Accession or Exclusion? University and the Disabled Student: A Case Study of Policy and Practice     

Una O'Connor  & Alan Robinson 《Higher Education Quarterly》1999,53(1):88-103

Students who are disabled are under-represented in higher education. One reason for this may be that education is not covered by the Disability Discrimination Act (1995) and disability statements to government made by individual institutions are more for information than an expression of mission or committed action. The growing empowerment of disabled people themselves has radically shifted thinking about the disabled in society and in this paper student views on provision in one large UK University are collected. Questionnaire and interview data highlight the existing shortcomings in terms of physical access but also in terms of disability awareness among those whose job it is to provide effective university education for all. The findings are broadly in line with researches elsewhere. The paper urges that further research be undertaken and that all universities urgently examine their own situation.  相似文献   

"Great Tits,Miss!" The silencing of male students' sexual harassment of female teachers in secondary schools: A focus on gendered authority     

Kerry Robinson 《Discourse: Studies in the Cultural Politics of Education》2000,21(1):75-90

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The evolution of mission-oriented policies: Exploring changing market creating policies in the US and European space sector     

Douglas K.R. Robinson  Mariana Mazzucato 《Research Policy》2019,48(4):936-948

Market creation is moving to the centre of mission-oriented innovation policy. This is particularly visible in the space sector. Agencies such as the National Aeronautics and Space Administration (NASA) and the European Space Agency (ESA) are developing market-creating innovation policies in response to (a) the increasing emphasis on societal grand challenges, (b) the rise of a new wave of space companies (often referred to as “New Space”) and (c) the global trend towards interconnecting and interlinking of industries (a trend referred to as Industry 4.0). In this paper we explore the changing nature of mission-oriented innovation policies for market creation for two agencies, NASA and ESA. For these agencies, earlier mission-oriented policies focused on clear challenges with identifiable concrete problems and directed by a strong centralized agency. Contrast this with today, with broadly defined grand challenges, decentralized innovation systems with mixed top-down and bottom-up problem definition. We describe the current drivers and pressures that are creating a window for policy change, and we present examples of how NASA and ESA are responding to these pressures and use this exploration to dig deeper into the evolving frames of market-creating innovation policy in the space sector to identify the challenges for such policies and to further articulate a research agenda.  相似文献   

Agency in the darkness: ‘fear of the unknown’, learning disability and teacher education for inclusion     

Deborah Robinson  Chris Goodey 《International Journal of Inclusive Education》2018,22(4):426-440

This paper proposes inclusion phobia as a sharper and more operative definition of the ‘fear of the unknown’ often cited as an explanation for resistance to inclusive education. Using ‘severe and profound learning disability’ as the paradigm case, we situate the phobia surrounding this label in its social and historical context. Our hypothesis is that resistance to inclusion for this group is not rational but amounts to a thought disorder in a psychiatric sense. Using qualitative case studies of pre-service teachers on practicum and headteachers engaged in decisions about admissions, we demonstrate the workings and impact of inclusion phobia. We illustrate its trajectory from a general social dysfunction, to the systems that channel it to the individuals caught up in it. Our aim is to expose inclusion phobia so that, teacher educators, teachers and pre-service teachers might, in knowing it, find new ways to remedy it. In doing so, long standing resistance to inclusive education is made more tractable. We conclude with our own proposals for an anti-phobic curriculum for teacher education.  相似文献   

Young,Depressed, and Black: A Comparative Exploration of Depressive Symptomatology Among Black and White Collegiate Women     

Buffie Longmire-Avital  Ruthie Robinson 《Journal of College Student Psychotherapy》2018,32(1):53-72

This comparative study explored the rates of depression and psychosocial correlates for 369 collegiate White and Black females. Women between the ages of 18 and 25 were recruited to participate in this anonymous online survey. Black females reported significantly greater amounts of depressive symptomatology (M = 24.61) in comparison to the White females (M = 15.68), (F (1,377) = 61.434, p < .001). A series of Chi-square analyses indicated that Black women (52.3%) were also significantly more likely to meet criteria for major depression than White women (21.7%). These findings highlight the racial disparities in psychosocial health among college students.  相似文献   

Evaluating the impact of Information Skills Training within primary care     

Robinson S  Lawson S 《Health information and libraries journal》2005,22(1):63-65

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Using computer networks on campus : Les Lloyd (editor). 1991. 137 pp. ISBN 0 88736 813 1. £18.00     

Lyn Robinson 《International Journal of Information Management》1992,12(4)

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UTILIZING THE LEARNER'S EXPERIENCES IN READING COMPREHENSION 1     

H. Alan Robinson B.A.  M.S.  Ed.D. 《International Journal of Disability, Development & Education》1971,18(1):8-14

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School change: Stages,constructs, and research methodology     

K. A. Leithwood  H. H. Russell  J. S. Clipsham  F. G. Robinson 《Interchange》1974,5(4):33-48

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Changes in Pupils’ Self‐perceptions and Self‐evaluations: from CSE/GCE to GCSE     

W. P. Robinson  C. A. Tayler 《教育心理学》1992,12(2):107-112

A comparison of mean scores for the first cohort of GCSE pupils with the last cohort of CSE/GCE pupils in one comprehensive school on a variety of measures of self‐perception and self‐evaluation fails to show any more than marginal differences. Correlations between examination performances and the self‐report measures were almost identical for the two sets of examinations. The most parsimonious interpretation would be that the changes in the examination system had not resulted in any changes in pupils.  相似文献