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1.
John O’Rourke John West 《International Journal of Disability, Development & Education》2015,62(5):531-546
Education assistants (EAs) who support students with disability in general education classrooms often find themselves in difficult situations. Caught in the firing line between their personal sense of duty, expectations of the classroom teachers, and the challenges that inclusion presents, their roles as primary support agents are anything but clear. In the following article the authors describe the findings from a modification of screening tool on the over-utilisation of paraprofessionals. The 16-item electronic survey focused on factors associated with EA support, conducted in a variety of Western Australian schools. The findings revealed that school community members such as EAs, classroom teachers, administrators and parents observed aspects of EA support that appear counter-productive towards more inclusive pedagogy. 相似文献
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Recognizing that students of color often do not achieve as well as their White counterparts, the authors of this article acknowledged the need for preservice teachers to study racial and cultural issues as they relate to teaching in diverse classrooms. For four months prior to the beginning of the course that the authors would co-teach, they systematically read multiple articles and book chapters about racial and cultural issues in schools and met weekly to discuss, from their own perspectives and experiences, their reactions to the readings. Simultaneously, they considered emerging possibilities for a course curriculum where preservice teachers would explore issues important to what they called creating culturally celebratory pedagogy and classrooms. The authors, a Black faculty member and a White faculty member in a teacher education program, share key questions that emerged from their readings and discussions, describe four major components they integrated into the course curriculum, and present assignments that may reduce preservice teachers' deficit knowledge and thinking about racial and cultural issues in classrooms and schools. The authors also consider students' initial reactions to the course content and what the students' reactions might mean for the structure and restructure of the course. 相似文献
3.
Timothy J. Frey Debra K. Andres Leah A. McKeeman Jessica J. Lane 《The Teacher Educator》2013,48(1):45-66
In this article the authors describe a collaboratively designed secondary teacher education program focused on the preparation of preservice general education teachers to work effectively with children who have diverse learning needs in inclusive classrooms. The focus of the article is on the collaborative development and initial evaluation of the program by secondary teacher education faculty and special education faculty. The instructional design emphasized a co-teaching model where principles of Universal Design for Learning and instructional adaptation were integrated and assessed in multiple courses by collaborating university faculty. Data from the initial evaluation included student teaching portfolios, formal teacher observations, and 6th- through 12th-grade student assessments. The data suggest that preservice teachers appropriately used strategies for adapting their instruction to meet the needs of students with exceptionalities. 相似文献
4.
Michalinos Zembylas Stalo Lesta Constadina Charalambous Panayiota Charalambous 《欧洲教育》2016,48(2):137-157
The present paper examines the implementation of a particular human rights education approach—known as “critical hermeneutical” approach—in the context of two Greek-Cypriot classrooms. The study investigates whether and how an intervention grounded in this approach offers transformative possibilities to students and what kind of challenges it may pose for teachers who implement it. The implications for teacher training and teacher education are discussed. 相似文献
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As we move towards a more inclusive education system in the UK, there is a real need to equip teachers to work in more diverse classrooms from the start of their teaching careers. In this article, Gill Golder, teaching and research fellow (physical education), Brahm Norwich, Professor of Educational Psychology and Special Educational Needs, and Phil Bayliss, senior lecturer in special educational needs and education studies, all based in the School of Education and Lifelong Learning at the University of Exeter, describe developments in Exeter's secondary phase Post Graduate Certificate in Education (PGCE) programme. The authors set their account in the context of policy requirements in England and international trends towards more inclusive teacher education. They report on an initiative designed to enhance the knowledge, skills and attitudes of trainee teachers and to equip them to differentiate their teaching to meet the individual needs of all pupils, including those with special educational needs. This initiative involved all trainees working intensively with one pupil, supported by the SENCo in their teaching practice school. Building towards a form of dispersed teacher preparation that may have applications in other contexts, the programme offered student teachers a systematic strategy for individualised teaching and the support of web-based resources. Gill Golder, Brahm Norwich and Phil Bayliss include evaluations from student teachers, SENCos and principal subject tutors in their report. They conclude that this is a promising way of working, which highlights the national and international need to develop practical ways of enhancing initial teacher education in relation to special educational needs and inclusion. 相似文献
