共查询到20条相似文献，搜索用时 78 毫秒
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Peter Cumper 《Sex education》2013,13(2):125-136
The Human Rights Act 1998 is the most significant British statute to have been passed in the last decade. It has already been the catalyst for a series of high profile cases, ranging from the privacy rights of celebrities (Douglas v Hello! [2001] QB 967) to the Home Secretary's sentencing powers in murder cases (R (Anderson) v Secretary of State for the Home Department [2002] 4 All ER 1089). Yet, beyond the media spotlight, the real influence of the Human Rights Act 1998 lies in the fact that individuals and groups have, for the first time, been accorded the opportunity to invoke in the national courts a series of fundamental human rights. In this paper I will consider one area that is likely to be affected—the extent to which the Human Rights Act will have an impact on the law relating to sex and relationship education (SRE). 相似文献
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Outdoor education is often undervalued. As such, we believe there is merit in critiquing the field and focusing more attention on its value and importance. This paper seeks to offer a critical exploration of ‘if’ and ‘how’ outdoor education is a discipline. The paper begins with a brief overview of the literature that seeks to define a ‘discipline’. We then present a six-component discipline model and examine whether and how outdoor education aligns with its first three components: a focus of study; a worldview or paradigm; and an active research or theory development agenda. In our analysis of these components we seek to not be definitive; rather, we invite readers to ponder our evidence in light of their lived experience. The ultimate hope is that this paper will encourage readers to deliberate the arguments that arise as a consequence of assessing outdoor education as a discipline. In doing so we hope to challenge readers to conceptualise outdoor education in innovative ways and to stimulate critical discourse to strengthen the field so that it may realise its potential and best serve society. 相似文献
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Hans Siebers 《British Journal of Sociology of Education》2019,40(1):33-49
Following Gellner, citizenship education has often been framed in terms of nationalism. This framing is supported by methodological nationalism that legitimizes nationalism as either functional (civic nationalism) or natural (ethnic nationalism). Based on a triangulation of qualitative and quantitative data, this study of the dynamics in the classes of a Dutch faculty of social professions highlights the disruptive impact of nationalism on citizenship education, spilling over to other courses as well. Ethno-nationalist discourses in Dutch media and politics as well as in multiculturalism approaches used in citizenship education fuel conflicts between non-migrant students and students with a migration background that disrupt education. It is argued that in globalized settings like these classes, a more viable approach to citizenship education would take an institutional instead of communitarian perspective. 相似文献
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Carolyn M. Thorne 《Emotional and Behavioural Difficulties》2017,22(4):365-382
Alternative education programmes have acted as a disciplinary practice used by schools in Prince Edward Island (PEI), Canada, as a response to providing students, especially those identified with challenging behaviours, who do not fit into ‘mainstream’ schools.
This article highlights the emergence of alternative education in PEI and brings to light the complexities underpinning how a child with challenging behaviour is viewed. Through the use of Foucauldian genealogical analysis and critical discourse analysis, this research centres on the discourse of ‘alternative education’ and problematises how alternative education programmes have been put in place as a solution to the problem of the child with challenging behaviour in ‘mainstream’ schools as constituted in the 1990s in PEI, Canada.
Using data generated from educational policies, government documents, and interviews with educators who worked in alternative placements and practitioners who worked with students identified as having problematic behaviour, I propose that alternative education programmes are hybrid programmes emerging from an overlapping of understanding from ‘mainstream’ education and ‘special education’. 相似文献
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Aharon Gero 《European Journal of Engineering Education》2017,42(3):260-270
A course entitled ‘Science and Engineering Education: Interdisciplinary Aspects’ was designed to expose undergraduate students of science and engineering education to the attributes of interdisciplinary education which integrates science and engineering. The core of the course is an interdisciplinary lesson, which each student is supposed to teach his/her peers. Sixteen students at advanced stages of their studies attended the course. The research presented here used qualitative instruments to characterise students’ attitudes towards interdisciplinary learning and teaching of science and engineering. According to the findings, despite the significant challenge which characterises interdisciplinary teaching, a notable improvement was evident throughout the course in the percentage of students who expressed willingness to teach interdisciplinary classes in future. 相似文献
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《Journal of Further & Higher Education》2012,36(2):153-164
This paper comprises a summary of research into the teaching of higher education (HE) courses in further education (FE) learning environments. A comprehensive study of college management and teaching staff attitudes together with teaching practices, pedagogy and research was carried out with six partner colleges of the University of Plymouth where a substantial amount of HE teaching was delivered. A questionnaire was developed, piloted and distributed to all staff teaching HE in the colleges, with a similar but separate questionnaire being used for management. Five colleges responded. We present data relating to the differences in teaching practice and pedagogy between FE and HE teaching and the problems of realizing these in FE learning environments. We also look at the ways in which independent study and critical reflection among learners are developed. The questions of research and scholarly activity and their relevance to HE teaching are addressed. Considerable challenges are faced by staff teaching mainly FE courses, on standard FE teaching contracts, being expected to deliver HE courses effectively. We also consider the challenges of delivering ‘a real HE experience’ in FE environments and those involved with going on to university afterwards. 相似文献
