Piloting autism intervention research with teachers in mainstream classrooms     

Libby Macdonald  Jill Ashburner  Debra Costley  Kaaren Haas  David Trembath 《International Journal of Inclusive Education》2017,21(12):1228-1244

Although there is a recognised need for effective practices to support students on the autism spectrum in mainstream schools, there is a research to practice gap in the area of autism and education, whereby evidence-based intervention may take decades to translate into mainstream classroom practice. Thus, current recommendations are that, rather than presenting mainstream school teachers with interventions developed and tested in clinical or special education settings, a participatory research process should be used to facilitate implementation in real-world mainstream classrooms. This article reports on a case study that aimed to refine a structured teaching intervention package for use in mainstream classrooms, while at the same time tailoring research methods for evaluating the package in these settings. The outcomes of the project are presented with respect to (a) the development and refinement of the intervention package in consultation with a mainstream classroom teacher and (b) the lessons learned during the process that other clinical researchers, teachers, and clinicians could apply when implementing educational interventions in mainstream settings.  相似文献   

Combining Reflective Logs with Electronic Networks for Professional Development among Distance Education Tutors   总被引：1，自引：0，他引：1  

Janet Macdonald  Laura Hills 《Distance Education》2005,26(3):325-339

The provision of a professional development programme for distance tutors can be problematic because of the need for flexibility to cater for a variety of working practices, or to overcome the hurdles imposed by geographical remoteness. At the UK Open University, online networks are widely in use for teaching and learning, and we are actively exploring their potential for professional development. This paper describes the Supporting Open Learners in A Changing Environment project, which has piloted a reflective approach to professional development using a log to structure reflection, which is then shared with others in a computer conference. Our evaluation of tutors’ perspectives of the project indicated that all participants found the experience stimulating and helpful for identifying and sharing issues of student support, although some found the process unexpectedly time consuming. We believe there is considerable potential for such an approach to networked reflection among distance tutors, provided the issue of tutor time can be addressed.  相似文献   

Editorial     

Stuart Macdonald 《普罗米修斯》2016,34(2):83-84

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A University Program with “The Whole World as a Focus”: An Icelandic Response to Globalization     

Sue Books  Hanna Ragnarsdóttir  ólafur Páll Jónsson  Allyson Macdonald 《Innovative Higher Education》2011,36(2):125-139

The International Studies in Education program at the University of Iceland illustrates how one university is responding to global trends in higher education. Through a case study we examined the significance of an innovative B.A. program, which is taught in English, aligned with values affirmed in critical multiculturalist scholarship, and designed to respond to demographic changes including a sharp increase in Iceland’s immigrant population. The experience of students, teachers, and administrators raises important questions about institutional responsibilities, both local and global; about the role of English in an international studies program; about de facto segregation of students; and about the significance of local context in global trends in higher education.  相似文献   

Army Medical Library Cataloging     

Macdonald MR 《Bulletin of the Medical Library Association》1946,34(3):215-216

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Editorial     

Stuart Macdonald General Editor 《普罗米修斯》2013,31(1):1-2

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Physical activity as a dimension of family life for lower primary school children     

Doune Macdonald  Sylvia Rodger  Jenny Ziviani  David Jenkins  Jenny Batch  Judy Jones 《Sport, Education and Society》2013,18(3):307-325

While questions of children's engagement in physical activity are being widely debated, little is known about how physical activity is valued and managed within families. This paper reports on qualitative data from a multi-method study on lower primary aged children. The focus of the broader study was to determine the relationships between young children's physical activity patterns, skills, and recreational interests, and their families' location, income, commitment to physical activity, and other responsibilities. Drawing on interviews with 12 purposively selected families, it was found that physical activity was highly valued across different family contexts, that children's engagement was shaped by their interests, friendships, and safety, and that issues such as income, family configuration, parental work commitments, and transport were potential barriers to further engagement.  相似文献   

Physical Activity and Young People: Beyond Participation     

Jan Wright  Doune MacDonald  Lyndal Groom 《Sport, Education and Society》2013,18(1):17-33

The quantitative literature on physical activity participation patterns leaves many questions about the place and significance of physical activity in the lives of young people unanswered. This paper begins to address this absence by attempting to understand physical activity from the point of view of young people and in relation to other aspects of their lives. It discusses interviews with 28 female and 34 male students from three Australian high schools chosen because they provided the opportunity to include students from different geographical, social and cultural locations. Students were asked to reflect upon their past and current engagement in physical activity, and the impact of factors such as their location, family, and school in their access and interest. Different spaces and places proved important in the nature of the physical activity available, its significance to young people and the kinds of identities which could be constructed.  相似文献   

A Perspective on the Intended Science Curriculum in Iceland and its ‘Transformation’ over a Period of 50 Years     

Meyvant Thorolfsson  Gunnar E. Finnbogason  Allyson Macdonald 《International Journal of Science Education》2013,35(17):2641-2665

In recent decades, a consensus has emerged among educators and scientists that all compulsory school students need good science education. The debate about its purpose and nature as a school subject in an emerging information society has not been as conclusive. To further understand this, it helps to examine how the science curriculum has transformed and what forces have shaped it as a core curricular area over time. This article sheds light on the transformation of the science curriculum for compulsory schools in Iceland in force from 1960 to 2010. Using criteria based on curriculum ideologies regarding the function of learners, instructors and subject matter in the learning process and the orientation of content and product versus process and development, it offers findings from content analysis of the intended science curriculum. The official curriculum was studied and conceptualised as it has evolved over time. The curriculum developers appear to have been striving for a compromise between conflicting views, resulting in what the authors of this article conceive as a ‘kaleidoscopic quilt’ of ideas over the period studied.  相似文献   

Editorial     

Stuart Macdonald 《普罗米修斯》2013,31(2):89-90

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