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1.
Students with Special Educational Needs and Disabilities encounter complex and circuitous transitions from post‐primary settings to Higher Education. In Ireland, inequitable access to Individual Education Plans, and a lack of policy infrastructure to provide formal transition planning, means that these journeys are varied and uncertain. This study presents findings from surveys completed by parents supporting students with disabilities in their final 3 years of mainstream secondary school (n = 69), and in‐depth interviews with a self‐selected subset of parents (n = 8). Results point to: (i) disparate levels and quality of support and guidance, (ii) fissures in communication channels between parents and schools, (iii) insufficient awareness and understanding of the interplay between disability and successful post‐school outcomes, and (iv) high levels of stress, anxiety and frustration experienced by students, parents and carers.  相似文献   

2.

Writing is critical for college and career readiness, yet secondary students in America are not good writers (National Center for Education Statistics, 2012). Unfortunately, researchers know relatively little about secondary students’ writing skills, and even less about their digital writing. In this study, we explored prior computer use, keyboard activity during writing, and their relations to writing achievement using the 8th grade 2011 National Assessment of Educational Progress writing assessment, the first national computer-based writing assessment for U.S. secondary students. We found that prior computer use predicted students’ writing skills directly (0.08) and indirectly (e.g., keypresses, 0.14) via keyboard activity during the test. We found differential effects for certain groups including current English learners and disadvantaged students. We also found a small positive interaction effect of prior use and keypresses on writing. That is, the benefits of prior computer use for school writing and the value of students’ additional keypresses on writing achievement were amplified when both were present.

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3.
Research on the international student experience in Australia has highlighted the challenges that international students face when obtaining tertiary qualifications in an Australian university [AEI. (2012). Student voices: Enhancing the experience of international students in Australia. Canberra, Australia: Australian Education International]. Specifically, international students are reported to have difficulties achieving their stated goals of making connections, forming friendships and improving their oral English language skills during their sojourn [AEI. (2013). International student survey 2012 overview report. Canberra, Australia: Australian Education International; Yates, L., & Wahid, R. (2013). Challenges to Brand Australia: International students and the problem with speaking. Higher Education Research & Development, 32(6), 1037–1050]. This paper investigates the interactions of five male Saudi Arabian international students in the local English-speaking community and considers how they participate in it. Diary records and interview conversations are used to examine the nature and extent of participation, drawing on the linguistic concept of register or analysis of situation. The findings indicate that quality interactions for the purpose of language learning are derived from casual conversations and those without pre-defined social roles which afford opportunities for identity negotiation and interactional benefits.  相似文献   

4.
This paper describes how a number of unlikely publishing partners unexpectedly found themselves exploring eLearning as a medium for teacher and pupil learning. Blackrock Education Centre supports teachers through professional development programmes and the publication of educational resources under the auspices of the Department of Education and Science (DES) in the Republic of Ireland. This paper describes how the intention to create a standard primary school classroom resource by the Education Centre has been unexpectedly transformed in ways which have enabled us to explore eLearning in partnership with a local Institute of Technology, IADT. In doing so, we have ourselves become learners in unexpected ways with our teachers and students. The paper describes how intentions emerge in conversation in processes of local interaction and that the strategic direction of an organisation (in our case, our unexpected involvement in eLearning) is best understood in retrospect. It is about how our identity is transformed in our learning and how strategy can be viewed as an emergent property of relationships. The learning resource is entitled Something Fishy, a humorous play on an English expression meaning something a little suspicious, even subversive. Somethnig Fishy can be viewed at www.somethingfishy.ie  相似文献   

5.
The introduction of the new tuition fee regime in the UK has resulted in growing concerns about the impact on students’ expectations of their university experiences (e.g. Jones in Perspectives 14(2):44–48, 2010). This is coupled with reports from those such as the OIA (Office of the Independent Adjudicator (2012) Annual Report. Accessed on July 22, 2013. Retrieved from, http://oiahe.org.uk/media/88650/oia-annual-report-2012.pdf) which detailed the rise in the number of student complaints year on year. The current study explored undergraduate psychology students’ (N = 62) expectations and derived experiences of Higher Education through a series of focus groups. In particular, a focus on students’ perceptions of level of support, contact time, and resources were explored. These were undertaken both before (n = 21) and after (n = 41) the introduction of the fee rise, to provide a cross-sectional comparison of the potential changes. Thematic analysis of the narratives indicated minimal support for the idea that increased tuition fees had heightened expectations in Higher Education. Additionally, although there were some discrepancies between students’ expectations and experiences, particularly in relation to level of support and contact time, this did not have a detrimental impact on satisfaction of their University experiences. This was related to the fact that these experiences exceeded their original expectations. One noteworthy finding however, suggested that higher tuition fees were related to greater expectations of graduate employability. The implications of this are discussed, as well as the implications of student satisfaction (using models such as the Student Satisfaction Index Model; Zhang et al. in Int J Bus Manag 3(9):46–51, 2008), for institutional policies of recruitment and retention.  相似文献   

