Defining student diversity: categorizing and processes of marginalization in Swedish schools     

Eva Hjörne  Roger Säljö 《Emotional and Behavioural Difficulties》2014,19(3):251-265

The article presents an analysis of how diversity is defined and attended to in Swedish schools. The research reported has been carried out as a case study of categorizing practices that concern the uses of neuropsychiatric diagnoses, notably ADHD. The data were collected as part of a larger study. The interaction over a two-year period between the parents of a boy (William, aged 5.5 years) and representatives of the school (school psychologist, principal, teacher etc.) has been analysed. It is shown that parents and professionals provide different accounts of William’s difficulties. The parents, while not denying that their son causes problems in class, argue that the boy will mature and that the problems will disappear. The representatives of the school try to convince the parents that a neuropsychiatric examination of the boy will be beneficial to all parties. The long process of negotiation can be understood as a rhetorical drama, where the category ‘ADHD’ serves as the resolution of a complex institutional problem in the modern welfare state.  相似文献   

Not under my roof: parents,teens and the culture of sex / Not my kid: what parents believe about the sex lives of their teenagers     

Roger Ingham 《Sex education》2014,14(3):354-357

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Issues in dealing with sequential and temporal characteristics of self- and socially-regulated learning     

Roger Azevedo 《Metacognition and Learning》2014,9(2):217-228

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Curriculum Lessons from Europe?     

Roger Merry 《British Journal of Special Education》1991,18(2):71-74

Next year Britain will enter the Single European Market. This may encourage greater alignment of special educational legislation here with the laws in other member countries. Roger Merry, senior lecturer in education, School of Education, Leicester University, asks what lesson can be learned from practice in Europe, especially in relation to the National Curriculum.  相似文献   

English in school: conflicting voices     

Roger Knight 《Higher Education Quarterly》1986,40(3):303-313

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From modern mastery to decadence     

Roger Poole 《Higher Education Quarterly》1976,30(2):152-166

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Serving the underserved Two-way cable TV links rural schools     

Roger Hagon 《TechTrends》1986,31(1):18-20

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Scalping: Optimal contingent pricing of performances in the arts and sports     

Roger A. McCain 《Journal of Cultural Economics》1987,11(1):1-21

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The National Advisory Body Planning Exercise 1987–88: A Shot in the Foot     

Peter C. Knight 《Higher Education Quarterly》1987,41(4):317-328

The National Advisory Body was established to advise the Secretary of State for Education and Science on the allocation of money to support advanced work in polytechnics and colleges. The committee system of NAB was representative of local authority and college interests and there was always a tension between NAB and the Department of Education and Science. The paper charts the decisions that were taken by NAB in progressing the 1987–88 planning exercise. The policy context of these decisions is analysed and the political consequences are discussed. The paper argues that the 1987–88 exercise was the wrong approach to the planning problems and that the resulting conflict with the Government destroyed the credibility of NAB.  相似文献   

The systems approach and its application to curriculum research     

Roger J. Osborne  Peter S. Freyberg 《Research in Science Education》1977,7(1):71-81

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