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The need for education to help every child has become more important for policy in the US and the UK. Remedial programmes are often difficult to evaluate because participation is usually based on pupil characteristics that are largely unobservable to the analyst. We evaluate programmes for children with ‘Special Educational Needs’ in England. We show that the decentralized design of the policy generates much stronger differences across schools in access to remediation resources for children with moderate learning difficulties than for children with either no difficulties or severe difficulties. However, these differences are not reflected in subsequent educational attainment – suggesting that the programme is ineffective for children with moderate learning difficulties. Also, we use demographic variation within schools to consider the effect of the programme on whole year groups. Our analysis is consistent with no overall effect on account of the combined direct and indirect (spillover) effects. 相似文献
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This paper examines geographical differences in choice of field in higher education. Formerly, educational attainment differed considerably between rural areas and urban centres. Today these differences are pretty much offset. What kind of education students from different geographical areas pursue is however less well known. This article examines this question. It analyses data from public administrative registers on the entire Norwegian population born between 1955 and 1983. It finds that people who have grown up close to a university more often study at a university, whereas people who have grown up near a university college more often study at a university college. Corresponding differences are found in the choice of educational field. 相似文献
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C. J. Phillips 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):116-130
All children attending the maintained primary schools of an education authority in the West Midlands were tested for reading ability and listening vocabulary in the term before entry to junior schooling. Children from West Indian and Asian families are compared with indigenous children on national and local norms for these two tests. The statistics of test scores are used to measure under‐achievement in reading. Although West Indian and Asian children are significantly below the mean of local indigenous children in reading skill, it is shown that they are not under‐achieving, and that they tend to higher achievement than samples of indigenous pupils matched for the social and familial features of the ethnic minorities. Some aspects of the psychometric model which results in this finding are examined. 相似文献
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Pijl Ysbrand J. Pijl Sip J. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(1):5-20
In the Netherlands special needs pupils are often referred to separate schools for the Educable Mentally Retarded (EMR) or the Learning Disabled (LD). There is an ongoing debate on how to reduce the growing numbers of special education placements. One of the main issues in this debate concerns the size of the difference in cognitive abilities between pupils in regular education and those eligible for LD or EMR education.In this study meta-analysis techniques were used to synthesize the findings from 31 studies on differences between pupils in regular primary education and those in special education in the Netherlands. Studies were grouped into three categories according to the type of measurements used: achievement, general intelligence and neuropsychological tests. It was found that pupils in regular education and those in special education differ in achievement and general intelligence. Pupils in schools for the educable mentally retarded in particular perform at a much lower level than is common in regular Dutch primary education. 相似文献
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Angela Thody 《Journal of educational administration and history》1988,20(2):71-80
This authority . . . claims to be supreme in the borough . . . this authority . . . claims to be arbiters of their own destiny. We intend to be masters in our own house untrammelled and will submit to no dictation from any source whatever . . . there is nothing in the Education Act that warrants the board of education in interfering with the local authority in its discretion as to whom it would appoint and discharge. 1
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It is argued that a crucial requirement in studies of educational effectiveness is the modelling of change or growth in student learning. To illustrate one approach to achieving this end, results are presented from multivariate multilevel analyses of three‐waves of data for three Grade level cohorts of students from a longitudinal study designed to explain variation in elementary school students' progress in literacy achievement. The article provides estimates of the influence of prior achievement and social background factors including ‘critical events’, on students’ progress, examines the extent to which progress can be accounted for by the grouping effects of students within classes and schools over successive years, and provides estimates of the effects of explanatory variables at the student‐and class/teacher‐levels. 相似文献
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《International Journal of Educational Research》2000,33(3):285-295
Most of the old Australian circuses were built on a family tradition in which circus skills were developed, shared, and passed from generation to generation. Children brought up in circus families had to concentrate upon the development of their performing skills, often to the exclusion or detriment of a formal education. Based on extensive interviews with elderly Australian circus people, this chapter explores educational practices in Australian circuses between 1847 and 1930. 相似文献
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Julia S. Fuller Mary E. Risner Laura Lowder Mark Hart Barry Bachenheimer 《TechTrends》2014,58(4):73-80
