Bridging two worlds: special education and curriculum policy     

Nancy Higgins  Keith Ballard 《International Journal of Inclusive Education》2013,17(2):163-178

From interviews with seven blind New Zealand adults about their school experiences, this paper discusses how blindness has been constructed by some New Zealand mainstream principals and teachers. The experiences of these participants were not that of inclusion, despite being in ‘the mainstream’. The participants described how principals and teachers were both welcoming and unwelcoming. Inclusive principals and teachers were described as friendly, challenging, helpful and positive. They believed their blind students were like their other students. Principals and teachers who were remembered as excluding blind students were described as unfair, inflexible, unprepared and absent. They believed their blind students were different and did not find a social place for them.  相似文献   

Students' approaches to exploring relationships between categorical variables     

Traci Higgins  Jan Mokros  Andee Rubin  Jacob Sagrans 《Teaching Statistics》2023,45(Z1):S52-S66

In the context of an afterschool program in which students explore relatively large authentic datasets, we investigated how 11- to 14-year old students worked with categorical variables. During the program, students learned to use the Common Online Data Analysis Platform (CODAP), a statistical analysis platform specifically designed for middle and high school students, to create and interpret graphs. Following the program, we conducted individual clinical interviews, during which students used CODAP to answer questions about relationships between variables. Here, we describe how students engaged in exploratory data analysis that involved looking at relationships between two categorical variables. Students worked from data in table form and created “contingency graphs,” a variant of contingency tables, which they used to analyze and draw insights from the data. Our research identified four strategies that students used to examine the data in order to explore patterns, make comparisons, and answer questions with the data.  相似文献   

Catalytic tools: understanding the interaction of enquiry and feedback in teachers’ learning     

Vivienne M. Baumfield  Elaine Hall  Steven Higgins  Kate Wall 《欧洲师范教育杂志》2009,32(4):423-435

This paper investigates how the use of Pupil Views Templates (PVTs), a tool designed to elicit, record and analyse the development of students’ awareness of their own learning processes, supports teachers’ professional learning. This paper reports on a three‐year collaborative practitioner enquiry project involving more than 30 primary and secondary schools in England. The data set includes practitioners’ case studies, interviews, questionnaires and cross‐project analysis completed by the university team. Analysis focuses on the role of feedback, stimulated through the use of PVTs, in teachers’ learning through three dimensions: the influence of student feedback on teachers as part of the pedagogical encounter; the influence of student feedback on schools within the context of the practitioner enquiry projects; the influence of feedback on the lead teacher researchers. Links between the tools used, the source of the feedback, and teachers’ learning are mapped from a ‘second order perspective’ derived from the diverse data sources.  相似文献   

Traditional school subjects versus progressive pedagogy     

Dominic Wyse  Louise Hayward  Steve Higgins  Kay Livingston 《Curriculum Journal》2018,29(3):295-297

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Frequency response testing of nuclear reactors: T.W. Kerlin. 175 pages,diagrams, 614x914in. New York,Academic Press, 1974. Price $19.00.     

Sethuraman Amarnath  Thomas J Higgins 《Journal of The Franklin Institute》1976,302(4):385-386

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Where do alliances come from?: The effects of upper echelons on alliance formation     

Jerry W. Kim  Monica C. Higgins 《Research Policy》2007,36(4):499-514

Alliances with established organizations provide young firms with resources necessary for survival. We build on recent organizational research examining the effect of upper echelons on attracting powerful intermediaries to understand how young biotechnology firms establish alliances with established organizations. Drawing upon the concept of homophily, we test hypotheses regarding the extent to which young firms and partners match along specific homophily dimensions. Our findings from an event-history analysis of 3,200 career histories of managers who took biotechnology firms public between 1979 and 1996 show that alliance formation is related to status homophily and role-based homophily between young and established organizations.  相似文献   

A curricular lens on equity and inclusion: using Bernstein to articulate ‘supercomplexity’     

Steve Higgins  Louise Hayward  Kay Livingston  Dominic Wyse 《Curriculum Journal》2017,28(3):303-304

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THE POSSIBILITY OF PUBLIC EDUCATION IN AN INSTRUMENTALIST AGE     

Chris Higgins 《Educational theory》2011,61(4):451-466

In our increasingly instrumentalist culture, debates over the privatization of schooling may be beside the point. Whether we hatch some new plan for chartering or funding schools, or retain the traditional model of government‐run schools, the ongoing instrumentalization of education threatens the very possibility of public education. Indeed, in the culture of performativity, not only the public school but public life itself is hollowed out and debased. Qualities are recast as quantities, judgments replaced by rubrics, teaching and learning turned into exchange values. Schools should be central to public life: key locations for the regeneration of values, the cultivation of judgment, and the creation of the conditions for positive freedom. In this article Chris Higgins, drawing on Hannah Arendt and Alasdair MacIntyre, goes beyond typical treatments of the schools as equalizer of individual opportunity to explore three aspects of educational publicity: the school as an object of communal concern, schooling as preparation for public life, and the classroom as public space.  相似文献   

De/colonizing methodologies in science education: rebraiding research theory–practice–ethics with Indigenous theories and theorists     

Higgins  Marc  Kim  Eun-Ji Amy 《Cultural Studies of Science Education》2019,14(1):111-127

Cultural Studies of Science Education - The purpose of this article is to differentially engage in the work of thinking with Indigenous theorists and theories with decolonizing science education...  相似文献   

Humane Education          下载免费PDF全文

Chris Higgins 《Educational theory》2015,65(6):611-615

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