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1.
ABSTRACT

Despite its current high regard in parts of the English educational community, education in France has been as much the subject of public and political concern in recent years as it has in many other countries. One manifestation of this concern was the Loi Jospin of 1989, the aim of which was to continue to encourage the growth of diversity among schools as a response to local needs. Associated with this goal was that of making teachers more willing and able to respond to the increasingly diverse needs of their pupils. By so doing, it was hoped to raise the overall level of student success within the system. This paper looks at one aspect of teachers’ practice and the impact of current reforms on it–that of assessment. Having briefly described the provisions of the Jospin Law, it discusses how these are affecting teachers’ attitudes and practice, using data from the ESRC‐funded ‘Systems, Teachers and Educational Policy’ (STEP) project (ESRC Award No.: R 000 23 4673). Some tentative conclusions about the scale of change and the significance of French primary teachers’ attitudes to assessment are offered.  相似文献   

2.
Social diversity is now commonplace in many communities in today’s globalised world. This diversity can be seen in any classroom of learners, and international studies have shown the complex ways in which disabilities, race, ethnicity, gender and social class can determine a child’s opportunity to succeed or fail in the education system. In Hong Kong, like in many educational contexts around the world, teachers are grappling with increasing diversity amongst their students, including teaching students with special educational needs (SEN) and non-Chinese speaking students (NCS) living in Hong Kong. This paper examines how three primary TEFL (Teaching English as a Foreign Language) teachers are constructing identities as inclusive practitioners as they grapple with enacting the inclusive education policy recently introduced into Hong Kong schools. The data are drawn from a small-scale collaborative reflective inquiry for teacher professional development. Drawing upon a sociocultural and critical framing of identity theory, we trace the three teachers’ identity construction as EFL teachers and inclusive education practitioners. We view the role of discourse, self-positioning and social context as key processes in teacher identity formation. Implications for furthering the development of inclusive education in EFL classrooms are offered.  相似文献   

3.
Policy and practice in relation to meeting the diverse needs of all children, including those with special educational needs (SEN) and disabilities, is in a state of change in the UK. As a result, there is growing interest in and understanding of the need to focus on factors which impact on teachers’ levels of self-efficacy in meeting the needs of learners with SEN, and the implications of this for further development and training. The research reported in this paper gathered data from teachers at a unique time in the transition of policy and practice in England. Through a quantitative analysis of a questionnaire completed by 213 teachers from a variety of teaching settings, data relating to the self-efficacy and confidence levels of teachers immediately prior to the statutory changes in SEN policy has been captured. The findings identify that the Key Stage that the teacher works in is directly related to self-efficacy, that self-efficacy in collaboration is generally lower than self-efficacy in instruction and behaviour management, and that knowledge of laws and policies pertaining to SEN and Disability and experience in teaching children with disabilities had a strong positive relationship on overall self-efficacy. Implications for the ongoing development of practice within the profession, including the development of appropriate initial and continuing professional development models to support teachers throughout their career, and avenues for further research are presented.  相似文献   

4.
Quality school-based sexuality education is important for all children and adolescents. The global trend towards students’ earlier, longer, and technologically connected pubertal experience makes the timely provision of such education particularly significant. Quality international sexuality education documents are available for teachers developing curriculum-based frameworks and pastoral care programmes, and these variously include policy and structural guidance, equity standards, comprehensive content and pedagogical strategies. This paper aims to compare three such documents for their relevance in meeting the educational needs of students, and their usefulness for teachers and educators. The results show that these three documents, produced by global organisations for multi-national application, provide highly professional and sustainable responses to the dire need for improved sexuality education for all children and adolescents, in formats accessible to any curriculum planner or teacher. Inclusive and timely provision of any of these document frameworks would help enhance sexuality teaching and learning in contemporary primary and secondary schools, and they are highly recommended for use by teachers around the world.  相似文献   

5.
基于对一则教学案例的剖析,本文就新条件下教师如何应对学生的多样性和异质性,满足学生的特殊教育需要进行了思考。新时代条件下,为使教育发挥更为积极的作用,教师需要更加自觉地发现和尊重学生的多样性和异质性,尊重学生的个体生活经历和生活经验,更加自觉地创设机会和情境使少数群体学生得到表达,更加自觉地审视自身身份和观念,增强开放包容的意识。  相似文献   

