Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales     

Cathryn Knight  Zoe Clegg  Carmel Conn  Matt Hutt  Tom Crick 《British Journal of Special Education》2022,49(1):6-23

Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.  相似文献   

Introduction to the Special Forum on Critical Making as Research Program     

Matt Ratto  Sara Ann Wylie  Kirk Jalbert 《The Information Society》2014,30(2):85-95

This special issue spotlights the growing diversity of critical making practices in a range of disciplinary contexts both inside and outside of the academy, and begins to develop perspectives that will foster the emergence of critical making as a coherent field. On one hand, we see great value in incorporating material practices into existing information systems (IS) and science and technology studies (STS) research programs. In particular, forms of material engagement can help overcome the ineffectual linguistic bias of traditional critiques of technoscience. On the other hand, we believe that current material practices can benefit from the conceptualization of knowledge and social organization that are foundational to IS and STS research. In this introduction to the special issue we call attention to the mechanisms by which such practices may combine representational and material work to foster and support the development of new knowledge-making communities and institutions. We believe such work can serve as a framework for others engaged in critical making practices to better contextualize and expand the relevance of their work. We intend this special issue to serve as a “stake in the ground” for research on new forms of material-conceptual critique and their incorporation in the repertoire of critical technoscience scholarship.  相似文献   

Lockbox: mobility,privacy and values in cloud storage     

Luke Stark  Matt Tierney 《Ethics and Information Technology》2014,16(1):1-13

This paper examines one particular problem of values in cloud computing: how individuals can take advantage of the cloud to store data without compromising their privacy and autonomy. Through the creation of Lockbox, an encrypted cloud storage application, we explore how designers can use reflection in designing for human values to maintain both privacy and usability in the cloud.  相似文献   

网格技术:改进数据访问的性能     

Matt Haynos 《中国传媒科技》2007,(7):31-33

<正>谈起网格,肯定要涉及数据、信息以及如何在分布式的基础设施上对二者进行智能化处理。而这个时候似乎更让大家着迷的是网格的计算能力,而数据在以计算为重点的网格中仅能占据次席。这是为什么呢?通常,我们从媒体对网格计算方面的报道就可以看出。例  相似文献   

Economic returns to education: What We Know, What We Don’t Know, and Where We Are Going—Some brief pointers     

Matt Dickson  Colm Harmon 《Economics of Education Review》2011,30(6):1118-1122

The estimation of the economic return to education has perhaps been one of the predominant areas of analysis in applied economics for over 50 years. In this short note we consider some of the recent directions taken by the literature, and also some of the blockages faced by both science and policymakers in pushing forward some key issues. This serves by way of introduction to a set of papers for a special issue of the Economics of Education Review.  相似文献   

The European university landscape: A micro characterization based on evidence from the Aquameth project   总被引：2，自引：0，他引：2  

Cinzia Daraio  Andrea BonaccorsiAldo Geuna  Benedetto LeporiLaurent Bach  Peter BogetoftMargarida F. Cardoso  Elena Castro-MartinezGustavo Crespi  Ignacio Fernandez de LucioHarold Fried  Adela Garcia-AracilAnnamaria Inzelt  Ben JongbloedGerhard Kempkes  Patrick LlerenaMireille Matt  Maria OlivaresCarsten Pohl  Tarmo RatyMaria J. Rosa  Cláudia S. SarricoLéopold Simar  Stig SlipersaeterPedro N. Teixeira  Philippe Vanden Eeckaut 《Research Policy》2011,40(1):148-164

This paper provides a new and systematic characterization of 488 universities, from 11 European countries: Finland, France, Germany, Hungary, Italy, Netherlands, Norway, Portugal, Spain, Switzerland and UK. Using micro indicators built on the integrated Aquameth database, we characterize the European university landscape according to the following dimensions: history/foundation of university, dynamics of growth, specialization pattern, subject mix, funding composition, offer profile and productivity.  相似文献   

The discourse of design: Patterns of TPACK Contribution during pre-service teacher learning design conversations     

Nguyen  Giang N. H.  Bower  Matt  Stevenson  Michael 《Education and Information Technologies》2022,27(6):8235-8264

Education and Information Technologies - Analysing pre-service teachers’ learning design conversations in relation to Technological Pedagogical and Content Knowledge (TPACK) framework to...  相似文献   

Datebook     

Matt Lauer 《TechTrends》2014,58(2):108-112

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The reliability and validity of the pupil behaviour questionnaire: a child classroom behaviour assessment tool     

Matt Allwood  Kate Allen  Anna Price  Rachel Hayes  Vanessa Edwards  Susan Ball 《Emotional and Behavioural Difficulties》2013,18(4):361-371

ABSTRACT

This paper assesses the reliability and validity of the teacher-completed Pupil Behaviour Questionnaire (PBQ), by comparing it to the already extensively validated teacher-completed Strengths and Difficulties Questionnaire (SDQ). Participants included 2074 primary school children participating in a universal school-based trial and 41 vulnerable children who were taking part in a study exploring the impact of exclusion from school. Exploratory factor analysis results (first factor accounts for 80.8% of the variation in the items) and the high Cronbach’s alpha value of 0.85 indicate that the PBQ consists of one substantive factor/dimension. Strong correlations between the total PBQ score and the conduct sub-scale (Spearman’s correlation coefficient (r_s) = 0.67) and total difficulties score (r_s = 0.59) of the SDQ indicate convergent validity. This study suggests that the PBQ is a reliable measure, and provides some evidence of validity. Further work is needed to test the PBQ in an older, more diverse populations and to measure sensitivity to change.  相似文献   

Lombroso's Legacy: The Miseducation of Criminologists     

John P. Wright  Kevin M. Beaver  Matt DeLisi  Michael G. Vaughn  Danielle Boisvert  Jamie Vaske 《Journal of Criminal Justice Education》2013,24(3):325-338

This study examines the extent to which criminal justice and criminology Ph.D. students are exposed to contemporary biological and genetic findings associated with aggression and violence. Drawing on multiple sources of information, we find little evidence showing that Ph.D. students are exposed to any biological research on crime and offending. We examine the consequences for this “trained incompetence” and offer suggestions for remedying this deficiency.

If all mankind minus one were of one opinion, and only one person were of the contrary opinion, mankind would be no more justified in silencing that one person, than he, if he had the power, would be justified in silencing mankind. (John Stuart Mill)  相似文献