Changing from a special school to an inclusion service     

Carol Bannister  Vivienne Sharland  Vivian Upton  David Walker  & Gary Thomas 《British Journal of Special Education》1998,25(2):65-69

Members of the Somerset Inclusion Project and Gary Thomas (professor and reader in education at the University of the West of England, Bristol) discuss the need for schools to become more inclusive in response to the Government's recent Green Paper (DfEE, 1997), which emphasises that special schools need to work in different ways and to provide services to local mainstream schools. The notion that inclusion is right and segregation is wrong led the staff to convert the Princess Margaret School (PMS) in Taunton, Somerset to an inclusion service.  相似文献   

The black box of schooling: a cultural history of the classroom     

Phil Gardner 《Cambridge Journal of Education》2013,43(1):140-142

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Caregiving and Social Support: A Twenty-first Century Challenge for College Students     

Ray Baus is Associate Professor  Deborah Dysart-Gale  Phil Haven 《Communication quarterly》2013,61(2):125-142

This study adopted a caregiving perspective to analyze college students’ supportive relationships (N=266). With respect to the provision of care, female caregivers engaged in more difficult types of hands-on support than male caregivers, and data suggested that college caregivers are differently challenged by the life stage of the person for whom they provide care. With respect to students’ reception of social support, both main and interaction effects were found for sex, care giving status, and locus of control. Discussion focuses on the developmental nature of caregiving skills, social support reciprocity, and implications of these findings for public policy and human communication research.  相似文献   

Comparison of the effects of mainstream and special school on National Curriculum outcomes in children with autism spectrum disorder: an archive‐based analysis          下载免费PDF全文

Emma M. Waddington  Phil Reed 《Journal of Research in Special Educational Needs》2017,17(2):132-142

The literature dealing with the inclusion of children with autism spectrum disorder (ASD) in mainstream schools has increased over recent years, propelled by the argument that it will improve the quality of life, educational performance and social development of ‘included’ children. This area of research is currently an important one for the development of policy and practice. The literature on inclusion dealing with the inclusion of children with ASD is limited, so the implementation of inclusion has preceded research. The current study investigated whether children in mainstream placements show enhanced performance, relative to those in specialist provisions. The study used a combination of primary and secondary data analysis to explore the impact of inclusion on children with ASD in four authorities in the south east of England. The results suggest that mainstream children have no greater academic success than children in specialist provision. The study suggests that a number of specific provisions are involved in promoting success, such as Speech and Language Therapy, and the impact of Learning Support Assistants, and these are also reviewed and discussed.  相似文献   

支持开放教育资源项目的方法     

约翰·罗比森  希拉·麦克尼尔  菲尔·巴克  洛娜·坎贝尔  袁莉 《开放教育研究》2010,16(4):52-58

本文考察了英国教育技术互用性标准中心（CETIS）通过支持国家项目（即英国联合信息系统委员会（JISC）和高等教育委员会的英国开放教育资源试点项目,详见http：／／www．jisc．ae．uk／oer）,以促进发布开放教育资源方面的经验,并探索了如何让我们的支持模式对其他相关项目有所启发,并能改编用于鼓励开放课件运动的可持续性技术支持网络。作为一个涵盖英国众多大学的国家层面的创新举措,众多开放教育资源提供者参与了英国开放教育资源（UKOER）,这包括个别教育者、学科联合体和机构。考虑到这种多样性,从一开始我们就意识到没有任何一种技术解决方案能适合所有的项目。因此,也没有委托专门的工具、描述性标准、交流或分发机制（除要求所有制作的资源应该放在国家学习资源库中外,详见http：／／jorum．ae．uk）。为了支持这一项目,我们引导采取不同的方法和形成不同的社群,也许在支持发布开放教育资源方面,任何类似的跨机构创新都将会面临相似的问题。我们的项目支持方法已从具体的细节问题发展到提供基本的支持原则,从而预测其他问题,并推动最佳实践。我们的做法是：通过会议上的技术汇报和讨论机会,以及在博客上发帖,激发讨论;通过技术评论讨论,并记录针对这些公布在网上的讨论的总结性内容,从而调查个别项目的技术选择;针对通过以上方式所发现的问题,以及项目博客上凸显的问题,做出相应的反馈。考虑到如何使这一方法在更广泛的范围内应用,我们也反思了这种公开的工作模式所面临的挑战、这一方法的开支、适应性,以及我们所认为的其在支持开放教育资源管理和传播方面所扮演的角色。  相似文献   

Foot strike patterns and ground contact times during high-calibre middle-distance races   总被引：1，自引：1，他引：0  

P Hayes  N Caplan 《Journal of sports sciences》2012,30(12):1275-1283

Abstract The aims of this study were to examine ground contact characteristics, their relationship with race performance, and the time course of any changes in ground contact time during competitive 800?m and 1500?m races. Twenty-two seeded, single-sex middle-distance races totalling 181 runners were filmed at a competitive athletics meeting. Races were filmed at 100?Hz. Ground contact time was recorded one step for each athlete, on each lap of their race. Forefoot and midfoot strikers had significantly shorter ground contact times than heel strikers. Forefoot and midfoot strikers had significantly faster average race speed than heel strikers. There were strong large correlations between ground contact time and average race speed for the women's events and men's 1500?m (r?=?-0.521 to -0.623; P?相似文献   

BOOK REVIEWS     

Paul Iles  Phil Radcliff  Mike Pedler 《Action Learning: Research and Practice》2009,6(1):77-86

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Is your consultant competant?     

Phil Friedlander 《Performance Improvement》1998,37(7):30-36

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Editor's note: Enduring scholarship and dialogue     

William C. Kyle  Jonathan Osborne  John Leach  Phil Scott  Stephen P. Norris 《科学教学研究杂志》1998,35(1):1-2

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The Gender Mix Among Staff in Schools for Pupils with Severe and Profound and Multiple Learning Difficulties and its Impact     

Phil Goss 《British Journal of Special Education》2003,30(2):87-92

Phil Goss has extensive experience as a practitioner and manager in schools for pupils with severe and profound and multiple learning difficulties. In this article, he reports on his enquiries into the gender mix among staff in these schools. He finds that there are significantly more women than men working as teachers and in support roles in these specialist contexts. Phil Goss goes on to discuss the outcomes of his research into headteachers' perceptions of the impact of this gender imbalance. In concluding, he makes a series of proposals for future policy on recruitment and staff development, for teachers and teaching assistants. Phil Goss argues that we need to find ways to bring more men into this work.  相似文献