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991.
Ellie Fossey Lisa Chaffey Annie Venville Priscilla Ennals Jacinta Douglas Christine Bigby 《International Journal of Inclusive Education》2017,21(8):822-832
Access to education is a right for all students. This right is typically realised through the provision of disability support and reasonable adjustments to enable tertiary students with disabilities to participate on an equal footing with their peers. This paper presents perspectives of disability service staff and students about implementing and using reasonable adjustments. Data were collected at 2 tertiary institutions in Australia through interviews with 25 students with disabilities and 7 disability service staff. Data were thematically analysed. The complexity of and variability in the processes of negotiating and implementing disability support were identified as an overarching theme in the data. These processes involved engaging multiple parties. The task of negotiating reasonable adjustments is used to illustrate some of the complexities inherent in supporting students with disabilities. These findings challenge existing assumptions that support is easily accessible and simply provided. They highlight the complexity of using reasonable adjustments, and the tendency for this to be seen as a student responsibility. Finally, the findings imply that disability services need to reorient from a focus on care and concern towards a rights orientation and foster students’ skills in self-advocacy to better enable them to negotiate without disadvantage. 相似文献
992.
Barbara Hanfstingl Gunther Abuja Gabriele Isak Christine Lechner Eleonore Steigberger 《Educational Action Research》2020,28(1):71-82
ABSTRACTThe purpose of this article is to describe how Lesson Study as second-order action research can be applied and how we planned to evaluate and improve course design, learners’ progress, team members’ roles and learning objectives of a 2-year university course for English as a Second Language teachers. The article describes the concept of a Lesson Study conducted in a course for teachers with a minimum of 3 years of teaching experience, rather than for students or undergraduates as in traditional concepts of the Lesson Study approach. PFL (‘Pedagogy and Subject Didactics Programme’) is a 2-year programme consisting of three seminars and five groups meetings in which the participants focus on the reflection of their professional practice in their specific school situation. All participants are required to plan, carry out and document their own action research project. The team provides input on action research and current topics in language teaching and learning, and advises participants. The methodology follows a mixed-method approach based on action research methodologies including questionnaires, interviews and observations. Analyses are conducted qualitatively and quantitatively. The article presents the concept of the project but not yet findings at this stage due to curriculum development and approval issues. 相似文献
993.
This article focuses on the steering of higher education systems in the light of political science and public management approaches.
It first recalls that an important part of the existing literature on higher education is focused on public policies in terms
of reforms and decision-making, while the other part is dedicated to discovering and understanding the policy network or the
policy regimes producing these policies. Both perspectives tend to look at higher education as a specific field. By contrast,
the authors state that the transformations experienced in higher education are similar to those experienced by other key public
services, an can be understood as a redefinition of the role of the nation state in the public generally. They therefore suggest
to look at the steering patterns in higher education by investigating the underlying ‘narratives’ of public management reform
and their variation or combination from one European nation state to another. Three main narratives of public services reform
are discussed: the New Public Management (NPM), the Network governance and the Neo-Weberian narrative. For each narrative,
the authors try to predict some ‘signs and symptoms’ that should be observed in higher education. Drawing on this reflection,
the authors finally suggest further research perspectives which could be developed.
相似文献
Christine MusselinEmail: |
994.
Christine Skelton 《British Journal of Sociology of Education》1997,18(3):349-369
This paper explores the relationships between primary‐aged boys, hegemonic masculinities and sexualised/violent behaviours in the school setting. The data for this paper arise out of a year‐long ethnographic study of two primary schools in the North‐East of England. The aims are twofold: to explore the way in which heterosexual harassment features in the particular hegemonic masculinity of each school; and secondly, to consider the extent to which primary school boys of different ages and social class backgrounds draw upon sexually harassing/violent attitudes and behaviours as one of the key processes in defining their male identities within their peer groups. 相似文献
995.
