Entering Initial Teacher Education: science graduates’ views of the interview and selection process     

Sheila Turner  Tony Turner 《欧洲师范教育杂志》1997,20(2):125-136

This paper describes ongoing research that builds on earlier studies by the authors that have investigated issues concerning the selection of science graduates to secondary PGCE courses. These studies identified the need for criteria that are understood by tutors and applicants to ensure that candidates from ethnic minority groups are not disadvantaged. The research focuses on the perceptions that science graduates have about the selection process for secondary teacher education courses and seeks to identify whether the procedures used disadvantage any particular groups or individuals. We are interested also in whether there is a mismatch between tutors’ perceptions of the interview process and those of the applicants. During 1995/96 current students and applicants for one year PGCE courses in science were asked how they had prepared for their interviews and for their impressions of the interviewing process. The paper describes initial findings and the implication of these findings.  相似文献   

Nonword recall and phonemic discrimination in four‐ to six‐year‐old children     

Jackie Masterson  Veronica Laxon  Emma Carnegie  Sheila Wright  Janice Horslen 《Journal of Research in Reading》2005,28(2):183-201

Previous research has established that the degree of ‘wordlikeness’ of nonwords affects young children's nonword repetition performance. Experiment 1 examined the possibility that output processes are responsible for the wordlikeness effect by using a probed recall procedure. Wordlikeness was defined in terms of phonological neighbourhood density, although this measure was found to be related to the traditional measure of wordlikeness involving adult ratings. A significant effect of number of phonological neighbours/wordlikeness was observed in favour of nonwords with many neighbours. In Experiments 2 and 3 the wordlikeness effect was qualified by a significant interaction with nonword repetition ability. Children with poorer repetition ability were affected by number of neighbours/wordlikeness, while children with better repetition ability were not. Children with poorer repetition ability were significantly poorer than the better repeaters with nonwords with few neighbours. The results were interpreted in terms of theories of phonological development that suggest progressive segmentation of lexical representations. In Experiment 4 the relationship of children's nonword repetition ability to phonemic discrimination ability was investigated. The results demonstrated that children with better nonword repetition ability had superior phonemic discrimination performance than children with poorer nonword repetition ability.  相似文献   

Additional support needs policy in Scotland: challenging or reinforcing social inequality?     

Sheila Riddell  Elisabet Weedon 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):496-512

ABSTRACT

This paper focuses on Scottish policy on additional support needs and its material outcomes. The central question addressed is the extent to which the Scottish additional support needs system undermines or reinforces existing social and economic inequalities. Administrative data highlight the inflation of the additional support needs category, particularly in relation to non-normative sub-categories such as social, emotional and behavioural difficulties which are strongly associated with social deprivation. Strategies in navigating the additional support needs system by families from different social class backgrounds are illustrated through short vignettes. The paper concludes with a discussion of the way in which sociological theory may help us to understand recent developments in Scottish additional support needs policy and practice. It is argued that the expansion of the umbrella category of additional support needs has been accompanied by an intensification of its association with social class, particularly in relation to categories which carry high levels of social stigma.  相似文献   

Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities   总被引：1，自引：0，他引：1  

Sheila Riddell  Elisabet Weedon  Mary Fuller  Mick Healey  Alan Hurst  Katie Kelly  Linda Piggott 《Higher Education》2007,54(4):615-628

This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes and legislation have had some positive effect on improving access for disabled students; however, local factors and type of institution also have a major impact on the way that national policies are expressed in particular contexts.  相似文献   

The biggest extension of rights in Europe? Needs,rights and children with additional support needs in Scotland     

Sheila Riddell  Duncan Carmichael 《International Journal of Inclusive Education》2019,23(5):473-490

ABSTRACT

The Education (Additional Support for Learning) (Scotland) Act 2004 boosted the rights of parents of children with additional support needs (ASN) by improving access to information, instituting a Code of Practice and establishing new redress mechanisms such as the ASN Tribunal and independent mediation. More than a decade later, Scottish legislation enacted in 2016 and implemented in 2018 attempted to increase children’s rights, broadly placing them on a par with those of parents and young people. This paper draws on data from an ESRC project entitled Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1). Analysis of Scottish Government policy and legislation, key informant interviews and official statistics are used to examine the extent to which the new rights are likely to be realised in practice, given the complexity of the legislation and competition between discourses of needs, broadly synonymous with the wellbeing agenda and rights. The paper concludes with a discussion of the lessons which may be learnt from the Scottish experience, which will be of interest to an international audience.  相似文献   

Consulting Parents to Improve a Child Guidance Service     

Judith Hodgson  Sheila Mattison  Ellie Phillips  Gloria Pollack 《Educational Psychology in Practice》2001,17(3):263-272

This paper describes a study undertaken with a group of parents whose children had been referred to the Knowsley Child Guidance Service. A qualitative methodology was used to analyse in-depth interviews with parents. The results led to practical recommendations for the improvement of service delivery. These recommendations had implications for schools and other services involved with parents/carers and children. The survey also provided a base from which to develop a questionnaire for the continuing evaluation of good practice within the child guidance service.  相似文献   

Correspondence     

Sheila Paine 《The International Journal of Art & Design Education》2002,21(1):89-89

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The sexual abuse of young people with disabilities: Treatment considerations     

Sheila Mansell  Dick Sobsey  Lorraine Wilgosh  Andre Zawallich 《International journal for the advancement of counseling》1996,19(3):293-302

Research has indicated that sexual abuse of individuals with disabilities is frequently repeated and chronic, and often results in significant harm to the victim. Furthermore, while abusers are most often family members or acquaintances, many offenses are committed by paid service providers and occur in disability service settings. Findings indicate that victims with disabilities often experience difficulty in obtaining treatment services that are accessible and appropriately adapted to their needs. Based on the necessity of appropriate treatment, considerations and strategies are discussed for therapy adaptations to meet the special needs of sexually abused young people with developmental disabilities.  相似文献   

Usefulness of serum CA 15.3 and histopathological prognostic indices in breast cancer     

R. Nalini  C. R. Wilma Delphine Silvia  Purnima M. Makhija  Sheila Uthappa 《Indian journal of clinical biochemistry : IJCB》2005,20(1):165-168

Prognostic factors influence the modality and course of therapy in breast cancer. These include both histopathological and biochemical variables. This study was aimed to find out if any correlation exists between the biochemical tumor marker-serum CA 15.3, and the lymph node staging of Nottingham’s Prognostic Index (NPI). It was observed that serum CA 15.3 showed a statistically significant correlation with lymph node staging of NPI. Therefore it is concluded that CA 15.3 can be utilized as a useful prognostic marker, particularly in cases where histopathological variables such as tumor size and grade have been altered by pre-operative chemotherapy.  相似文献   

Research Experience as a Component of Science and Mathematics Teacher Preparation     

Raphael  Jacqueline  Tobias  Sheila  Greenberg  Richard 《Journal of Science Teacher Education》1999,10(2):147-158

Journal of Science Teacher Education -  相似文献