Time for review: supporting the work of an advisory group     

Jill Porter  Sarah Parsons  Christopher Robertson 《Journal of Research in Special Educational Needs》2006,6(1):11-16

This paper raises methodological issues about the challenges and dilemmas of inclusive research practices reflecting on the work of an advisory group carrying out research on using Information and Communication Technology (ICT) to enhance community participation. The interests of three parties can be identified – the commissioning agent, the researchers and the researched – and these interplayed throughout the course of the research determining the outcomes. Given the relationship between inclusive research and advocacy, there were particular gains in enabling the voice of the advisory group to shape the way in which the research was conducted and to disseminate the findings both within the organisation and beyond. However, the fragility of these new structures required organisational changes for the research to be truly empowering. The experience of the group suggests the need for their involvement at all stages of the research process.  相似文献   

SOCIAL CAPITAL, SOCIAL INCLUSION AND CHANGING SCHOOL CONTEXTS: A SCOTTISH PERSPECTIVE   总被引：1，自引：0，他引：1  

James  McGonigal  Robert  Doherty  Julie  Allan  Sarah  Mills  Ralph  Catts  Morag  Redford  Andy  McDonald  Jane  Mott  Christine  Buckley 《British Journal of Educational Studies》2007,55(1):77-94

ABSTRACT:  This paper synthesises a collaborative review of social capital theory, with particular regard for its relevance to the changing educational landscape within Scotland. The review considers the common and distinctive elements of social capital, developed by the founding fathers – Putnam, Bourdieu and Coleman – and explores how these might help to understand the changing contexts and pursue opportunities for growth.  相似文献   

‘We are inclusive. We are a team. Let's just do it’: commitment,collective efficacy,and agency in four inclusive schools     

Wanda E. Lyons  S. Anthony Thompson  Vianne Timmons 《International Journal of Inclusive Education》2016,20(8):889-907

Implementation of inclusive education for children with disabilities continues to vary across and within Canadian provinces and territories leading us to question why some schools move forward while others maintain traditional segregated approaches. Drawing from Appreciative Inquiry methodology, this study used semi-structured interviews to gather and document successful practices within four inclusive elementary schools within a Canadian province. Interviews were conducted with students, parents, teachers, educational assistants, and principals. Thematic analysis revealed a common belief in the central importance of learning and relationships for all students, shared commitment to inclusion, general classroom teacher responsibility, and collaborative team work characterised by a belief in collective efficacy. The predominant finding in this study was individual and collective agency that transcended themes. Participants reported ongoing and conjoint processes of planning, teaching, reflecting on current practice, sharing knowledge and ideas, solving problems together, and attending to relationships.  相似文献   

International online collaboration as a boundary crossing activity for vocational educators     

Sarah Cornelius  Blair Stevenson 《Journal of Vocational Education & Training》2019,71(2):157-174

Vocational educators cross boundaries between practices in schools, colleges and workplaces, renegotiating their identities as professionals in a particular vocation and as educators. In order to support learners to enter the global workforce, they also require opportunities to cross boundaries through international practices. However, opportunities for international and intercultural learning are often limited, particularly for trainee vocational educators. This paper highlights an online collaborative process (COLIGE) designed to develop competencies for global education. The COLIGE process has been evaluated through the lens of boundary crossing. Participants were trainee vocational educators undergoing their professional teaching qualification in Scotland and Finland. Action research was undertaken during this three-year project to explore participants’ experiences and evaluate the learning mechanisms observed during the activities. Findings suggest activity though all four learning mechanisms (identification, coordination, reflection, transformation), although they were not universally experienced. Difficulties faced by learners are discussed and point to the potential for transformation of practice without sequential engagement with all learning mechanisms.  相似文献   

Examining the shaping of teachers’ pedagogical orientation for the use of technology     

Sarah Prestridge 《Technology, Pedagogy and Education》2017,26(4):367-381

Teachers’ current uses of technologies still tend to replicate traditional and/ or administrative practices, with research indicating that the pedagogies required for the effective integration of educational technologies are not yet in evidence amongst the majority of teachers. In order to conceptualise what could be considered effective pedagogies for the use of technology, greater understanding of what informs teachers’ particular approaches and how teachers come to change their approaches over time is required. Succinctly, what is needed is a deep understanding of a teacher’s developmental process for their conceptualisation of the relationship between technology and pedagogy. Through an in-depth, two-year case study methodology, three teachers’ journey to use game-based technologies in their classrooms was examined. The results provide valuable insights into the relationship between teachers’ pedagogical beliefs and practices about the use of technologies; trigger points in teachers’ journeys that influence change in their pedagogical orientation for the use of technology; and rich stories of innovation in teaching. This study has implications for teacher professional development and supporting effective technology integration.  相似文献   