6.
The success of students with disabilities in school and community largely relies on productive family professional partnerships (FPPs). The Individuals with Disabilities Education Act (IDEA, 2004) recognises the importance of family collaboration to student success by mandating that parents be involved in the Individualised Education Plan (IEP) process as full team members. While several previous studies examined the perspectives of parents of children with disabilities on partnerships with educators, less research exists on teacher perspectives on family professional collaborations. Additionally, there are even fewer studies that focus on teacher perspectives on partnerships with parents of children with autism, a disability category which continues to increase in prevalence. The present study contributes to the literature by examining teacher perspectives on factors that build and hinder positive partnerships with families of children with autism. Researchers surveyed 25 Special Education teachers and conducted additional individual interviews and open-ended questionnaires to examine teachers' first-hand experiences. Findings identified four common themes that educators felt helped and hindered collaborative relationships with families. Study results may lead to the development of specific family professional collaboration strategies that can be implemented and discussed in school districts, teacher trainings, pre-service teacher education programs and family workshops.  相似文献   

7.
Abstract

This article presents findings from a recent national study supported by Association for Higher Education Access & Disability and the National Learning Network (2016) to investigate the experiences of students with mental health difficulties in higher education in Ireland. The data investigation was a combination of both survey and qualitative research activities. A total of 22 out of 28 Higher Education Institutions (HEIs) in Ireland participated in a national survey. In addition 14 students and 11 professionals participated in focus groups and semi-structured one-to-one interviews. This article focuses on the qualitative data collected. While the topic of the needs of students with mental health difficulties is an under-researched area in Ireland, this study does recognise and build on recent work both nationally and internationally. The study demonstrates the benefits of a whole campus approach to meeting the needs of students with mental health difficulties combined with specialised supports. It recommends that that individual HEIs review existing policies and practices for students with mental health difficulties.  相似文献   

8.
This study examined the effects of embedding special education instruction into preservice general education assessment courses. Participants were teacher candidates in the United States enrolled in a required evaluation and measurement course (n=208). A self-report survey was developed assessing knowledge of and attitudes toward teaching students with learning disabilities. Results indicated that embedded instruction significantly increased teacher candidate's knowledge of inclusion terminology and assessment adaptations (p<.01), and improved confidence levels in meeting the needs of students with learning disabilities improved by 60% over the control group. These results suggest the need to provide faculty in the content area adequate professional development opportunities to ensure that current special education best practices are embedded across the curriculum of teacher candidates.  相似文献   

9.
The lack of diversity in the teaching profession is recognised internationally [Schleicher, A. 2014. Equity, Excellence and Inclusiveness in Education: Policy Lessons from around the World. Paris: OECD]. Research shows consistently that teachers from majority socio-economic and ethnic groupings dominate, often in contrast to school populations. While studies in the USA and the UK have shown that teachers with disabilities are significantly under-represented compared to the general population, there has been a dearth of research in this area in Ireland, including in relation to initial teacher education (ITE). Following a review of the literature and an overview of the study’s methodology, we present findings exploring 2014 ITE applicants and entrants with respect to their dis/ability status and intersections with other socio-demographic variables based on data gathered in the Diversity in Initial Teacher Education in Ireland national research project, establishing the first national dataset about disability in Irish state-funded ITE. While we identified increases in the proportion of disabled students entering ITE, especially at postgraduate level, applicants with disabilities were significantly less likely to be accepted into undergraduate primary ITE than were those without, and there was considerable variation in the proportions from different categories entering ITE. We end by discussing the significance and implications of our findings in terms of practice, policy, and further research.  相似文献   

10.
《Distance Education》2012,33(2):237-252
Recently there has been growing concern about the ways in which professional values such as “acknowledging diversity and promoting equality of opportunity” (Higher Education Academy (HEA), 2006 Higher Education Academy (HEA). (2006). UK Professional Standards Framework for teaching and supporting learning in higher education. York: Author. Retrieved from http://www.heacademy.ac.uk/assets/York/documents/ourwork/rewardandrecog/ProfessionalStandardsFramework.pdf  [Google Scholar], p. 4) have been understood and evidenced in higher education. In this article, we outline how the Learning to Teach Inclusively open educational resource (OER) is addressing this concern by facilitating understanding of the concepts and principles underpinning these professional values. We outline a set of principles for inclusive practice and show how they underpin not only the content of this resource, but also its design, development, and embedding. We argue that while these principles were derived from research in face-to-face teaching, they are just as relevant and applicable to learning, teaching, and curriculum design in distance learning and virtual contexts. Finally, we outline three models for embedding the OER and propose a model for embedding inclusive practice through OER across HE.  相似文献   

