The Thinking Frames Approach: a case study of inclusion using student‐generated multiple‐representations     

Felicity McLure 《Journal of Research in Special Educational Needs》2020,20(1):3-13

Many teachers struggle to provide equitable opportunities for students with special educational needs (SEN) to learn science concepts in the inclusive classroom. This study examines the experience of teaching in an inclusive classroom using a conceptual change approach, the Thinking Frames Approach (TFA), incorporating the use of discrepant events, social construction of scientific conceptions followed by the production of multiple student‐generated representations of their understanding. An in‐depth case study is presented of the experience of Wayne, a student with complex SEN and the effect on his behaviour and science learning based on video/audio recordings of lessons, teacher journal entries, student artefacts, questionnaire results and interviews. It was found that there were positive effects for Wayne's learning using this approach including improved behaviour, greater feelings of self‐efficacy, increased participation in small group and class discussions and improved outcomes on the same assessment tasks as peers. It is suggested that the structured approach of the TFA, the communication of understanding in different modalities, particularly drawing, and the support of peers enabled Wayne to more deeply engage in construction of understanding and may provide teachers with an easy and effective approach to authentic inclusion where real conceptual gains are made by all students.  相似文献   

A model for research-based State professional development policy     

Allan Luke  Felicity McArdle 《Asia-Pacific Journal of Teacher Education》2009,37(3):231-251

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A comparison of successful and unsuccessful placements of youths with mental handicaps into competitive employment     

Laird W. Heal  Patricia Gonzalez  Frank R. Rusch  Janell I. Copher  Lizanne DeStefano 《Exceptionality》2013,21(3):181-195

Abstract

We compared 54 matched pairs of high school students and young adults with mental retardation. One member of each pair had remained successfully employed for 10 or more hours per week at minimum wage or better for at least 6 months, and the other had not. Placement counselors, trainers, or supervisors completed case study questionnaires about their students (or clients). The results indicated successful placements in a variety of positions and communities across the nation. The most important elements contributing to this success are placement agency follow‐up support; home support; the individual's job skills, social ability, and match to job demands; the creativity and persistence of the placement specialist; incentive to employers (e.g., tax credits and employment subsidies) and employer's support of the placement.  相似文献   

The Nottingham Apprenticeship Model: Schools in partnership with artists and creative practitioners     

Morwenna Griffiths  Felicity Woolf 《British Educational Research Journal》2009,35(4):557-574

This article documents the collaborative research and development of an apprenticeship model of learning for the arts. It focuses on teachers working in partnership with artists and other creative practitioners. The model is rooted in theories of social learning and cognitive apprenticeship. It was developed and tested through collaborative research, some of it action research. The aim was to explore and test the model for appropriateness and for its impact on the learning of all participants (children, teachers, creative practitioners). The model was found to be useful as a guide to the organisation of children's learning in the arts. Moreover, using the model had a positive effect on the inclusion of children on the margins into wider school learning. The model was also useful in facilitating the professional development of the adults concerned: teachers, artists and others.  相似文献   

Double standards and first principles: framing teaching assistant support for pupils with special educational needs: a response     

Felicity Fletcher‐Campbell 《欧洲特需教育杂志》2013,28(4):339-340

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Trends in International Research Presented Through the Research Consortium of the American Alliance for Health,Physical Education,Recreation and Dance (1965–2008)     

Bradley J. Cardinal  Felicity M. Powell  Miyoung Lee 《Research quarterly for exercise and sport》2013,84(3):454-459

The extent of international research on the Research Consortium's program between 1965 and 2008 was documented. A total of 9,132 abstracts were reviewed, and 657 (7.19%) had an international component. Inclusion of international research ranged from a low of 1.97% in 1983 to a high of 14.24% in 2007. There was a decrease in the amount of international research presented between 1965 and 1983, after which there was an increase through 2008. Most growth was from increased contributions coming from researchers in Southeast Asia. In terms of general research topics, eight areas increased over the 44-year history reviewed, and five areas decreased. Seven recommendations are advanced for expanding the place and role of international research within the Research Consortium.  相似文献   

Medical statistics course, 29 November 1985, Guy's Hospital Medical School     

Felicity Grainger 《Health information and libraries journal》1986,3(2):131-132

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End User Searching: Threat or Opportunity? A one-day seminar organized by Aslib,Information House. London, 28 May 1987     

Felicity Grainger 《Health information and libraries journal》1987,4(4):250-252

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Leo Dubbeldam (ed.). 1995. Values and value education     

Fletcher-Campbell  Felicity 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1998,44(1):113-114

International Review of Education -  相似文献   

The DEVELOPMENT OF HUMAN CAPACITY IN MALAWI: THE ROLE OF SCIENCE AND TECHNOLOGY     

Dorothy Nampota  Jeff Thompson  Felicity Wikeley 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2009,83(1):59-74

Faced with accelerating poverty, the Malawi government has re-awakened its commitment to the development of human capacity and the role of development in this context. This paper explores the relationship between development and science and technology. It goes on to review the country’s science and technology needs and how these justify taking developmental action. It concludes that strategies designed to increase access to education should not be limited to the primary sector, but should also include secondary curricula and university science and technology programmes. Drawing on the arguments in the article and personal experience, the authors suggest promoting the development of human capacity in Malawi by creating special “science schools” in the secondary sector and increasing the number of scholarships for university science students.  相似文献