In-service teachers’ attitudes,concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers     

Umesh Sharma  Paola Aiello  Erika Marie Pace  Penny Round  Pearl Subban 《欧洲特需教育杂志》2018,33(3):437-446

The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond.  相似文献   

The effective use of virtual environments in the education and rehabilitation of students with intellectual disabilities     

P. J. Standen  D. J. Brown  & J. J. Cromby 《British journal of educational technology : journal of the Council for Educational Technology》2001,32(3):289-299

Computer based learning has enjoyed an increasing role in mainstream education with the development of more powerful personal computers available at a lower price. This articlereviews work on a specific form of computer software, virtual environments. It aims to illustrate the potential of this computer application in the education and rehabilitation of people with intellectual disabilities. Virtual environments appear to be a fruitful method of teaching skills for independent living to people with intellectual disabilities. Initial studies demonstrate that learning in this way transfers to the real life situation in which the skills are required. However, to effectively exploit their educational potential, interaction with virtual environments needs to be guided. This can be done using a human tutor and a software tutor and preliminary findings from current research suggest guidelines for the effective employment of both. Future directions involve ensuring the availability of the software, making the technology accessible to a wider range of users and researching staff support to ensure that use is facilitated and that this technology is appropriately exploited.  相似文献   

Indebted: how families make college work at any cost,     

Nicola Ingram  Sylvia Nissen  Penny Jane Burke 《British Journal of Sociology of Education》2020,41(5):733-742

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Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts     

Alexandra Gottardo  Penny Chiappe  Bernice Yan  Linda Siegel  Yan Gu 《教育心理学》2006,26(3):367-393

The relationships between phoneme categorisation, phonological processing, and reading performance were examined in Chinese‐English speaking children in an English‐speaking environment. Second language (L2, i.e., English) phonological processing but not phoneme categorisation was related to L2 reading. First language (L1) oral language skills were related to Chinese reading with L1 phonological processing being related to the Chinese reading task with a strong phonological component (pseudocharacter reading). L1 phoneme categorisation skill was not strongly related to L1 reading. These findings suggest that phonological processing is related to reading tasks with heavy phonological demands, such as reading in an alphabetic orthography or pseudocharacter reading in a nonalphabetic orthography. Exposure to L1 reading might influence processes used by Chinese‐speaking children in an English‐speaking environment.  相似文献   

II. The Development of Children with Disabilities and the Adaptation of their Parents: Theoretical Perspectives and Empirical Evidence     

Penny Hauser-Cram  Marji Erickson Warfield  Jack P. Shonkoff  & Marty Wyngaarden Krauss 《Monographs of the Society for Research in Child Development》2001,66(3):6-21

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A reply to Peter Doble     

Penny Thompson 《British Journal of Religious Education》2007,29(2):179-183

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I. Introduction     

Penny Hauser-Cram  Marji Erickson Warfield  Jack P. Shonkoff  & Marty Wyngaarden Krauss 《Monographs of the Society for Research in Child Development》2001,66(3):1-5

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Integration of Preschoolers with Severe Disabilities into Daycare     

Patricia L. Pickett  Penny L. Griffith  Diana Rogers-Adkinson 《Early education and development》1993,4(1):54-58

A diary study was conducted over a 15-week period during which six preschoolers with severe disabilities made weekly visits to a daycare center. The intent was to describe successful examples of interactive or imitative play and to note what events prompted these interactions. The results indicated that very little spontaneous cooperative play occurred between daycare children and children with disabilities. An increase in social and play skills was noted in individual students with disabilities. Anecdotal evidence is presented to support these observations.  相似文献   

Practitioner-centred research and the Ph.D.     

Tom Bourner  Penny Simpson 《Action Learning: Research and Practice》2005,2(2):133-151

This paper is about Ph.Ds, practitioner-centred research and action learning. The aim of this paper is to help develop a framework for those completing doctorates based on action learning. The paper explores relationships between the personal learning of action learning participants and the public knowledge associated with conventional research. It concludes that the new professional doctorates based on action learning offer a way of integrating evidence-based practice with practice-based evidence.  相似文献   

Written feedback: Response certitude and durability     

Raymond W. Kulhavy  William A. Stock  Thomas E. Hancock  Linda K. Swindell  Penny L. Hammrich 《Contemporary educational psychology》1990,15(4)

This study tested assumptions of a servocontrol model of test item feedback. High school students responded to multiple-choice items and rated their certainty of correctness in each response. Next, learners either received feedback on the items or responded again to the same test. The same items were tested again after 1 and 8 days, with the order to alternatives randomized for half of the subjects in each feedback group. The results generally supported the control model and suggest that response certitude estimates can be treated as an index of comprehension.  相似文献