6.
Nowadays, teachers are regarded as key players in the process of identifying and catering to students’ additional support needs within mainstream primary classrooms. However, teachers’ professional judgements regarding students with special needs have been found to be contextually influenced (e.g. by school context, student population, level of achievement). It is unclear whether teachers’ perceptions of their students’ actual support needs are also influenced by their personal and professional characteristics. Hence, a better understanding of the value of teachers’ perceptions regarding students’ needs is needed. Therefore, this study explored perceptions of 109 Dutch mainstream primary teachers regarding four dimensions of students’ additional support. It addressed whether these teacher-perceived students’ needs are affected by teachers’ years of experience, level of training, personality traits and self-efficacy beliefs. It was found that teachers’ perceptions of students’ needs were relatively unbiased by their personal and professional characteristics.  相似文献   

7.
Contemporary commentary notes that students are frequently ahead of their teachers in their ability to manipulate and be creative with the internet, digital programs, and mobile technology. In this context it is important to ask, ‘What knowledge do teachers need to teach in the contemporary context where texts are elaborately multimodal, constructed not just of print but of image, sound, and movement?’ This paper proposes some signposts to assist teachers with navigating in this environment. Using teachers’ and researchers’ reflections on practices in a diverse range of settings, both primary and secondary, the analysis explicates the challenges that teachers face in this multimodal context and elucidates some ways they can effectively operate within it. In particular, it argues that it is teachers’ expertise as analysts and critics of texts that needs to guide their planning and teaching in this ‘new’ text world.  相似文献   

8.
Previous research on the rewards found that teachers gain satisfaction in a sense of vocation, ‘making a difference’, and the emotional rewards of ‘care’ and ‘love’, especially in whole-class teaching. The meaning of ‘making a difference’ often remains unexplored however, and this article is an attempt to rectify this gap in the literature and aims to construct a typology of the rewards that staff find in working with children with special educational needs (SEN). SEN co-ordinators and teachers of children with SEN were studied using four focus groups (n?=?20) and 12 semi-structured interviews (total sample, n?=?32). A narrative, life-history approach was taken to analyse the rewards over time of working with children. Making a difference was mentioned as a phrase 47 times across the sample of 32. A typology of the kinds of rewards experienced by teachers was constructed and the rewards were found in improving attainment, being an advocate, confidence-building and ‘system changing’. Some respondents defined ‘making a difference’ in disparate ways. The article found that those having the longest career in school found that being an advocate for parents was the most rewarding aspect of their job. The study concludes by drawing out the implications for the retention of staff in a time of policy change.  相似文献   

9.
The terrain of inclusion studies in discussed in this paper from the perspective of policy discourses and teachers’ constructions on student diversity. We start by discussing the concept of inclusion from normative and analystic perspectives. We then look at the kinds of discourses that can be found in the Finnish and Norwegian curricula, as well as teachers’ interviews when they talk about their students. On this basis we analyse how the patterns of diversity and inclusion are conceived and constructed; the phenomenon of ‘diversity’, as it is formulated in policy documents and as it is expressed in categories with which teachers operate and act upon in school; and, ‘diversity’ in the context of inclusive practices. We draw from ethnographic studies in Finnish and Norwegian schools; both from mainstream and from special classes.  相似文献   

10.
Worldwide, teachers struggle to keep pace with demands for learning. Educational reforms mandated at a national level require teachers to reconsider their teaching, curriculum and assessment philosophies and practices. This reliance on national policy initiatives increases teachers’ dependence on others knowing what their learning needs might be. Such dependence creates problems for sustained learning because teachers are not encouraged to help themselves. This article introduces an alternative approach to professional development, known as the Quality Learning Circle (QLC), to show how it can empower teachers to become agents of change able to meet both local needs alongside national agendas.  相似文献   

11.
In this article, Lani Florian, Professor of Social and Educational Inclusion at the University of Aberdeen, examines the relationships between ‘special’ and ‘inclusive’ education. She looks at the notion of specialist knowledge among teachers and at the roles adopted by staff working with pupils with ‘additional’ or ‘special’ needs in mainstream settings. She explores the implications of the use of the concept of ‘special needs’– especially in relation to attempts to implement inclusion in practice – and she notes the tensions that arise from these relationships. She goes on to ask a series of questions: How do teachers respond to differences among their pupils? What knowledge do teachers need in order to respond more effectively to diversity in their classrooms? What are the roles of teacher education and ongoing professional development? How can teachers be better prepared to work in mixed groupings of pupils? In seeking answers to these questions, Lani Florian concludes that we should look at educational practices and undertake a thorough examination of how teachers work in their classrooms. She suggests that it is through an examination of ‘the things that teachers can do’ that we will begin to bring meaning to the concept of inclusion.  相似文献   