11.
The present study aimed to explore the impact of the combination of two pedagogical models, Sport Education and Teaching for Personal and Social Responsibility, for learners with disabilities experiencing a contactless kickboxing learning unit. Twelve secondary education students agreed to participate. Five had disabilities (intellectual and motor). Additionally, three physical education teachers and the mother of one of the students contributed. Five different research instruments were used to obtain information from all participants: drawings, open-ended questions, discussion groups, diaries and semi-structured interviews. Thematic content analysis and constant comparison guided data analysis resulted in three major categories: part of the team, learning and enjoyment. Several ideas were also identified: inclusion, friendship, cooperation, students’ important role and transference. In conclusion, the hybridisation of Sport Education and Teaching for Personal and Social Responsibility seems to be a powerful tool for including students with disabilities in physical education, helping them and their classmates connect in and out of class.  相似文献   

12.
Presently, most Higher Education policy issues that are debated in Chilean society revolve around the question of the type of relations that should connect the Higher Education system with the state and society.During the 1980–1990 period, Chilean Higher Education underwent drastic changes under a Military Government, directed to the achieving of three main goals: to open-up the Higher Education system, to differentiate its institutional structures, and to partially transfer the cost of state-financed institutions to the students and/or their families (cost recovery) thus forcing these institutions to diversify their funding sources.As a result of the 1980 reforms, both the institutional composition and the financing of Higher Education experienced dramatic changes. New establishments mushroomed. In turn, the rapid increase in the number of institutions resulted in three major effects:first, Higher Education became private-dominant in the non-university levels and has now a dual public/private nature at the university level;second, establishments grew more regionally dispersed but overall enrolment distribution changed in the direction of a still higher concentration in the capital city;third, creation of new entrance opportunities shows an increasing over-extension with respect to enrolment demand. Also funding of Higher Education was drastically altered by the 1980 reforms. Incremental funding was replaced by a diversified funding system which contemplates the employment of four different mechanisms: public institutional core funding, competitive public allocations rewarding institutions that enrol the best students, a Government financed student-loan scheme, and competitive financing of research projects.A new, democratically elected Government was established in 1990. Its Higher Education policies include three major objectives: to fully restore institutional autonomy cancelling all measures of governmental intervention and reinstating the right of faculty members to freely choose their authorities and provide for the self-government of public universities; to increase public spending without changing the diversified-funding approach adopted by the former Government, and to change the legal framework of Higher Education with the aim of introducing more stringent accreditation and evaluation procedures and institutional accountability.  相似文献   

13.
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14.
在中职机械加工技术专业与高职机械制造与自动化专业的课程体系中,知识断层现象主要出现在公共课中,知识链脱节现象主要出现在专业基础课中,课程内容重复现象在专业基础课和专业课中均存在。中职主要培养学生使用和维护机械加工设备的能力,重在提高操作技能;高职主要培养学生的工艺设计与设备维修能力,重在提高智力技能。在中高职相互衔接的课程体系中,程序性知识避免重复,陈述性知识衔接提升。  相似文献   

15.
This paper considers the overt and covert discourses in two contemporary policy documents in England and Wales, The Nutbrown Review: Foundations for Quality ([DfE] Department for Education Department for Education. 2012. ‘The Nutbrown Review: Foundations for Quality: The Independent Review of Early Education and Childcare Qualifications.' DFE-00068 2012. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/175463/Nutbrown-Review.pdf.) and More Great Childcare (MGC) ([DfE] Department for Education. 2013. ‘More Great Childcare: Raising Quality and Giving Parents More Choice.' DFE-00002-2013. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/219660/More_20Great_20Childcare_20v2.pdf.), which advocated a number of significant changes to Early Years provision. It employs Critical Discourse Analysis (CDA) to ask questions about relationships between language and society, specifically how these are managed in policy documents. Drawing on Foucauldian analysis on the power behind the words and utilising [Fairclough, N. 2010. Critical Discourse Analysis: The Critical Study of Language. Harlow: Pearson Education Ltd.] CDA, indications of underlying values and assumptions, overt and covert agendas were explored. Findings suggest a significant shift in concepts of quality, professionalism and childcare that positions the child as an investment in the future as a strong feature of the discourse within MGC as well as an increase in top-down frameworks. Both documents assert that quality and professionalism will only occur with top-down regulation and inspection. They propose a consumer market based model of practice that has implications for professionalism of the workforce and quality of children's experiences.  相似文献   