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Mikyung Shin Hyunjoo Lee John William McKenna 《International Journal of Inclusive Education》2016,20(1):91-107
Co-teaching is commonly used to support students with disabilities in inclusive educational settings. However, there is often a gap between the potential effectiveness of co-teaching and actual classroom practice. This study examined preservice teachers’ co-teaching experiences to better understand this gap to identify potential practices for improving teacher training and service delivery. A review of 11 studies revealed that both special education and general education preservice teachers believed that co-teaching practices provided them opportunities to communicate and work collaboratively. Both groups agreed on the significant impact of personality in co-teaching as well as challenges in implementing co-teaching. Furthermore, special education preservice teachers noted that they lacked content knowledge, whereas general education preservice teachers thought they needed more training in the provision of accommodations and modifications. Study limitations, areas for future research, and implications for preservice teacher preparation are discussed. 相似文献
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This article critically explores ‘if’ and ‘how’ outdoor education (OE) is a discipline. This exploration stems from our experiences that OE is often undervalued, and from the belief that if OE is considered a discipline, then it would have greater acceptance, enhanced academic standing, importance, resourcing and prestige. Our analysis is rooted in a six-component discipline model which provides a framework for examining OE in relation to commonly understood attributes of stand-alone disciplines. In this article, we examine the final three components of the model. First, we explore the reference disciplines, such as education, psychology and sociology, which inform the OE field. Second, we examine the principles and practices of risk and reflection to chart how OE’s principles and practices have evolved over time. Finally, we report on the structures that support the OE field, such as academic programmes, journals, textbooks and curriculum. We draw on a range of historical and contemporary evidence to provocate on if and how OE is a discipline. We conclude the article with a discussion of the implications of these analyses juxtaposed alongside a discipline model and the challenges and opportunities that lie ahead for OE in the context of being a discipline. 相似文献
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Hannelore Reicher 《International Journal of Inclusive Education》2013,17(3):213-246
This article focuses on conceptual and empirical issues related to the links between social and emotional learning (SEL) and inclusive education. SEL can be defined as the process of socialisation and education related to personal, interpersonal and problem‐solving skills and competencies. This process takes place in formal and informal settings and is influenced by a complex interplay of individual, situational and cultural factors. Beside a person‐centred focus, effective SEL interventions are provided within supportive learning environments and are directed at enhancing the social–emotional environmental factors that influence learning. Underlying theories and models related to SEL are reviewed, completed by empirical data stemming from prevention science, and developmental psychology. The role of SEL will be investigated with respect to children with emotional–behavioural difficulties and their social and cultural context. Finally, the multifaceted role of SEL and its preventive potential in inclusive school settings through modifications of input and content, teaching strategies and processes, as well as the improvement of learning environments are outlined. 相似文献
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《Teaching and Teacher Education》2002,18(7):763-780
In this article, the purpose is to evaluate how teacher education may promote active learning and what the main obstacles are to reach this target. The problem is investigated from the perspective of student teachers, teacher educators, teachers and pupils in schools. All these groups have evaluated how active learning is applied and what the obstacles are to active learning. The results clearly indicated that schools and teacher education departments are in the middle of a cultural change. Many indicators of active learning can be seen, but there are many obstacles which should be overcome. 相似文献
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This study analyzed the relationship between students' pre- and postprogram special education classification status and success in a level-system program. Records of students identified as Severe Behavior Handicapped (the Ohio equivalent of Seriously Emotionally Disturbed) enrolled in a special school over an 11-year entrance period were reviewed. Findings indicate no significant relationship between student outcomes and pre- or postclassification status. However, a relationship approaching significance was found between pre- and postprogram labeling. These results suggest that, at most, program outcomes had minimal influence on postprogram special education classification decisions. In addition, the seemingly unsystematic distribution of postprogram classification labels suggests that exit placements were largely a function of availability. Implications of these findings are discussed. 相似文献
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《International Journal of Educational Development》1988,8(3):189-211
Radical change in systems of schooling and training in a developed country such as Britain take place against a complex background of resistant culture and administrative structures. This paper examines the current changes in control mechanisms within education and training in England with the aim of increasing economic productivity. It suggests that the paradoxical decentralisation of accountability and increased centralisation of direction leave unresolved questions such as the effects of job-training on general education and vice-versa. Is lifelong education creative of radical independence, or an extension of dependency upon the State? 相似文献