Directions for Integration in Australia: Overview of a Report to the Commonwealth Schools Commission. Part II.     

Lyn Gow  James Ward  John Balla  Dianne Snow 《International Journal of Disability, Development & Education》1988,35(1):5-22

Drawing upon information from a national survey, this paper examines the extent to which integration is being achieved for children with disabilities in Australian schools. Technical and organizational issues leading to identification of major barriers to integration together with possible strategies to overcome these are discussed. A need for policy‐oriented research in this field is identified, particularly the provision of accurate prevalence figures and other data to help monitor the impact of policy. Overall, there is evidence of a national movement towards integration but typically this is occurring within a context of inadequate policy formulation, organizational development and resource provision.  相似文献   

CEQE to SQET: A study of contextualized embeddings for query expansion     

Naseri  Shahrzad  Dalton  Jeffrey  Yates  Andrew  Allan  James 《Information Retrieval》2022,25(2):184-208

Information Retrieval Journal - In this work, we study recent advances in context-sensitive language models for the task of query expansion. We study the behavior of existing and new approaches for...  相似文献   

Commentary on Vollmeyer and Rheinberg: Putting the Teacher in Research on Self-Regulated Learning     

Lyn Corno 《Educational Psychology Review》2006,18(3):261-266

In this commentary, Corno discusses Vollmeyer and Rheinberg’s evidence from the perspective of related work in educational psychology. Relevant new terms provide background for understanding connections between the language used by Vollmeyer and Rheinberg and that of educational psychologists. The author uses results from research on teaching for self-regulated learning to suggest a new direction for Vollmeyer and Rheinberg—investigation of instructional events that promote processes in their model.  相似文献   

Reconciling theory, research, and practice: A models and modelling perspective     

Lyn D. English 《Educational Studies in Mathematics》2003,54(2-3):225-248

This paper addresses one approach to reconciling theory, research, and practice,namely, a multitiered teaching experiment involving a models and modelling approach to learning. The four-tiered teaching experiment explored in this paper involves participants at different levels of development who work interdependently towards the common goal of finding meaning in, and learning from, their respective experiences. The research examined here is concerned with the design and implementation of experiences that maximise learning at each level. These experiences involve the construction and application of models, which are used to describe, make sense of, explain, or predict the behaviour of some complex system. Two classroom studies are presented to illustrate how a theory of models and modelling can guide the development and implementation of a multitiered teaching experiment. A focus on the teachers' construction of models of teaching and learning is presented to illustrate how theory and research can assist the practice of classroom teachers.  相似文献   

Book reviews     

Lyn Ang 《International Journal of Early Years Education》2009,17(3):237-246

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Engaging science policy: from the side of the messy     

Lyn Yates 《British Journal of Sociology of Education》2011,32(3):467-482

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Study of a self-managed action learning set: what makes it last 14 years?     

Christopher Yates 《Action Learning: Research and Practice》2012,9(2):183-190

What contributes to longevity in an action learning (AL) set? What holds it together over a long period? The article relates the chronology and reasons why a self-managed set has flourished when so many sets of voluntary membership peter out. Major attributes of successful longevity are the adherence to strong ground rules and disciplined recruitment. The author, a member of the set, uses anecdotal data from interviews of existing and former set members to narrate picture of a group of action learners who attend set meetings regularly and enthusiastically. Another cause of longevity is the flexible employment of AL process serving the needs of professionally qualified people unstintingly learning from, and caring for, each other.  相似文献   

Bien Educado: Measuring the social behaviors of Mexican American children     

Margaret Bridges  Shana R. Cohen  Leah Walker McGuire  Hiro Yamada  Bruce Fuller  Laurie Mireles  Lyn Scott 《Early childhood research quarterly》2012

Young children's expected social behaviors develop within particular cultural contexts and contribute to their academic experience in large part through their relationships with their teachers. Commonly used measures focus on children's problem behaviors, developed from psychopathology traditions, and rarely situate normative and positive behaviors in context. Building from the literature on parenting goals and socialization expectations in Latino families and a preliminary ethnographic study (Proyecto Educando Niños), we constructed a survey in English and Spanish that measures the expected social behaviors of Mexican-heritage children, ages 3–6 years, using parent and teacher reports. Use of the BEAR Assessment System facilitated the refinement of this instrument to assess the socialization of young, Mexican American children. We report on the psychometric properties of the Mexican American Socialization (MAS) Scale, utilizing item-response theory. Analyses indicate the MAS Scale is reliable and an ecologically valid indicator of multiple constructs of the expected social behaviors of young Mexican American children. In particular, the 41-item Bien Educado subscale showed good reliability and is consistent with socialization constructs described in the literature. Implications for research and practice are discussed.  相似文献   

The Future of Educational Research     

Alfred Yates 《International Journal of Research & Method in Education》2013,36(1):73-83

Abstract

In order to determine the allocation of money for projects in continuing and vocational education, government agencies in the UK are providing more and more opportunities to bid for targeted funding. This article provides an overview of recent changes in funding policy in higher education and examines how such changes have impacted on continuing education deparatments in higher education, pointing up the increasing pressure to bid for UK government and European Union funds to develop provision which was once outside their sphere of operation. There appears to be little or no theoretical account of the effects of the growth in competitive tendering on continuing education, and so the impact of this relatively new funding strategy on staff and institutions is studied in order to assess its efficacy and significance for the sector as a whole. This study contextualises the familiar differences in culture between liberal adult education and vocational endeavours and between continuing education and ‘mainstream’ higher education. It also reinforces recent calls for a coherent policy of funding for continuing education.

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Widening access to educational opportunities through teaching children how to reason together     

Rupert Wegerif  Karen Littleton  Lyn Dawes  Neil Mercer  Denise Rowe 《International Journal of Research & Method in Education》2013,36(2):143-156

This paper reports on a project to explore the impact of promoting exploratory talk as the medium of teaching across the curriculum for 6‐ and 7‐year‐old pupils in three primary schools in the UK. We found that this focus on teaching through exploratory talk (which we call the Thinking Together approach) enabled the children to work together more inclusively and more effectively, improving their social skills and, at the same time, their use of language for reasoning and learning.  相似文献