Too much or not enough? An examination of special education provision and school district leaders’ perceptions of current needs and common approaches     

David Lansing Cameron 《British Journal of Special Education》2016,43(1):22-38

The purpose of this study was to examine the relationship between special education provision in Norway and school district leaders’ perspectives regarding (a) the need for special education and (b) the importance and prevalence of integrated and segregated approaches. Findings indicate that the percentage of students perceived as being in need of special education was significantly higher than the percentage of students who actually receive this support. However, districts in which an increased need was reported did not have lower enrolment in special education than regions in which participants felt that the level of special education provision was appropriate. No relationship was found between the percentage of students receiving special education and the importance placed on either segregated or integrated approaches. Whereas virtually all participants valued integrated solutions, segregated approaches received higher ratings of importance in districts where these practices were prevalent.  相似文献   

A microfluidic membrane device to mimic critical components of the vascular microenvironment     

Srigunapalan S  Lam C  Wheeler AR  Simmons CA 《Biomicrofluidics》2011,5(1):13409

Vascular function, homeostasis, and pathological development are regulated by the endothelial cells that line blood vessels. Endothelial function is influenced by the integrated effects of multiple factors, including hemodynamic conditions, soluble and insoluble biochemical signals, and interactions with other cell types. Here, we present a membrane microfluidic device that recapitulates key components of the vascular microenvironment, including hemodynamic shear stress, circulating cytokines, extracellular matrix proteins, and multiple interacting cells. The utility of the device was demonstrated by measuring monocyte adhesion to and transmigration through a porcine aortic endothelial cell monolayer. Endothelial cells grown in the membrane microchannels and subjected to 20 dynes∕cm(2) shear stress remained viable, attached, and confluent for several days. Consistent with the data from macroscale systems, 25 ng∕ml tumor necrosis factor (TNF)-α significantly increased RAW264.7 monocyte adhesion. Preconditioning endothelial cells for 24 h under static or 20 dynes∕cm(2) shear stress conditions did not influence TNF-α-induced monocyte attachment. In contrast, simultaneous application of TNF-α and 20 dynes∕cm(2) shear stress caused increased monocyte adhesion compared with endothelial cells treated with TNF-α under static conditions. THP-1 monocytic cells migrated across an activated endothelium, with increased diapedesis in response to monocyte chemoattractant protein (MCP)-1 in the lower channel of the device. This microfluidic platform can be used to study complex cell-matrix and cell-cell interactions in environments that mimic those in native and tissue engineered blood vessels, and offers the potential for parallelization and increased throughput over conventional macroscale systems.  相似文献   

Family and Sociodemographic Predictors of School Readiness Among African American Boys in Kindergarten   总被引：1，自引：1，他引：0  

Claire E. Baker  Claire E. Cameron  Sara E. Rimm-Kaufman  David Grissmer 《Early education and development》2013,24(6):833-854

Research Findings: Data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998–1999, were used to examine the relation between parenting, sociodemographic characteristics, and school readiness among (N = 1,136) African American boys in kindergarten. Parenting was defined as parenting style (i.e., warmth and control), home learning stimulation, and culturally relevant parenting. Two child outcomes previously linked to school readiness were examined: kindergarten reading and approaches to learning. Hierarchical regression analyses were performed to address 2 research questions. First, does parenting predict kindergarten reading above and beyond the contribution of sociodemographic characteristics? Second, does parenting predict kindergarten approaches to learning above and beyond the contribution of sociodemographic characteristics? Practice or Policy: Children with parents who set consistent bedtimes, provided more books in their homes, and read to them more frequently had better kindergarten reading scores after socioeconomic status, environmental safety, and maternal education were controlled. Similarly, children with parents who provided more books in their home and read to their children more frequently had more positive teacher-rated approaches to learning scores in kindergarten. Implications for future research are discussed.  相似文献   

Academics' perceptions of their professional development needs related to leadership and management: What can we learn?     

Stephen J Marshall  Moya J Adams  Alison Cameron  Gavin Sullivan 《International Journal for Academic Development》2013,18(1):42-53

Enquiries into the governance, structure and management of higher education institutions across the globe have stimulated changes to the legislative and policy frameworks within which universities operate and to their organizational structures and processes. These changes have subsequently brought into question the proper role of academics in relation to the leadership and management of their departments/institutions. While mainstream academic staff conceive of academic leadership as being strictly associated with teaching, research and community outreach, university administrators and policy makers conceptualize it more broadly. Their definitions often include the management of change, quality, information, finance, and physical and human resources - functions that many mainstream academics perceive as being the responsibility of departmental/institutional administrative or support staff. Such differences create major challenges for academic development units. What type of training should they provide? Should they embrace activities that support these new conceptions of leadership and management? These are among the central issues explored in this paper.  相似文献   

Alleviating the Policy Paradox through Improved Institutional Policy Systems: A Case Study     

Steven C. Clark  Rick A. Griffin  Cameron K. Martin 《Innovative Higher Education》2012,37(1):11-26

Institutional policies and policy systems are vital to the well-being of institutions of higher education. While many institutions dedicate time and resources to the development of key policies, the establishment of a well-designed and well-functioning policy system is often neglected. We refer to the discrepancy between the importance of institutional policy systems and the lack of time and resources devoted to them as the policy paradox. This article chronicles Utah Valley University’s policy improvement initiative as a guide for institutions of higher education interested in improving institutional policy systems.  相似文献   

The vibrations of rods and plates     

Robert Cameron Colwell 《Journal of The Franklin Institute》1932,214(2):199-213

  相似文献   

The vibrations of a circular plate     

Robert Cameron Colwell 《Journal of The Franklin Institute》1932,213(4):373-380

  相似文献   

MAINTAINING EFFECTIVENESS AMID DOWNSIZING AND DECLINE IN INSTITUTIONS OF HIGHER EDUCATION   总被引：1，自引：0，他引：1  

Cameron  Kim  Smart  John 《Research in higher education》1998,39(1):65-86

The amount of cutback, downsizing, and decline in U.S. higher education is at unprecedented levels and equals the prevalence of downsizing in the corporate sector. Because the consequence of downsizing in the private sector is often negative, the question arises: Does financial decline and downsizing in higher education also lead to organizational ineffectiveness? This study of 334 colleges and universities found that institutions with declining resources are as effective as institutions with abundant resources. Institutions that develop attributes labeled "the dirty dozen," however, perform less effectively. Implications for managing under conditions of fiscal stress are discussed.

  相似文献   

Development Education in a Developing Country: a study of curriculum innovation in primary schools     

Audrey Osler 《Compare》1994,24(1):79-92

  相似文献   

Authors Using Social Media: Layers of Identity and the Online Author Community     

Audrey Laing 《Publishing Research Quarterly》2017,33(3):254-267

This article offers an analysis of the impact of professional social-media engagement upon authors. Authors primarily use Facebook, Twitter and there is growing use of Pinterest. Authors use social-media platforms primarily for marketing, publicity and making contact with readers. They tend to adopt a multi-layered approach to self-presentation and the lines between their ‘public’ and ‘private’ identities are blurred. The research reveals a limited author-reader community, but a much stronger online author–author community, founded upon practical support and encouragement. There are implications for the publishing industry as authors believe their publishers lack social-media expertise. The commercial benefits of maintaining a social-media presence are unclear for many authors.  相似文献