The Influence of an Inclusive Education Course on Attitude Change of Pre‐service Secondary Teachers in Hong Kong     

Chong Suk Ching Stella  Chris Forlin  Au Mei Lan 《Asia-Pacific Journal of Teacher Education》2007,35(2):161-179

Since the mid‐1990s in Hong Kong there has been a slow but obvious shift from expecting students with disabilities to be educated in segregated special schools to providing more opportunities for them to be educated alongside their mainstream peers. Pre‐service teacher training institutions have begun to offer modules of study in order to assist mainstream teachers in coping with greater diversity in their classes. The main purpose of this paper is to examine the adequacy of an inclusive education module on the attitude change of pre‐service teachers in Hong Kong. A convenience sample of over 200 pre‐service secondary teachers in a B.Ed. (Honours) Programme at one university participated in the study. Data were obtained through a three‐part questionnaire to find out whether there were any substantial changes in their attitudes, concerns and confidence for inclusion before and after taking a module of study on inclusive education. Findings and implications are drawn in light of preparing teachers to cater for diversity in the schools in Hong Kong.  相似文献   

The widening participation agenda: the marginal place of care   总被引：1，自引：1，他引：0  

Rachel Alsop  Stella Gonzalez‐Arnal  Majella Kilkey 《Gender and education》2008,20(6):623-637

This paper is based upon two empirical studies, which identify care‐giving responsibilities as a key mediator of mature students’ – a target group within the widening participation strategy – experiences of higher education. Employing a feminist lens on care, we identify a disjuncture between how students experience the challenges of negotiating care and study, and the narrow and economistic way care is addressed within higher education policy. We point to the broader recognition of care emerging within New Labour’s policies on the reconciliation of paid work and family life and argue that in the context of increasing expectations that learning is for life, care needs to be recognised in a broader form at the interface of both education and employment. Drawing on the notion of a ‘political ethics of care’, we conclude by identifying elements that should be included in a higher‐education ‘care culture’.  相似文献   

Race/ethnicity and the start of child care: A multi-level analysis of factors influencing first child care experiences     

Maryah Stella Fram  Jinseok Kim 《Early childhood research quarterly》2008

Early childhood education and care experiences play an important role in children's development and school readiness with, in general, sustained exposure to high quality, center-based care leading to positive outcomes. Hispanic parents have been shown to be less likely than others to place their children in center-based care, particularly when children are very young—a pattern that contrasts African American parents’ tendency for earlier use of center-based care. This paper examines child care choice from a contextual perspective. Using a multi-level modeling approach, we consider ethnicity and race, at the individual and neighborhood levels, in relation to the age at which children first participate in non-parental care and the type of care they first experience. Using data from the ECLS-K, the 1990 Census and other contextual sources, we demonstrate that Hispanic parents’ later use of care is explainable by economic and work participation factors at the family level, while neighborhood proportion of Hispanic individuals is associated with delayed entry into child care. In contrast, the observed early use of care among African American families persists after accounting for economic and work factors, and appears independent of differences in neighborhood context. Limitations and implications for policy and practice are discussed.  相似文献   

Exploring the views and beliefs of parents of typically developing children about inclusion and inclusive education     

Anastasia Vlachou  Stella Karadimou  Eleni Koutsogeorgou 《Educational research; a review for teachers and all concerned with progress in education》2016,58(4):384-399

Background: The inclusion of pupils with special educational needs and disabilities (SENDs) in regular classrooms has been identified as a high priority in many policy documents published by both European and international organisations. Its implementation, however, is influenced by a number of factors, some of which are directly related to the participation and attitudes of different stakeholders, including parents of typically developing children. Parents, as a social group, can act in favour of inclusion or they can support more segregated educational environments.

Purpose: The aim of this study was to explore, in a Greek context, the views and beliefs of parents of typically developing children about different aspects of the education of children with disabilities, with a particular focus on inclusion and inclusive education.

Method: Interviews were held with 40 Greek parents representing 40 typically developing school-aged children who were educated in six different primary education schools, from the broader area of central Greece. All of the children, at the time of the study, were educated in mainstream classes, in which an in-classroom support system was applied. Open-ended interview questions focused on parents’ views and beliefs about the implementation of inclusive educational programmes. Data were analysed according to the principles of an inductive data-driven approach.

Findings: The research findings indicate that most of the participant parents did not feel informed about specific school policy practices relevant to inclusive education; they were not aware of the notion of ‘inclusion’ or approached inclusion from an integrationist point of view. Within this context, they hold positive to neutral attitudes towards inclusion, on the basis that a child with SENDs can cope with the school requirements.