A decade of change in mainstream education for children with intellectual disabilities in the Republic of Ireland     

Roy McConkey  Caraoisa Kelly  Sarah Craig  Michael Shevlin 《欧洲特需教育杂志》2016,31(1):96-110

Inclusive rather than segregated schooling has been advocated in several significant international declarations during the past two decades. Even so children with significant intellectual disabilities are at greater risk of being excluded from mainstream education, unless particular efforts are made to support them in such settings. These children and young people are more likely to be educated in special schools or in special classes within mainstream schools. In the decade from 2003 to 2013, the Republic of Ireland enacted legislation and provided additional financial resources for pupils with special educational needs, although these were more constrained during the financial crisis that Ireland experienced from 2008 onwards. A national database, updated annually, is maintained of children receiving services from specialist intellectual disability services and this enabled comparisons to be made for the enrolments of over 8000 children aged 4–19 in mainstream and special schools following the introduction of legislation and availability of additional resources. The data showed a steady increase in children with significant intellectual disabilities attending mainstream classes and a decrease in the proportion attending special schools along with a much smaller but decreasing proportion in special classes. The profile of pupils with intellectual disabilities in mainstream and special schools also changed over the 10 years with higher proportions of males, of pupils with moderate disabilities and those of primary age attending mainstream schools, whereas special schools now tend to have higher proportions of females and those of secondary school age. However, there was marked regional variation in the proportions of pupils in mainstream schools which was attributed to the availability of special schools across the State. This study demonstrates how a national data-set can be used to track the impact that policy changes and legislation designed to enhance the development of inclusive learning environments had on the number of pupils availing of mainstream opportunities. It was also possible to identify prevailing trends in types of support provided within schools and the changing pattern of provision for pupils with different levels of intellectual disability. At the broader level of international trends in policy and provision aimed at establishing inclusive learning environments, this study demonstrates the need for a common frame of reference around which the national and international conversations on educational systems can take place.  相似文献   

Neurobehavioral Syndromes in Cocaine-exposed Newborn Infants   总被引：1，自引：0，他引：1  

Barry M. Lester  Michael J. Corwin  Carol Sepkoski  Ronald Seifer  Mark Peucker  Sarah McLaughlin  Howard L. Golub 《Child development》1991,62(4):694-705

The effects of fetal cocaine exposure on newborn cry characteristics were studied in 80 cocaine-exposed and 80 control infants. The groups were stratified to be similar on maternal demographic characteristics and maternal use of other illegal substances and alcohol during pregnancy. The hypothesis was that excitable cry characteristics were related to the direct effects of cocaine, while depressed cry characteristics were related to the indirect effects of cocaine secondary to low birthweight. Structural equation modeling (EQS) showed direct effects of cocaine on cries with a longer duration, higher fundamental frequency, and a higher and more variable first formant frequency. Indirect effects of cocaine secondary to low birthweight resulted in cries with a longer latency, fewer utterances, lower amplitude, and more dysphonation. Cocaine-exposed infants had a lower birthweight, shorter length, and smaller head circumference than the unexposed controls. Findings were consistent with the notion that 2 neurobehavioral syndromes, excitable and depressed, can be described in cocaine-exposed infants, and that these 2 syndromes are due, respectively, to direct neurotoxic effects and indirect effects secondary to intrauterine growth retardation.  相似文献   

Collaborative innovation in the Joint Information Systems Committee distributed e-learning programme     

Jill Jameson  Sarah Davies  Sara de Freitas 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(6):969-972

  相似文献   

The postdigital challenge of redefining academic publishing from the margins     

Petar Jandrić  Sarah Hayes 《Learning, Media and Technology》2019,44(3):381-393

ABSTRACT

This paper explores relationships between knowledge production and academic publication and shows that the current political economy of mainstream academic publishing has resulted from a complex interplay between large academic publishers, academics, and hacker-activists. The process of publishing is a form of ‘social production’ that takes place across the economy, politics and culture, all of which are in turn accommodating both old and new technology in our postdigital age. Technologies such as software cannot be separated from human labour, academic centres cannot be looked at in isolation from their margins, and the necessity of transdisciplinary approaches does not imply the disappearance of traditional disciplines. In the postdigital age, the concept of the margins has not disappeared, but it has become somewhat marginal in its own right. We need to develop a new language of describing what we mean by ‘marginal voices’ in the social relations between knowledge production and academic publication. Universities require new strategies for cohabitation of, and collaboration between, various socio-technological actors, and new postdigital politics and practice of knowledge production and academic publishing.  相似文献   

Self-corrections and the Reading Process: an Evaluation of Evidence     

G. Brian Thompson 《Journal of Research in Reading》1984,7(1):53-61

  相似文献