16.
While “flipping” a classroom has gained attention in K-12 and Secondary school programs, there has been relatively no explicit focus on its effectiveness as a teaching method for instructional media design courses in Higher Education. The purpose of this quasi-experimental study was to determine the effectiveness of the flipped classroom approach to teaching instructional media design subjects by comparing students’ academic performance and training satisfaction in traditional lecture-based instruction with those in a flipped classroom. A total of 128 undergraduate students participated voluntarily and were divided into a control (n = 62) and an experimental (n = 66) group, respectively. The study findings indicated substantial differences in both academic performance and training satisfaction between the two groups, with the students in the experimental group performing significantly better. Specifically, the results showed some determining factors associated with training satisfaction that explain why students in flipped classes achieved notably higher mastery in the learning objectives than their control group peers. This study adds to the literature by providing evidence on how a flipped classroom can potentially benefit students’ academic performance, leading to higher training satisfaction and deeper disciplinary understanding in instructional media design courses.  相似文献   

17.
We set out to identify the benefits and drawbacks of using more than one instructor to teach single section science courses at a large research university. Nine courses were investigated involving widely differing subjects and levels. Teaching models included: sequential teaching with two to six instructors each covering only their own modules, two teachers present in class at all times, and hybrids of these two models. A three-question survey was answered by 957 students and 17 instructors. Dominant advantages identified by both groups were variety of teaching style or perspectives and instructor expertise, with instructors being more likely to identify expertise as the primary advantage. Dominant disadvantages identified were adjustment to teaching style and expectations and confusion and communication issues. Data suggest that advantages are maximized and disadvantages minimized either in courses with two or more instructors interacting and collaborating in class or when special care is taken with coordination and collaboration if the course is sequentially taught. We conclude with specific recommendations to instructors and departments based on evidence from the data.  相似文献   

18.
Preschool provision in Northern Ireland is government funded and quality assured in all statutory sector settings (nursery schools and units) and in many voluntary/private sector settings (playgroups and daycare facilities). However, three unresolved policy issues continue to divide the sectors: the choices between a teacher or pedagogue role model, graduate or vocational level training, and a competency or reflective model of training. This paper aims to explore the reflections of a sample of students from both graduate and vocational early years training courses on the content and effectiveness of their training in order to inform the broader early years professionalism debate. The design of the research combines quantitative and qualitative approaches, with the data collection methods consisting of questionnaire survey (n = 282) and semi‐structured interviews (n = 22). Findings reveal broad agreement on the part of students, literature and government policy on the essential elements of early years training content; however, weaknesses in all training courses are detected in regard to preparation for significant areas of professional practice.  相似文献   

19.
Following a lengthy consultation process across Northern Ireland (NI), 2013 saw the publication of Learning to Learn: A Framework for Early Years Education and Learning [DE (Department of Education). 2013. “Learning to Learn: A Framework for Early Years Education and Learning.” Accessed July 15, 2014. http://www.deni.gov.uk/english_a_framework_for_ey_education_and_learning_oct_13_tagged.pdf]. This document has major implications for change in regard to children's services in the province. For this paper we have employed a critical discourse analysis (CDA) methodology (Ozga, J. [2000]. Policy Research in Educational Settings. Buckingham: Open University Press) in order to explore the relationships between language and power in the shaping of the policy discourse illustrated by Learning to Learn. Comparisons and contrasts are drawn between the language and assumptions made in the document, particularly in relation to the issues of quality and workforce qualifications. Attention is drawn to the message of the framework document that early years professionals must provide consistently high quality services to children and families through a process involving effective collaboration. However, the persistent ‘split system’ of statutory and voluntary sectors within the field of early childhood provision in NI plays a key role in the creation and legitimation of dominant discourses and accepted norms. Through this CDA process we demonstrate the ‘emancipatory potential’ of CDA for analysis of early years policy by both academics and practitioners.  相似文献   

20.
This study compared outcomes in deaf and hard-of-hearing (DHH) students and nondisabled students taking courses by distance learning with the UK Open University in 2012. DHH students who had no additional disabilities were more likely to complete their courses than were nondisabled students, and they were just as likely to pass the courses that they completed and to obtain good grades on the courses that they passed. DHH students who had additional disabilities were less likely to complete their courses, less likely to pass the courses that they completed and less likely to obtain good grades on the courses that they pass than were nondisabled students. It is concluded that hearing loss itself has no effect on academic attainment, but that additional disabilities may have an impact on DHH students’ academic performance.  相似文献   

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