Conclusions: This small-scale, exploratory research study suggests the importance of informing and involving parents of typically developing children in efforts to promote more inclusive practices.  相似文献   

Student views on wastage     

Stella Greenall 《Higher Education Quarterly》1971,25(2):177-181

  相似文献   

Seeking excellence through independence: Liberating colleges and universities from excessive regulation: by Terrence J. MacTaggart and Associates. San Francisco: Jossey-Bass, 1998. 212p. $29.95. ISBN 0-7879-0922-X     

Stella Bentley 《The Journal of Academic Librarianship》1998,24(6):496

  相似文献   

Pluralistic Ignorance About Sex: The Direct and the Indirect Effects of Media Consumption on College Students' Misperception of Sex-Related Peer Norms     

Chia  Stella C.; Lee  Waipeng 《Int. Journal of Public Opinion Research》2008,20(1):52-73

The term pluralistic ignorance refers to erroneous beliefs heldby a group of individuals about the attitudes or behavior ofothers. In this study, we examined the degree to which collegestudents in Singapore misconceive their peers’ sexualattitudes and behavior. The data for this study came from aweb-based survey involving a random sample of 534 college studentsin Singapore. The results indicate widespread evidence of pluralisticignorance; that is, students believed that their peers weresignificantly more sexually active than was actually the case.The data also suggest that the students formed such erroneousimpressions of peers on the basis, in part, of the students’media consumption and of the students’ own sexual attitudes.  相似文献   

Total,regional and unilateral body composition of professional English first-class cricket fast bowlers     

Matthew J. Lees  Kunwar Bansil  Karen Hind 《Journal of sports sciences》2016,34(3):252-258

There have been few reports of advanced body composition profiles of elite fast bowlers in the sport of cricket. Therefore, the aim of the current study was to determine total, regional and unilateral body composition characteristics of elite English first-class cricket fast bowlers in comparison with matched controls, using dual-energy X-ray absorptiometry (DXA). Twelve male fast bowlers and 12 age-matched, non-athletic controls received one total-body DXA scan. Anthropometric data were obtained as well as left and right regional (arms, legs and trunk) fat mass, lean mass and bone mineral content. Fast bowlers were significantly taller and heavier than controls (P < 0.05). Relative to body mass, fast bowlers possessed greater lean mass in the trunk (80.9 ± 3.7 vs. 76.7 ± 5.9%; P = 0.047) and bone mineral content in the trunk (2.9 ± 0.3 vs. 2.6 ± 0.3%; P = 0.049) and legs (5.4 ± 0.5 vs. 4.6 ± 0.6%; P = 0.003). In the arm region, fast bowlers demonstrated significantly greater unilateral differences in bone mineral content (10.6 ± 6.6 vs. 4.5 ± 3.9%; P = 0.012). This study provides specific body composition values for elite-level fast bowlers and highlights the potential for muscle and bone imbalances that may be useful for conditioning professionals. Our findings also suggest beneficial adaptations in body composition and bone mass in fast bowlers compared with their non-athletic counterparts.  相似文献   

Developing science and engineering career opportunities for American Indians: Experiences and observations     

Jack Weyland  Sara McCulloh  Stella Hughes  T. Ashworth 《Journal of Science Education and Technology》1993,2(2):417-433

This paper reports our experiences in working with precollege and undergraduate American Indian students. In 1990, we began a fourth-grade after-school science program for 30 American Indian students. At the present time the program, called Scientific Knowledge for Indian Learning and Leadership (SKILL), involves over 200 American Indian 4th-9th grade students in weekly science/mathematics activities, quarterly Saturday seminars, and summer science camps. We have collected data to try to determine factors that help to improve student attitudes towards mathematics and science. Conclusions are drawn from these analyses and from our own subjective observations. The development of American Indian involvement in undergraduate science and engineering education on our campus has been aided by the establishment of an American Indian Science and Engineering Society (AISES) chapter and also by the promotion of collaborative learning. A comparison of our observations in the framework of other more well-established programs is given. Changes that have occurred as a result of both precollege and college activities are described and discussed. It appears that each of these activities has had beneficial influences on the other. We also report problems and concerns as well as recommendations to other groups or institutions who may be embarking on similar endeavors.  相似文献   

A capability approach for online primary and secondary students with disabilities          下载免费PDF全文

Julie Stella  Michael Corry 《British Journal of Special Education》2017,44(4):448-464

A capability approach was used to identify and synthesise research studies about online students with disabilities in primary and secondary school (aged five to 18 years) in an attempt to describe the experience from an empirical perspective. A capability approach is intended to maximise agency and can be used to describe the extent to which individuals are able to use limited resources to build a satisfying and enjoyable life. In this analysis, a derived capability set was used to narrow the larger body of research about primary and secondary students in online education in order to consider only studies that described ways in which students successfully used online education to maximise agency. The derived capability set was: autonomy, judgement, practical reason, affiliation, high school graduation and a desire to help others. A method for deriving the capability set and ways in which a capability approach fails to describe this experience are discussed.  相似文献