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The purpose of the reported interview study from Sweden is to contribute to our understanding of how head teachers can promote inclusive practices. Five head teachers were selected from a larger sample of head teachers working in compulsory schools (6–16) according to specific criteria in order to obtain head teachers who work effectively and express inclusive values relative to a relational perspective. The interviews were semi-structured, and a thematic analysis was performed. Head teachers’ strategies were in focus. The theoretical point of departure is critical pragmatism. Overall the five head teachers reported similar strategies. The head teachers describe the importance of educational leadership through observation and participation in activities in the classrooms. They advocate flexibility in the solutions provided for students in need of special support preferring solutions carried out in the regular classroom by the class/subject teacher. Head teachers see special educational needs coordinators (SENCOs) as important partners in their work towards more inclusive practices. Head teachers express the importance of consensus among their staff. They seem to welcome government’s increasing demands and steering concerning how head teachers should manage their schools. Finally, it is discussed whether the head teachers can be said to work ‘inclusively’ and, more generally, the methodological challenges researchers must confront in studies concerning ‘inclusive’ education. 相似文献
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回望中国大学的文学教育,在“新文学”课堂上,诸多文学大家曾凭借个人魅力从事“文学教育”并产生深远的影响,当年他们共同构筑的缤纷的“文学课堂”渐成遥远的记忆。相较之下,如今的中国大学文学教育以积累知识为重心的弊端正日益显现。为此,努力探寻大学文学教育的策略和路径已经引起诸多学人的关注,文学教育改革亦势在必行。总结多年来的文学教育经验,指出文学教育应从“精心构筑文学课堂”、“重新确立文学信仰”、“构建良好的阅读生态”、“密切文学与人生的关系”等4个方面入手,旨在引领大学生普遍养成热爱文学的风气以及欣赏文学的能力,从而努力地接近理想的文学教育。 相似文献
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Teacher candidates train in an educational world that has changed dramatically. The tensions and challenges that preservice teachers experience are a reality for teacher education programs and must be planned for. The authors from a teacher preparation program describe the steps they have taken to support more authentic and integrated work with teacher candidates who struggle in their performance during their licensure program. After implementing a program‐wide support plan protocol and professional action plan tool, we examined the issues that signaled the need for intervention, the types of supports provided, and the resulting program decision. We captured staff perspectives regarding the effectiveness of the support plan protocol and conclude with recommendations to support teacher candidates in acquiring the conceptual and technical knowledge, skills, and disposition needed to teach in today’s classrooms. 相似文献
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Inquiry experiences can provide valuable opportunities for students to improve their understanding of both science content and scientific practices. However, the implementation of inquiry learning in classrooms presents a number of significant challenges. We have been exploring these challenges through a program of research on the use of scientific visualization technologies to support inquiry-based learning in the geosciences. In this article, we describe 5 significant challenges to implementing inquiry-based learning and present strategies for addressing them through the design of technology and curriculum. We present a design history covering 4 generations of software and curriculum to show how these challenges arise in classrooms and how the design strategies respond to them. 相似文献
10.
Dockrell J. E. Papadopoulos T. C. Mifsud C. L. Bourke L. Vilageliu O. Bešić E. Seifert S. Gasteiger-Klicpera B. Ralli A. Dimakos I. Karpava S. Martins M. Sousa O. Castro S. Søndergaard Knudsen H. B. Donau P. Haznedar B. Mikulajová M. Gerdzhikova N. 《European Journal of Psychology of Education - EJPE》2022,37(2):293-320
School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.
相似文献11.
“Learning in Regular Classrooms” (LRC) has been the main strategy to universalize compulsory education for children with special
educational needs in China after 1980s. Methods such as whole-class teaching combined with individual tutoring, differentiated
teaching, and cooperative learning have been widely practiced in general classrooms for students with special educational
needs. However, high instructional quality for students with special educational needs in mainstream classrooms is far from
being realized, and this is due to the lack of expertise, support and resources, and effective assessment measures. The authors
conclude that efforts are needed to change the education system from the current rigidity toward a more flexible system to
better accommodate diverse needs in general classrooms. 相似文献
12.