In recent years online education doctorates have become more prevalent to accommodate the growing need for distance academic preparation. Due to the newness of these degree programs, there is a dearth of information in the literature on learner perspectives of effective online teaching and learning strategies. The authors of this paper are recent graduates of the online Doctor of Education program in Educational Technology at the University of Florida. They convey their own experiences using supporting research and the three components of the Community of Inquiry (CoI) model (Garrison, Anderson, & Archer, 2000)—social, cognitive, and teaching presence—to examine this online doctoral program. The insights in the paper are intended to promote dialogue on the student perspective and make recommendations to further the initiation and development of online education doctorates. 相似文献
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Using all available waves of the Trends in International Mathematics and Science Study (TIMSS) from 1995 to 2011, this study examines the factors influencing educational expectations of students in five Eastern European countries (Hungary, Lithuania, the Russian Federation, Romania, and Slovenia). We consistently find across countries and waves that parental completion of a college degree, better material well-being of the family, and being a female are positively associated with students’ expectations to complete college. Furthermore, we find that students who come from more advantaged families are more likely to have formed their academic plans by the eighth grade compared to their disadvantaged peers. 相似文献
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Frank J. Sciara 《The Teacher Educator》2013,48(2):7-10
A large percentage of our teachers begin their careers in disadvantaged schools and are ill-equipped to cope with the problems that confront them. Dr. Sciara recommends a special program for such teachers, but, as an alternative, suggests some specific experiences which can be provided in a general student teaching situation to prepare the student teacher for service in a disadvantaged area. 相似文献
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Melanie Nind 《International Journal of Disability, Development & Education》2000,47(2):183-199
This paper considers the adoption of interactive approaches in the history of special education and addresses teachers’ use and conceptualisation of interactive approaches. Teachers in special schools and units in the United Kingdom were asked whether they used interactive approaches and, if so, what this meant in their context. Interactive approaches were reported to be used by two-thirds of the sample and what this meant to the 58 respondents, from different areas of special education, varied considerably. Their responses are compared with the central elements of interactive approaches in the literature. Areas of consensus are discussed and a relative lack of emphasis on process amongst the teachers is identified. 相似文献
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Richard E. Mayer 《Educational Psychology Review》1998,10(4):389-396
Byrnes and Fox (1998) present the case for the relevance of cognitive neuroscience in educational psychology, including both logical and empirical arguments. In this commentary, I begin by briefly reviewing the history of the case for including the brain in educational psychology: Early educational psychology—as reflected in Thorndike's (1926) educational psychology textbook—emphasized the neuronal basis of learning; contemporary educational psychology—as reflected in educational publications—tends to ignore the brain; and future educational psychology will need to overcome the pitfalls encountered in previous misuses of brain research. Next, I examine two logical arguments for Byrnes and Fox's case, namely, that including cognitive neuroscience research makes educational psychology more complete and more plausible. Then, I examine the empirical argument of Byrnes and Fox by focusing on the value of cognitive neuroscience research in attention and memory as well as in reading and arithmetic. Finally, I suggest criteria for evaluating the contributions of cognitive neuroscience research in educational psychology, including the need for research on educationally relevant tasks and issues. 相似文献
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Students with special educational needs (SEN) are at an elevated risk of psychological and behavioural dysfunctions. In this study, we conducted a survey of parents of students with SEN in Hong Kong to examine the impact of two school practices – learning support and school climate – on the psychological and behavioural functioning (PBF) of students with SEN. We also examined the mediating effects of social participation and academic engagement. Questionnaires were distributed to 586 parents in 139 primary schools. The results of structural equation modelling (SEM) analysis show that perceived school climate has a direct effect on perceived PBF, while perceived learning support does not. Perceived learning support has two indirect effects on perceived PBF, with perceived academic engagement or social participation as a mediator. The findings have implications for the effective use of educational resources to support the inclusive education of students with SEN. 相似文献
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Ingemar Emanuelsson 《Scandinavian Journal of Educational Research》2013,57(3-4):459-474
The articles in this section cover special education, and education and professional expertise, which each represent one special research field within education, but cover research during the last few decades from only one of the Nordic countries. The special‐education article reviews research in Sweden, and from three periods, 1956‐1969, 1970‐1979, and 1980 and later. In selecting the studies referred to the author chose to concentrate on educational aspects within the research domain, rather than differentiated from more handicap‐research‐dominated studies. The author argues that the review cannot, therefore, be seen as a complete, rather it should be understood as a summary of some evident trends of during the periods covered. The extensive presentation ends with remarks on some of the most important theoretical and normative perspectives and aspects. The second article examines, from an educational viewpoint, the acquisition of professional expertise and it outlines emerging approaches to such research, particularly in Finland. The first part of the article briefly reviews how expertise has been conceptualized in recent research. The next section deals with the role of higher education in developing expertise from the constructivist perspective in research on learning, and the article that lines current challenges and alternatives for further educational research. 相似文献