A Collaborative Approach to Planning in the Content Areas for Students with Learning Disabilities: Accessing the General Curriculum     

Asha K. Jitendra  Lana L. Edwards  Claire M. Choutka  Pamela S. Treadway 《Learning disabilities research & practice》2002,17(4):252-267

The purpose of this article is to describe a collaborative approach to planning in the content areas to include and allow students with learning disabilities access to the general education curriculum. Procedures for selecting and organizing content, determining activities, identifying accommodations and modifications necessary to enhance content learning, and assessing student performance are presented. In addition, a sample unit plan and a lesson plan are included to illustrate the outcomes of collaborative planning based on effective teaching practices.  相似文献   

A Remarkable Sociological Imagination   总被引：1，自引：1，他引：0  

Tony Edwards 《British Journal of Sociology of Education》2002,23(4):527-535

This paper reviews the scope of Basil Bernstein's sociology, indicating some of the research that his ideas have inspired, shaped or provoked. Although it takes a roughly chronological approach to the development of his ideas, the paper emphasizes how consistently he explored the making of societies and social classes, and the structuring of social interaction. The title of the paper reflects how successfully Bernstein met Wright Mills' criterion for a true sociological imagination--that it seeks to grasp the extent to which 'personal troubles' are 'public issues' arising from the changing forms of social inequalities as these are produced from generation to generation.  相似文献   

Editorial policy     

Allen J Edwards 《Contemporary educational psychology》1976,1(1):1-3

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‘Send three- and four-pence; we’re going to a dance’: Forward generating research     

Jan Edwards 《The Australian Educational Researcher》2003,30(2):17-32

As my playful title suggests, I am referring to the process where the statement, ‘send reinforcements; we’re going to advance,’ is said to have become, ‘send three- and four-pence; we’re going to a dance’.¹ This quotation springs to mind when asked to think about how research gets picked up and recommendations from research are implemented in schools. This paper draws on the professional experiences of the author who has held a variety of roles in schools and the system and has also worked with a university as a system representative on a ‘collaborative’ research project. This paper focuses on the ‘Transient Students Project’² that has recently been described in Changing Schools (DEST and DoD 2002). This example is described as having many of the features of ‘forward-reaching research’, as described in ‘Backtracking practice’ (Figgis et al 2000), in Chapter 3 of The Impact of Educational Research (DETYA 2000). At the heart of this paper is the question ‘who is research for?’  相似文献   

The assignment that triggered change: assessment and the relational learning model for generic capabilities     

Sylvia Lauretta Edwards 《Assessment & Evaluation in Higher Education》2004,29(2):141-157

In a context where changes in conceptions or experiences associated with learning generic skills is a desirable learning outcome, how can assessment instruments be designed to bring about the desired changes? In this paper we show how understanding the variation in students' experience of learning a specific generic capability represents the first step in designing assessment instruments for bringing about desirable learning outcomes. Our research has revealed that from a student's perspective two major elements produce changes in conception or experience. From a teacher's perspective, these changes should lead the student into desirable learning outcomes. The two elements identified by students are assignments designed to encourage reflection and the characteristics of the teaching staff. On the basis of students' perceptions, therefore, we are further challenged to carefully construct assessment to bring about change.  相似文献   

Supported playgroups in schools: bonding and bridging family knowledge about transition to formal schooling     

Karen McLean  Susan Edwards  Maria Evangelou  Pamela Lambert 《Cambridge Journal of Education》2018,48(2):157-175

Supported Playgroups in Schools (SPinS) are a new initiative in the Australian early childhood education landscape. SPinS are playgroups hosted by a playgroup coordinator co-located on a local school site. Research has identified positive benefits of playgroup participation for children and families. However, little is known about the potential for SPinS to contribute to families’ knowledge about transition to formal schooling. This paper uses the social capital concepts of ‘bonding’ and ‘bridging’ to examine caregivers’ perspectives on their participation in a SPinS with potential to build parental knowledge about their child’s transition to formal schooling. Three main elements of caregivers’ participation in SPinS with such potential are identified, and these elements are mapped into a continuum of low-to-high bonding and bridging relationships to illustrate the potential for SPinS to contribute to the development of increased knowledge about transition to formal schooling by families of young children.  相似文献   

Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators     

Elizabeth Nye  Frances Gardner  Lorraine Hansford  Vanessa Edwards  Rachel Hayes  Tamsin Ford 《Emotional and Behavioural Difficulties》2016,21(1):43-60

Children identified with special educational needs (SEN) and behavioural difficulties present extra challenges to educators and require additional supports in school. This paper presents views from special educational needs coordinators (SENCos) on various strategies used by educators to support children identified with SEN and problematic behaviours. The data were collected from telephone interviews with six SENCos from the UK’s South West Peninsula. The SENCos were invited to participate because their school was participating in a cluster-randomised trial of a teacher classroom management course (Incredible Years). Using thematic analysis to analyse the data, this paper illustrates strategies deemed by SENCos to be successful in the support of children identified with SEN. The management strategies generated by participating SENCos were then mapped onto those taught as part of the classroom management course for comparison. Findings indicate that strategies from the training programme appear to be appropriate for children identified with both SEN and behavioural difficulties.  相似文献   

Internationalisation of Business Education: Meaning and implementation     

Ron Edwards  Glenda Crosling  Sonja Petrovic-Lazarovic  Peter O'Neill 《高等教育研究与发展》2003,22(2):183-192

The internationalisation of business has been one of the most prominent features of the second half of the twentieth century, with its pace and breadth touching all elements of the value-adding network. In this environment, the higher education sector has been revising its aims and objectives to incorporate an international dimension to the skills and knowledge development of students. However, interpretation of the educational challenges posed by internationalisation in the form of guidelines that specify how the curriculum might be internationalised, is in its infancy. Despite early efforts, little work has been done to translate this trend into a developmental overview of curriculum delivery. This paper begins by synthesising the literature regarding globalisation, curriculum internationalisation and student learning in higher education. It seeks to bridge the gap between the aims of curriculum internationalisation and the subject curriculum. It applies well-accepted educational principles to the task by presenting a three-stage typology of business curriculum internationalisation. These stages are international awareness, international competence and international expertise. Directions for further research are also provided.  相似文献   

Achievement targets and funding equity in the zimbabwe secondary education system: The case of harare     

Glyn Edwards  John Fisher 《Prospects》1995,25(3):519-531

Currently a lecturer in economics in the School of Economics and Finance at the Queensland University of Technology. Previously at the University of New England, Macquarie University and Deakin University in Australia. Taught in Zimbabwe after its independence in 1980. Since returning to Australia, his research into the economics of education in Zimbabwe has been published in a number of international journals, the most recent article, ‘Effective and ineffective secondary schools in Zimbabwe: a preliminary study’ (with John Fisher) will appear inInternational studies in educational administration. His other research interests include the economics of crime and corrections and correctional education.  相似文献   

Thin film electro-osmotic pumps for biomicrofluidic applications     

John M. Edwards  IV  Mark N. Hamblin  Hernan V. Fuentes  Bridget A. Peeni  Milton L. Lee  Adam T. Woolley    Aaron R. Hawkins 《Biomicrofluidics》2007,1(1)

Electro-osmotic flow (EOF) pumps are attractive for fluid manipulation in microfluidic channels. Open channel EOF pumps can produce high pressures and flow rates, and are relatively easy to fabricate on-chip or integrate with other microfluidic or electrical components. An EOF pump design that is conducive to on-chip fabrication consists of multiple small channel arms feeding into a larger flow channel. We have fabricated this type of pump design using a thin film deposition process that avoids wafer bonding. We have evaluated pumps fabricated on both silicon and glass substrates. Consistent flow rate versus electric field were obtained. For the range of 40–400 V, flow rates of 0.19–2.30 μL∕min were measured. Theoretical calculations of pump efficiency were made, as well as calculations of the mechanical power generated by various pump shapes, to investigate design parameters that should improve future pumps.  相似文献