Pol Ghesquière 《International Journal of Disability, Development & Education》2004,51(2):217-222
In this concluding article we discuss how the different contributors of this special issue deal with the methodological challenges in special needs education research. The shift from an individual perspective towards an interactional and systemic point of view in special educational needs research has introduced research methods that are able to describe the complexity and the recursiveness of the social reality under study. The different studies presented in this issue provide interesting illustrations of some of these methods. The discussion of these studies makes it clear that social cultural theory is a useful framework for research on special needs education. It is suggested that in their investigations researchers should attach importance to the meaning of discourse and keep their minds open to change and new challenges. 相似文献
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Donna Hannaway Poomoney Govender Petro Marais Corinne Meier 《Africa Education Review》2019,16(3):36-53
Currently in South Africa, there are over 20 000 underqualified Grade R teachers who are enlisted into service to ensure that Grade R teaching can continue. The aim of the study reported on was to investigate the challenges and needs faced by underqualified teachers in order to promote the professional development of teachers teaching in rural areas. Phenomenology was used as the research design. By means of a qualitative research approach, purposeful sampling selected only underqualified early childhood education (ECE) teachers teaching in rural schools for more than five years or more in three provinces, as well as their school principals. The findings revealed the following needs and challenges: the need for resources; poor infrastructure; lack of parental involvement; overcrowded classrooms; the need for in-service training; needs of the rural communities; and support from an open distance learning (ODL) institution. 相似文献
15.
Young children with autism spectrum disorder (ASD) are increasingly being included in early childhood classrooms that include typically developing peers and in general education classrooms once they enter school. Many of these learners have the requisite academic skills to be successful, yet their social communication and behavioral challenges often impede their successful inclusion in general education settings. The challenges educators may experience when interpreting and responding to some behaviors exhibited by young students with ASD are explored and analyzed using an illustrative case vignette of a Kindergarten child with ASD. Recommendations for analyzing the communicative function of children’s behavior and for embedding social communication opportunities in inclusive classroom settings are described. 相似文献
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Many students enter pre-service education programmes believing that their practical learning experiences will occur in schools and that their theoretical learning experiences will occur in the university or college setting. Research shows that frequently student teachers retain this perception throughout their programmes without acknowledging the interplay of theory and practice in their learning. Through the use of communication technologies, student teachers participating in the Bachelor of Teaching degree at the University of Otago are encouraged to make connections between the activities in their university-based classes and those of classrooms in primary schools. Frequent dialogue through fax, audio-conference and e-mail between student teachers based in the university and children and their teachers in classrooms enables them to access the thinking of children and teachers, and provides additional opportunities to theorise their practice and practise their theory. Student teachers are provided with a range of opportunities to explore the potential of information technologies in education while interacting with children and teachers beyond the traditional practicum experience. The use of technology to connect student teachers to learners in classrooms challenges the conventional teacher education curriculum. 相似文献
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Learner-centered classrooms are cooperative learning spaces in which instructors intentionally incorporate the needs, experiences, and feedback of students in order to design course objectives, materials, and assessments. This paper is concerned with the question: To what extent does the literature on learner-centered classrooms address the unique teaching challenges of faculty of color in higher education? Through a review of the foundational literature on learner-centered classrooms and scholarship on faculty of color's teaching experiences, as well as the incorporation of personal vignettes, the author argues that scholarship on learner-centered classrooms in higher education excludes faculty of color epistemologically, or as sources of knowledge about learner-centered classrooms, and experientially, as practitioners enacting learner-centered pedagogical practice. In fact, many recommendations in the literature on learner-centered classrooms directly contradict scholarship on the experiences, challenges, and best practices of faculty of color. This paper ends with directions for future research and practice. 相似文献
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Despite the promise of technology in education, many practicing teachers are faced with multiple challenges of effectively integrating technology into their classroom instruction. Additionally, teachers who are successful incorporating educational technology into their instruction recognize that although technology tools have the potential to help children, they are not ends in themselves. This article describes a Summer Institute project that the authors facilitated in a medium sized midwest public university. The summer workshop afforded participating early childhood education teachers exciting opportunities to interact with various instructional tools and technology applications. Further, the practicing teachers explored various strategies to integrate specific technology tools into their lessons in a manner consistent with constructivist pedagogy. This article is intended to stimulate reflections on the need to adopt a suitable technology integration professional development model in early childhood education classrooms to support young learners. 相似文献