12.
The inclusion of children with special educational needs is a major challenge. Amongst the factors linked to a successful inclusive education policy, teachers’ attitude toward inclusion is particularly important. The present paper seeks to understand why general teachers exhibit less favourable attitude toward inclusion than special education teachers. We argue that general teachers’ low sense of efficacy can act as a mediator. To investigate this hypothesis, general and special education teachers were asked to report their attitude and efficacy. Results confirm that general teachers have less positive attitude toward inclusion than special education teachers. In addition, a mediational analysis confirmed that this discrepancy is partly sustained by general teachers’ lower sense of efficacy. Limits as well as future perspective are discussed.  相似文献   

13.
The Korean government’s policy toward art in schools and educational autonomy has recently undergone major directional changes, with the Ministry of Education (MOE) encouraging individual schools to find their own ways to become more self‐regenerating, especially by developing community partnerships through art. This recently published policy direction has the potential to challenge traditional school practice as it demands an initiative role of schools and the active involvement of teachers in building partnerships with local communities. Concerned about the impact of the new school art policy on practice, this article attempts to clarify the opportunities and challenges involved in the expected collaborative reform practice by examining the outcomes reported by pilot schools based on their first year of implementing the new school art policy. To this end, this article first identifies the distinctive aspects of the new policy from previous studies on school–community partnerships developed in Korea over the past decade. This is followed by an identification of practical issues and needs by reviewing the outcomes of recent survey results on the perceptions of teachers who participated in conventional school–community partnership programmes. These results will be compared to the problems found in the outcomes reported by pilot schools. Findings will be discussed to assess implications and provide suggestions. This contextual analysis of practitioners’ responses to new art‐based collaborative reform practices developing in Korea may contribute to an expansion of international discussions about educational reform through art.  相似文献   

14.
This article investigates inclusive education practices in schools under the jurisdiction of Thai local government through a study of schools in Khon Kaen Municipality in Northeastern Thailand. Thailand’s 1997 Constitution and 1999 National Education Act both legislated that the educational system must become inclusive, and under these laws schools are required to admit all groups of children, including children with special educational needs (SEN). This study sheds light on the situation of inclusive education in schools with regard to administrators’ policy implementation, teachers’ practices, and parents’ perception of inclusive education management. The findings derive from a survey of 11 school administrators, 114 teachers, and 274 parents (of 137 regular and 137 students with SEN), together with six focus groups with administrators and teachers from six schools. The results demonstrate that most school leaders support inclusive classrooms, most teachers are willing to work with SEN students, and parents of regular students accept the concept of inclusion. Actual practices of inclusive education vary, however, depending upon the perception of administrators and the will of the teachers to implement inclusive education. Furthermore, the results demonstrate that the policy of the municipality may have resulted in the development of inclusive practices in schools under its jurisdiction.  相似文献   

15.
In the past ten years, the issue of inclusion has proved one of the biggest challenges facing special needs education planners and policy‐makers in developed countries. Greek educational policy has given emphasis on two points: (a) the development of new organizational structures (i.e. resource rooms, support teachers), and (b) the implementation of administrative regulations that enable mainstreaming special and ordinary education into a unified educational system (inclusion). In doing so, the content of the curriculum and the pedagogical characteristics of the educational environment were ignored. This paper reports the results of a pilot study that aimed to explore the pedagogical aspects of inclusion and integration as implemented in Greek nursery schools. More specifically, the study investigated the way special needs children participate in the learning process and their relationship with the other members of the classroom. The following hypothesis guided the study: the process of school integration of a special needs child is regulated by (a) the degree and the quality of his/her participation in the learning process, and (b) the pupil’s ability to comply with the main rules of the classroom. Data were gathered from two special needs children, their teachers and their parents through observations and interviews. Research findings seemed to reinforce the two criteria of the research hypothesis. As observation revealed, children’s actions diverged from the desired joint activity. According to research in social groups, this diversion influences the meaning classroom members attribute to ‘differences’ and causes a negative effect on children’s membership of the group. At the same time, the study points out crucial dimensions of the above criteria, particularly as regards the attitude of nursery teachers and of the other pupils towards children with special needs, an issue that needs to be further explored.  相似文献   

