Reflections of Educators in Pursuit of Inclusive Science Classrooms     

Susan A. Kirch  Mary Ellen Bargerhuff  Heidi Cowan  Michele Wheatly 《Journal of Science Teacher Education》2007,18(4):663-692

General education science teachers are meeting increasingly diverse classrooms of students that include students with disabilities. A one-week, summer, residential workshop was offered to interested science and special educators who worked through lab experiments one-on-one with students with physical or sensory disabilities (grades 7-12). To determine how effective this professional development workshop was at raising disability awareness and providing teacher training in inclusive science teaching practices, a combination of survey and reflective journal entries was used to monitor participants’ experience. Here we discuss the findings from this benchmark study and discuss how others might adapt this professional development model for use by schools interested in moving toward inclusive practices.  相似文献   

‘It’s good enough that our children are accepted’: Roma mothers’ views of children’s education post migration     

Daniela Sime  Giovanna Fassetta  Michele McClung 《British Journal of Sociology of Education》2018,39(3):316-332

The discrimination of Roma groups across Europe has been highlighted by several international organisations. For many, poverty, racism and their children’s systematic exclusion from education are ‘push’ factors when deciding to migrate. This study explores Roma mothers’ views of their children’s education post migration and their attitudes to education more broadly, by adopting an intersectional framework and examining issues of difference and belonging as experienced by Roma mothers and their children. While Roma mothers recognised the value of education for social mobility, they remained aware of the limited resources they could draw upon, in the absence of desirable economic and cultural capitals, and as a result of their ethnicity, social class, gender and ‘undesirable migrant’ status. There was a perceived hopelessness in relation to the chances that Roma children have to overcome their marginalisation through schooling, pointing to the need for dedicated policy interventions when working with Roma families.  相似文献   

A Visual Search Tool for Early Elementary Science Students     

Revelle  Glenda  Druin  Allison  Platner  Michele  Bederson  Ben  Hourcade  Juan Pablo  Sherman  Lisa 《Journal of Science Education and Technology》2002,11(1):49-57

Journal of Science Education and Technology - This paper reports on the development of a visual search interface (called “SearchKids”) to support children ages 5–10 years in their...  相似文献   

Perceptual,thematic and taxonomic relations in children’s mental representations: Responses to triads     

Michele Walsh  Ken Richardson  Dorothy Faulkner 《European Journal of Psychology of Education - EJPE》1993,8(1):85-102

Recent research into children’s conceptual representation-much of it based on the so-called ‘triads’ task-has created a number of issues such as the age at which children become capable of representation at the superordinate level; the relative prominence of taxonomic, perceptual or thematic relations as the basis of representation; and the range of categories to which these different representations apply at different ages. In the study reported in this paper we presented children of three different ages with three types of triads designed to assess children’s sensitivity to these different relations separately across ten common superordinate categories. The approach which allowed us to track preferences for perceptual, thematic and taxonomic relations simultaneously across the three age groups showed an increase in sensitivity to both thematic and taxonomic relations with age. We conclude by suggesting that these relations are part of a common representation based on patterns of covariation within (static taxonomic relations) and across (event relations) time.  相似文献   

Do Our Books Reinforce Criminal Justice Stereotypes? An Analysis of the Images in Introductory Criminal Justice Textbooks     

Brion Sever  Michele Grillo 《Journal of Criminal Justice Education》2016,27(1):53-75

Over the past 30 years, there has been much attention placed on the content within introductory textbooks in fields, such as education, sociology, economics, psychology, and criminal justice. Within the field of criminal justice, a surplus of information has been gathered through analysis of the text found within introductory textbooks. There has been much less emphasis, however, on the potential for stereotypical images found within the pictures of criminal justice textbooks. This study builds on the diminutive literature on the images in criminal justice textbooks. We examined the pictures in 22 introductory criminal justice textbooks over a 17-year period to determine the percentages of men, women, minorities, and other groups that comprise these pictures. We find that white males dominate the images of criminal justice personnel in these textbooks, and that minorities are more likely to be portrayed as criminals than as criminal justice employees.  相似文献   

Spotlight and Investigative Journalism: How the Film Reinforces the Essential Role of a Free,Professional Press in a Democracy     

Michele Drohan 《期刊图书馆员》2016,71(3-4):212-220

This article examines key scenes and ideas portrayed in the film Spotlight and discusses related landmark Supreme Court cases as a reaffirmation of the value of a professional, free press in a democratic society. Based on actual events, the movie adaptation follows journalists from the Boston Globe (within an investigate unit with the actual name “Spotlight”) as they reveal one of the biggest scandals of the twenty-first century, the cover up of systematic abuse of children by priests; and go up against one of the most powerful institutions in the world, the Catholic Church. By giving a voice and a platform for the victims, and by meticulously researching the story, the film provides a clear and strong argument for the continued court protection of one of the United States’ founding principles: freedom of the press.  相似文献   

