Enhancing the contribution of visual methods to inclusive education     

Jon Prosser  Andrew Loxley 《Journal of Research in Special Educational Needs》2007,7(1):55-68

This paper examines the use of visual methods in studies of inclusive education. Visual methods have been applied to/with pupils with special educational needs (SEN) in the past but the application has tended to be outside rather than inside schools. We argue that understanding contextual reflexivity is important if visual methods are to be successfully adapted to meet the needs of inclusive research. A case study is used to provide an insight into the strengths, weaknesses and difficulties of mixed method visual research. The final section of the paper explores potential applications, strategies and techniques for including visual methods in inclusivity research.  相似文献   

Should Individuals Think Like Their Group? A Descriptive-to-Prescriptive Tendency Toward Group-Based Beliefs     

Steven O. Roberts  Arnold K. Ho  Susan A. Gelman 《Child development》2021,92(2):e201-e220

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The affective assemblage of internationalisation in Japanese higher education     

Morley  Louise  Roberts  Paul  Ota  Hiroshi 《Higher Education》2021,82(4):765-781

Higher Education - Positive attributes stick to higher education internationalisation, and it is a policy paradigm with performative effects. Internationalisation draws on imagined virtuous flows...  相似文献   

Developing and Validating a Novel Anonymous Method for Matching Longitudinal School-Based Data     

Jon Agley  David Tidd  Mikyoung Jun  Lori Eldridge  Yunyu Xiao  Steve Sussman  Wasantha Jayawardene  Daniel Agley  Ruth Gassman  Stephanie L. Dickinson 《Educational and psychological measurement》2021,81(1):90

Prospective longitudinal data collection is an important way for researchers and evaluators to assess change. In school-based settings, for low-risk and/or likely-beneficial interventions or surveys, data quality and ethical standards are both arguably stronger when using a waiver of parental consent—but doing so often requires the use of anonymous data collection methods. The standard solution to this problem has been the use of a self-generated identification code. However, such codes often incorporate personalized elements (e.g., birth month, middle initial) that, even when meeting the technical standard for anonymity, may raise concerns among both youth participants and their parents, potentially altering willingness to participate, response quality, or generating outrage. There may be value, therefore, in developing a self-generated identification code and matching approach that not only is technically anonymous but also appears anonymous to a research-naive individual. This article provides a proof of concept for a novel matching approach for school-based longitudinal data collection that potentially accomplishes this goal.  相似文献   

Body Donation after Medically Assisted Death: An Emerging Consideration for Donor Programs     

Bruce C. Wainman  Jon Cornwall 《Anatomical sciences education》2019,12(4):417-424

Around the world, the recent introduction of assisted death laws has meant that undertaking medical assistance in dying (MAID) is now an option for some persons wishing to end their life. Some of these people donate their bodies to medical science, and by doing so have created a new route from which donor programs can now receive bodies. Such donations have also illuminated a myriad of novel ethical questions. This article considers the emotive and controversial topic of MAID in relation to body donation, describing the experiences of McMaster University, Canada, where several MAID body donors have been received by the anatomical donor program. It provides background on the development and implementation of MAID in Canada, and describes the experience of staff and students at McMaster to MAID donations. It also explores the relevance of MAID to body donation programs, and discusses several of the ethical challenges facing body donation programs who may encounter MAID body donors. These include the appropriateness of accepting MAID donors, issues with informed consent, the effect of personal engagement with MAID donors, information sharing around MAID donations, governance issues, and negative historical parallels between MAID and euthanasia. Suggestions on how to manage MAID body donation focus on how issues affecting institutions, faculty, and students may be approached utilizing appropriate transparency and communication, some of which may facilitate student professional development around the topic of MAID. It is also suggested that the development of ethically appropriate guidelines on MAID body donations may positively guide the anatomical community.  相似文献   

Commercial innovation from university faculty     

Edward B. Roberts  Donald H. Peters 《Research Policy》1981,10(2):108-126

Study of a sample of faculty of the Massachusetts Institute of Technology (M.I.T.) has determined that many academic scientists and engineers have commercially-oriented ideas. “Idea-havers” scored high on creativity measurement instruments and participated in more diverse work environment. Academic “idea-exploiters” are marked by personal background characteristic of family, religion and parental occupation that have been identified in earlier research as characteristics of new technical company enterpreneurs. Other indicators reflecting high need for achievement were also observed in the idea-exploiting group. Policy implications for universities and countries interested in technology-oriented development are described.  相似文献   

Repairing the Relationship between Students and Nature     

Kean Roberts  Jerrid Kruse 《Clearing house (Menasha, Wis.)》2019,92(1-2):23-27

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The Cognitive Predictors of Computational Skill with Whole versus Rational Numbers: An Exploratory Study     

Seethaler PM  Fuchs LS  Star JR  Bryant J 《Learning and individual differences》2011,21(5):536-542

The purpose of the present study was to explore the 3rd-grade cognitive predictors of 5th-grade computational skill with rational numbers and how those are similar to and different from the cognitive predictors of whole-number computational skill. Students (n = 688) were assessed on incoming whole-number calculation skill, language, nonverbal reasoning, concept formation, processing speed, and working memory in the fall of 3rd grade. Students were followed longitudinally and assessed on calculation skill with whole numbers and with rational numbers in the spring of 5th grade. The unique predictors of skill with whole-number computation were incoming whole-number calculation skill, nonverbal reasoning, concept formation, and working memory (numerical executive control). In addition to these cognitive abilities, language emerged as a unique predictor of rational-number computational skill.  相似文献   

Universal Preschool’s Promise: Success in Early Childhood and Beyond     

Jon Lasser  Kathleen Fite 《Early Childhood Education Journal》2011,39(3):169-173

Fueled by a belief that early intervention can prevent a host of educational woes, efforts to provide universal, publicly funded preschool have the potential to radically change the way we think about our commitments and responsibilities in education. We call for the implementation of innovative, universal preschool programs that attend to developmental characteristics of learners, cultural and linguistic diversity, ecosystemic context, and the new mandates on teacher training. Universal preschool has the potential to go far beyond mere “day-care,” as it has the potential to establish the foundation for a lifelong love of learning and optimal social/emotional development. We also advocate for high-quality teacher training to populate preschools with high-quality teachers. If universal preschool is carefully planned and provided, K-12 education stands to benefit substantially.  相似文献   

Using comparison to develop flexibility for teaching algebra     

Christopher Yakes  Jon R. Star 《Journal of Mathematics Teacher Education》2011,14(3):175-191

In this paper, we describe a one-day professional development activity for mathematics teachers that promoted the use of comparison as an instructional tool to develop students’ flexibility in algebra. Effective use of comparison in mathematics instruction involves using side-by-side presentation of problems and solution methods and subsequent student discussion of these multiple solution methods to highlight the similarities and differences among problem-solving techniques. The goals of the professional development activity were to make teachers aware of how to use comparison effectively in their instruction, as well as to impact teachers’ own flexibility in algebra by using comparison instructionally during the professional development. Our analysis of teachers’ experiences in the professional development activity suggests that when teachers were presented with techniques for effective use of comparison, their own understanding of multiple solution methods was reinforced. In addition, teachers began to question why they relied exclusively on one familiar method over others that are equally effective and perhaps more efficient and started to draw new connections between problem-solving methods. Finally, as a result of experiencing instructional use of comparison, teachers began to see value in teaching for flexibility and reported changing their own teaching practices.  相似文献