the listeners' task was to detect the vowels and the tones of the stimuli. The results supported a more important role for tonal cues when the stimulus is presented in context than when it is in isolation; this pattern depended on the task conditions, as suggested by Soto-Faraco et al. (2001), and Mattys et al. (2005).
作者机构：
[Deng, Meng; Holdsworth, Janet C.] Huazhong Normal Univ, Coll Educ, Wuhan 430079, Hubei Prov, Peoples R China.
通讯机构：
[Deng, Meng] H;Huazhong Normal Univ, Coll Educ, Wuhan 430079, Hubei Prov, Peoples R China.
摘要：
The authors map the route undertaken by the Project Management Office of the Gansu Basic Education Project (GBEP) in Gansu Province, China, in instituting measures to ensure good learning opportunities for children with special educational needs within the four poor counties benefiting from this DFID supported project. The main purpose of GBEP has been to increase enrolment and retention in these poor, minority areas so as to achieve universal basic education. As general enrolment increased so did that of pupils with special needs, the educational needs of which the schools began responding to in an unconscious way. However, at the start there was little understanding at the classroom and management levels of how to ensure access to learning as well as access to school. The authors map out the road to change and the methods undertaken to change practice at various management and classroom levels so as to enable schools to provide more adequately for these children. Experiences of and lessons from project implementation have been analysed so as to generate implications which might be beneficial to inclusive education initiatives in areas, in China and elsewhere, with similar conditions.
期刊：
International Journal of Educational Development,2007年27(6):697-707 ISSN：0738-0593
通讯作者：
Deng, Meng
作者机构：
[Deng, Meng; Guo, Ling] Huazhong Normal Univ, Coll Educ, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Deng, Meng] H;Huazhong Normal Univ, Coll Educ, Wuhan 430079, Hubei, Peoples R China.
关键词：
local special education administrators;understanding;inclusive education
摘要：
China's inclusive education initiative began in mid-1980s under the name of “Learning in Regular Classrooms”. The purpose of this research is to examine how Chinese Local Special Education Administrators understand the ideology of inclusive education and LRC model by using a qualitative investigation. The results indicate that the Chinese inclusion is driven by pragmatic needs to enroll more children with disabilities who were denied education into schools, and LRC has been practiced in a different social and cultural context from inclusive education initiative in the West. The authors conclude that China should make generalised changes in the whole education system and society to bring greater opportunities to those with disabilities.
期刊：
Journal of Vocational Behavior,2005年66(1):66-80 ISSN：0001-8791
通讯作者：
Tracey, TJG
作者机构：
Arizona State Univ, Tempe, AZ 85287 USA.;Cent China Normal Univ, Wuhan, Peoples R China.;[Tracey, TJG] Arizona State Univ, 302 Payne,MC 0611, Tempe, AZ 85287 USA.
通讯机构：
[Tracey, TJG] A;Arizona State Univ, 302 Payne,MC 0611, Tempe, AZ 85287 USA.