16.
This comparative study examines success and efficiency rates for Education, Health and Care (EHC) needs assessments in England when requested by families or education professionals. England is the only nation in the UK with EHC needs assessments. These are requested from the Local Authority (LA) if the school’s ordinarily-available provision is insufficient for individuals to make expected progress. Policy states that needs assessments should include parents, pupils and professionals in all decision making (coproduction). After a needs assessment, the LA may issue an EHC plan. This study considers whether the outcome of a needs assessment (issuing an EHC plan) is independent of the source of the request. Statistical analysis compared outcomes of needs assessments requested by families and education professionals. Analysis of publicly-available datasets and policy provided further context. Findings included: (i) a need for further research to explore inconsistencies in outcomes of needs assessments across England; (ii) LAs efficient at issuing EHC plans were consistently efficient for requests from education professionals and families; (iii) a potential discrepancy between families’ perceived level of involvement and the reality: a ‘coproduction illusion’. It is proposed that policy and guidance in England requires revision to ensure consistent use of language, roles, and responsibilities.  相似文献   

17.
This paper critically examines competing demands placed on teachers, with reference to recent inclusion policy in England and Australia. The authors draw on Michael Foucault’s analysis of power, neoliberalism(s) and biopolitics to explore the ways in which teachers are ‘responsibilised’ into negotiating and fulfilling demands related to both state-imposed accountability practices and social justice agendas. The economic context and associated ‘politics of austerity’ are taken into account in a critical exploration of how the (biopolitical) management of inclusion in the neoliberal present coincides with diminishing funding for social and educational expertise, with ever-increasing responsibilities being placed on teachers to fill this void. The responsibilisation of teachers in recent legislation and statutory guidance discursively constructs the teacher as a professional who takes responsibility for student and school performance, pastoral care, inclusion and social change. Responsibilisation relies on ‘dividing practices’, obliging some teachers to assess the conformity of colleagues to inclusion policy.  相似文献   

18.
This study explores teachers’ first enactments of a set of theory-based curriculum materials designed to support academic language instruction. Specifically, this multiple case study looks at how six middle school English teachers in three US schools adapted the materials; each case includes a pair of teachers, one novice and one more experienced. All schools were located in the same district where a school performance measurement system was being used to publicly rank schools’ academic performance and growth. Multiple measures were used to look for evidence of adaptations and why teachers made adaptations. We found that all teachers adapted the curriculum, most often in response to either perceived student needs or district reform pressures. In two cases, patterns of adaptation differed by teacher experience; experienced teachers appeared better able to adapt curriculum materials to meet instructional goals. This pattern did not hold up at the third school, where teachers faced greater reform pressures. Taken together, these findings suggest that researchers should pay more attention to the role of school and district policy on teachers’ enactments of theory-based reforms. We conclude with guidance to researchers, instructional leaders and others interested in the potential of theory-based curricula as a lever for improving classroom instruction.  相似文献   

19.
This study is based on case studies of five inner city schools and focuses on organisation and teaching approaches used by teachers of Year 2 classes. It also addresses teaching approaches adopted and support for children with ‘additional’ educational needs, operationalised in terms of both special educational needs (not necessarily statemented) and English language needs. Planning was almost universally carried out on a weekly basis, with longer‐term planning also being apparent. Varied responses in relation to teachers’ aims and teaching approaches adopted emerged. These were frequently reported to have changed as a result of the National Curriculum. The majority of teachers reported that they grouped children on the basis of their ability. Children with language needs and with special educational needs were not equally distributed amongst the schools in the study and the support available for these children differed markedly. The findings are discussed in the context of past research and current policy.  相似文献   

20.
This article is a position paper drawing on the findings of several studies into attachment‐aware approaches in schools and other settings. In seeking to promote pedagogical positions that place greater emphasis on the emotional landscape of students, the authors locate this in an historical perspective. They outline the ways in which educationalists have come to separate the learning being from the feeling being, to the extent of evolving separate discourses on behaviour and wellbeing. On the contrary, the authors contend that these elements are intertwined, a reality that needs to be understood at policy level for ‘outcomes’ to change radically. They frame their argument in the light of conclusions drawn from studies in which they were involved of attachment‐awareness and emotion‐coaching approaches (2011–2017). The authors’ position is further informed by research exploring attitudes of excluded youngsters towards education (2015–2016), and also in light of the wider international literature around progressive education.  相似文献   

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