Quantification of training load during one-, two- and three-game week schedules in professional soccer players from the English Premier League: implications for carbohydrate periodisation     

Liam Anderson  Patrick Orme  Rocco Di Michele  Graeme L Close  Ryland Morgans  Barry Drust 《Journal of sports sciences》2016,34(13):1250-1259

Muscle glycogen is the predominant energy source for soccer match play, though its importance for soccer training (where lower loads are observed) is not well known. In an attempt to better inform carbohydrate (CHO) guidelines, we quantified training load in English Premier League soccer players (n = 12) during a one-, two- and three-game week schedule (weekly training frequency was four, four and two, respectively). In a one-game week, training load was progressively reduced (P < 0.05) in 3 days prior to match day (total distance = 5223 ± 406, 3097 ± 149 and 2912 ± 192 m for day 1, 2 and 3, respectively). Whilst daily training load and periodisation was similar in the one- and two-game weeks, total accumulative distance (inclusive of both match and training load) was higher in a two-game week (32.5 ± 4.1 km) versus one-game week (25.9 ± 2 km). In contrast, daily training total distance was lower in the three-game week (2422 ± 251 m) versus the one- and two-game weeks, though accumulative weekly distance was highest in this week (35.5 ± 2.4 km) and more time (P < 0.05) was spent in speed zones >14.4 km · h^?1 (14%, 18% and 23% in the one-, two- and three-game weeks, respectively). Considering that high CHO availability improves physical match performance but high CHO availability attenuates molecular pathways regulating training adaptation (especially considering the low daily customary loads reported here, e.g., 3–5 km per day), we suggest daily CHO intake should be periodised according to weekly training and match schedules.  相似文献   

Peer‐ and self‐rated correlates of a teacher‐rated typology of child adjustment     

A. Michele Lease  Randy W. Kamphaus 《Psychology in the schools》2007,44(6):579-599

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Surviving the “School of Slavery”: Acculturation in Sharon Draper’s <Emphasis Type="Italic">Copper Sun</Emphasis> and Joyce Hansen’s <Emphasis Type="Italic">The Captive</Emphasis>     

Karen Michele Chandler 《Children‘s Literature in Education》2016,47(1):77-92

Although children’s literature has long alluded to cultural connections between Africans and African Americans, very few texts establish clear lines of influence between particular African ethnic groups and African American characters and communities. Joyce Hansen’s The Captive (1994) and Sharon Draper’s Copper Sun (2006) stand out in portraying protagonists Kofi’s and Amari’s reliance on their past upbringing as Ashanti and Ewe, respectively. As Kofi and Amari endure the traumas of the Middle Passage and slavery in eighteenth-century America, they adapt by relying on their past socialization in traditional West African societies. The two novels challenge the idea of cultural erasure promoted in Elizabeth Yates’ Amos Fortune, Free Man (1950), which is still a fixture on multicultural reading lists for middle school students. The Captive and Copper Sun do provide sharply contrasting visions of their protagonist’s relationships to American society. Copper Sun indicates that a black girl’s concerns, including her need for subsistence and protection, and her desire for creative expression and personal autonomy, can complement the economic and military interests of the state. By contrast, The Captive insists on the necessity for its emancipated protagonist to maintain an adversarial role within a stratified, white-dominated U.S. culture. The novels thus highlight the very different messages about social identity and participation that recent multicultural children’s literature can convey.  相似文献   

Scientific practice and the tradition of advocacy in special education     

Brigham FJ  Gustashaw WE  Brigham MS 《Journal of learning disabilities》2004,37(3):200-206

The purpose of this discussion is to describe and contrast several tenets of scientific behavior and practice with the behaviors and practices associated with advocacy. We argue that scientists must focus their efforts on solvable problems, consider their efforts to be uncertain, and present their findings dispassionately, so that others might judge the evidence for themselves. Advocates, in contrast, must confront the problems facing the people for whom they have concern over whether the problems appear to be solvable or not. Furthermore, advocacy requires a certainty of conviction that leads to the promotion of particular positions and their adoption by others. We suggest that although special education's roots are more closely aligned with advocacy than with science, its future depends on its ability to adopt a more fully scientific approach to practice. We conclude with a discussion of how the assignment of test accommodations to students with disabilities illustrates the tension between science and advocacy.  相似文献