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1.
《Exceptionality》2013,21(4):183-189
Mild mental retardation, or mild intellectual disability, has been identified as a disability of high incidence since the early 20th century. The field has historically received significant attention in the literature as professionals have sought to understand the concept and the disability and to recommend appropriate supports and services within and beyond the field of education. The purpose of this special issue of Exceptionality is to address current issues in the field and explore promising directions. This introductory article focuses on an overview of considerations of concepts of mild mental retardation, educational supports and services, and the issue of advocacy. This article is intended to serve as a foundation for the succeeding articles within this special issue that address key concerns within the field.  相似文献   

2.
As school systems strive to support students with special education needs in inclusive schools, there has been a persistent lack of scholarly literature that addresses the ways in which school principals are engaged in this process. This article is a response to this gap and aims to examine the question: What types of experiences do school principals identify as formational in their support of students with special education needs and fostering inclusive schools? Based on the analysis of data collected from 285 school principals from six provinces in Canada, four key themes are identified including: relationships, modelling behaviours, communication and principal isolation and lack of preparation. These themes are examined with consideration for how to support principals’ professional leadership in fostering inclusive schools. As a result, this article’s significance is in its examination of the experiences of principals and how these influence their leadership practice for supporting students with special education needs and fostering inclusive schools.  相似文献   

3.
This article focuses on teacher leadership, an important dimension of the work of the Leadership for Learning network which is the focus of this special issue. More specifically, the article focuses on the launch of a journal – Teacher Leadership – as a strategy for promoting key values: shared leadership, teachers’ leadership of development work, teachers’ knowledge building and teachers’ voice. Material published in the first two issues of this new journal is used to illustrate how these values are realised in action enabling teachers to lead innovation and contribute to the development of professional knowledge. The article begins with an exploration of the place of teacher leadership within the wider context of shared or distributed leadership.  相似文献   

4.
Through a focus upon the simultaneous rise of leadership and the New Public Management (NPM) within the context of education in England this article offers an analytical account of these developments and their entry into the field of education. This analysis is located within contradictions and tensions arising out of the agential promises inherent in the construction of leadership and the simultaneous managerialist and directive intent of the NPM. The way in which discourses of leadership and, more latterly, distributed leadership act to draw a veil over these tensions and contradictions is demonstrated within the context of research in two schools. The article concludes by examining how discourses of leadership have enabled schools and teachers to adapt to educational modernisation in ways that have undermined teacher professionalism.  相似文献   

5.
Environmental education is often thought of as the branch of science education whose field of inquiry encompasses those necessarily value-laden issues of human intervention in the natural world. While this perception would be contested by those who see the origins of environmental education lying in the sociopolitical arena of community concerns about exploitation of the environment, it is true to say that environmental education and science education are commonly associated in ways that other disciplines are not, and thus it is perhaps to be expected that the dominant paradigm of evaluation in environmental education should be applied science in character. This article raises the issue of the appropriateness of applied science approaches to evaluation in environmental education. The article begins with a critique of applied science approaches to evaluation, drawing arguments from the broader field of educational evaluation. The relationship between characteristics of applied science approaches to evaluation on the one hand and the special characteristics of environmental education on the other is then explored, and the article concludes with an argument for a deliberative choice of research paradigm in environmental education.  相似文献   

6.
Knowledge production in educational leadership, management and administration has been, and continues to be, seduced by fads. One of the most significant trends in recent decades has been the ascendancy of ‘leadership’. In this introductory paper, I both introduce the contributions to this special issue and, more importantly, locate this collection within the intellectual tradition of disruptive Australian scholarship and the discourses of JEAH. Specifically, I argue that this collection of papers provides new ways for thinking about leadership, leaders and leading grounded in histories not bounded by historical categories, images and metaphors. This issue is however not the final word, and I encourage the reader to think with, beyond and where necessary against what is argued in the spirit of the intellectual enterprise.  相似文献   

7.
This article introduces the framework of Universal Design for Early Childhood Education (UDECE). The goal of the framework is to synthesize best practices within the field of early childhood education and special education, providing a template to support access and equity for all children. The UDECE framework includes examination of issues of access, the provision of high quality educational practices, and issues of accountability for success and equity. By placing the needs of all children at the core, UDECE extends philosophies embracing full inclusion into pathways through which this goal can be supported.  相似文献   

8.
The devotion of this special issue of EER to the language of environmental and sustainable developmental education (SDE) serves as a timely reminder that SDE cannot simply be seen as a culturally neutral or value-free package that can be 'delivered'. In a variety of ways, contributors to this volume address the issues involved in re-engineering the discourse of environmental education, and education more broadly, towards an overriding concern with sustainable development. These various approaches assume certain epistemological positions, particularly in relation to language and referent meaning. This article sketches out a possible typology of such positions, and attempts to locate other contributions to this issue, using this framework.  相似文献   

9.
I examine the role that administrators play in facilitating the development, adoption, use, and evaluation of scientifically based interventions within the school culture to support the educational outcomes of students with learning disabilities (LD). Two ways of transforming the administrative role to support science in the schoolhouse are presented; one considers the importance of including language in future legislation that acknowledges the role of administrators in school reform, and the other focuses on establishing a national research agenda addressing issues of leadership and special education. I argue that these 2 venues should serve to identify and to stimulate the use of evidence-based administrative practices that ultimately increase educational outcomes for students with LD, improve teacher instruction, and transform the leadership mission.  相似文献   

10.
This paper discusses four issues emerging from the papers that make up the special edition. These are considered key issues as researchers further investigate the influence of societal culture on educational administration and leadership. The four selected issues target the definition of societal culture; possible relationships between organizational culture, personality and societal culture; the interface between school leadership, educational policy and societal culture; and some of the limitations of Hofstede's framework for guiding the study of cultural influence in educational administration. Each of the issues revolves around the concept of societal culture and its application as an explanatory and analytic device in the field of educational administration and leadership.  相似文献   

11.
This article reports on a multi-method study of the ways in which special and mainstream schools support the educational needs of children with disabilities in Fiji. The aims of the study were: (1) to identify capacity and functions of special schools to support inclusive mainstream schools for children with disabilities; and (2) to explore the capacity of mainstream disability-inclusive schools in meeting the needs of children with disabilities. Results from the special education survey indicated that type of disability, geographic location and controlling authority were associated with transition to mainstream education. Findings from the action research study suggest that supportive school leadership and positive attitudes towards disability and inclusion contribute to greater mobilisation of supporting resources. However, limitations in facilities and resources currently pose barriers which prevent inclusion for all students with disabilities. Together, these findings indicate that special and inclusive mainstream schools jointly support disability-inclusive education in Fiji.  相似文献   

12.
This article provides an overview of the purposes of this special issue, which focuses on consultation services for the gifted and talented. The special issue provides a forum within the professional literature to discuss the ways in which various professionals in the fields of education and psychology can provide consultation services of benefit to the gifted. The articles address the need to increase awareness about the gifted and to provide services that enhance the knowledge base of educational and psychological consultants.  相似文献   

13.
Amy Morris Homans was a great champion for women’s pursuit of leadership in physical education and sport. In honor of her legacy, the purpose of this article is to: (a) discuss some defining leadership characteristics of Amy Morris Homans; (b) examine leadership issues related to gender; (c) examine leadership issues related to kinesiology; and (d) delineate ways to overcome leadership obstacles related to both gender and kinesiology. In true Amy Morris Homans fashion, I draw from multiple perspectives to discuss these topics. I hope that this discussion at the congress challenges scholars to increase their awareness of the glass obstacles that confront our field, and design research studies on gender- and kinesiology-specific leadership challenges that will shatter those obstacles once and for all. If a new generation of women and men who champion women’s pursuit of and longevity in leadership roles is inspired, this lecture has been a success.  相似文献   

14.
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15.
ABSTRACT

This rejoinder article first examines the foundational theories and models for metaphor use in a number of related fields, as well as in educational administration and leadership, presenting a model for analysis. Secondly, it reviews the articles in this special issue against the model proposed.  相似文献   

16.
This article provides an overview of key issues pertinent to an inclusive approach to the education of deaf students in order to establish a context for interpreting and integrating the articles in this issue. It discusses definitions of inclusion, integration, and mainstreaming from placement-related, philosophical, and pragmatic perspectives. The article provides demographic information pertinent to an inclusive approach. It also compares perspectives on inclusion in the general field of special education with those in the education of deaf and hard-of-hearing students. It considers the challenges of using an inclusive approach to achieve academic and social integration of students, as based on research on the learning and adjustment of deaf and hard-of-hearing students in regular classes. The article concludes with an overview of the topics addressed in the issue.  相似文献   

17.
To effectively teach reading to students with and at risk for disabilities, special and general education teachers depend on principals who support effective specialized reading instruction. Yet, extant research indicates that principals have inadequate preparation for supporting specialized instruction. To address this issue, scholars have recommended that leader preparation programs should provide prospective leaders with more preparation in special education. However, research to date provides limited indications of whether more preparation would in fact support more effective leadership for special education. Therefore, we examined data from the Early Childhood Longitudinal Study to determine whether principals’ qualifications in special education and in reading predicted struggling readers’ and students with disabilities’ reading achievement growth in kindergarten. We found no effects; principals’ coursework in special education, coursework in reading, prior experiences as a special education teacher, and experience in school leadership did not predict reading achievement growth among students with or at-risk for disabilities.  相似文献   

18.
随着我国基础教育阶段三级课程管理体制的建立与运行,中小学校长的课程领导能力日益成为一个重要的现实问题。在课程决策、实施、评鉴、运作机制构建等方面,校长要扮演好“首席教师”和课程领导的角色,承担领导课程改革的职责。教育行政部门应在评价、培训等方面为校长课程领导能力的提升提供外在支持;校长自身要通过自主学习、专家合作、同伴互助、校际联系等多种方法与途径,努力提高课程领导能力,这不仅是有效推进基础教育课程改革的重要保障,而且也是校长专业发展的重要向度。  相似文献   

19.
This article considers the role Paedagogica Historica has played in stimulating new approaches in the history of education within the international community since the emergence of the new series in 1900. Particular focus is placed on the volumes published in the wake of ISCHE (International Standing Conference in the History of Education) conferences and the special issues, which the editors began to promote in 1990 as a way of highlighting innovative scholarship in the field. The article considers a total of 55 issues. In addition to a presentation of the diversity of topics addressed, the article assesses the following: editorial strategies to reach a broader public and connect with specialised networks internationally; efforts to achieve international ranking for the journal; the ways individual scholars or national communities showcase certain approaches or themes in the history of education. Finally, the article will consider the limits to the journal’s efforts to establish trends in our contemporary digital age.  相似文献   

20.
Leadership roles in special education have changed dramatically over recent years. Stephen Powers, Stephen Rayner and Helen Gunter, all of whom are lecturers and researchers in the School of Education at the University of Birmingham, conducted a questionnaire survey of the perceived professional development needs of heads, deputies and senior staff working in specialist contexts. The results reveal a significant concern with organisationally focused issues; support for school- and LEA-based courses and higher education provision; but a perceived lack of Government-funded training addressing the needs of those in leadership roles in special education. The authors conclude this article with a call for interested readers to become involved in further research in this important area.  相似文献   

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