Katherine C. Pears Philip A. Fisher Hyoun K. Kim Jacqueline Bruce Cynthia V. Healey Karen Yoerger 《Early education and development》2013,24(6):771-791
Research Findings: School readiness is a strong predictor of adjustment in elementary school and beyond. Children in foster care are at particular risk for academic and social difficulties in school. Limitations in self-regulatory skills and caregiver involvement among these children might contribute to a lack of school readiness. This study presents the immediate effects on school readiness of a targeted, short-term intervention designed to improve children's early literacy, prosocial, and self-regulatory skills during the summer before kindergarten entry: Kids in Transition to School. Using a randomized controlled trial design, we assigned 192 children in foster care to either an intervention or services as usual comparison condition. Multimethod, multi-informant assessments were conducted immediately prior to and following the completion of the intervention. The results from structural equation modeling indicated that the intervention had significant positive effects on early literacy and self-regulatory skills. Practice or Policy: An efficacious, short-term, readily scalable, theoretically based intervention targeted at specific vulnerabilities for children in foster care may help to improve the school readiness and eventual school adjustment of these children. 相似文献
996.
Christine McWayne Jason T. Downer Rodrigo Campos Robby D. Harris 《Early education and development》2013,24(6):898-922
Research Findings: In the present meta-analysis, information from 21 studies (representing 22 separate samples) was pooled across a 10-year period (1998–2008). Across 2 primary dimensions of direct father involvement (frequency of positive engagement activities and aspects of parenting quality) and 5 dimensions of children's early learning (representing social and cognitive domains), findings revealed small to moderate associations. Among group differences tested to further explain the relationships between these constructs, residential status and the ethnic/racial identification of fathers' surfaced as significant moderators, whereas income status was only meaningful at the trend level. Practice or Policy: In recent years, national attention has increased concerning the important influence of fathers on children's development. Concurrently, national interest has turned to the early childhood period as marking a major transition for young children, during which children are confronted with new and diverse developmental challenges that require emotional, social, and cognitive competence across their home and school environments. Although there is a growing body of research on fatherhood and father involvement, this literature has not been examined systematically to determine the strength of associations between specific dimensions of father involvement and young children's early learning that could inform the efforts of early childhood practitioners and family engagement programming decisions. 相似文献
997.
Minkyu Kim 《Educational technology research and development : ETR & D》2013,61(6):951-978
The purpose of this study is to develop a better understanding of technologies that use natural language as the basis for concept map construction. In particular, this study focuses on the semantic relation (SR) approach to drawing rich and authentic concept maps that reflect students’ internal representations of a problem situation. The following discussions are included: (a) elaborate classifications of concept map approaches that use natural language responses (e.g., student essay); (b) the SR process of eliciting concept maps, established using studies on domain ontology; and (c) a more effective way to identify key concepts and relations from a concept map generated by the SR approach. By comparing the SR approach to other promising concept map technologies that constrain the analytical process in various ways, this study suggests that the SR approach is likely to draw richer and more authentic concept maps. In addition, this study suggests that a certain combination of graph-related metrics be used to filter key concepts from a SR concept map drawn from a written text of 350–400 words. The methods suggested in the study could be used to design an automated assessment technology for complex problem solving and to develop adaptive learning systems. 相似文献
998.
Minjeong Kim Jeeheon Ryu 《Educational technology research and development : ETR & D》2013,61(4):549-561
An assessment was conducted of a web-based formative peer assessment system (WFPAS) emphasizing learners’ metacognitive awareness for their performance in ill-structured tasks. Results indicate that the WFPAS group achieved significantly higher scores for metacognitive awareness and performance in ill-structured tasks than the traditional peer assessment group and that a traditional peer assessment group achieved higher scores for metacognitive awareness than a self-assessment group. In addition, the WFPAS group showed significantly higher scores in motivation than the traditional peer assessment group. Results are explained from the perspective of peer interaction and scaffolding. The potential challenges and implications of the WFPAS are discussed. 相似文献
999.
Sung Youl Park Soo-Wook Kim Seung-Bong Cha Min-Woo Nam 《Interactive Learning Environments》2013,21(4):418-428
This study investigated the effectiveness of e-learning by comparing the learning outcomes in conventional face-to-face lectures and e-learning methods. Two video-based e-learning contents were developed based on the rapid prototyping model and loaded onto the learning management system (LMS), which was available at http://www.greenehrd.com. Eighty-five Korean agricultural high school students were randomly assigned into the two groups: face-to-face lecture (control group), and video-based e-learning (experimental group). The students of the experimental group logged onto the LMS in the school computer lab and completed each e-learning module. All students were required to take a pretest and posttest before and after learning under the direction of the subject teachers. One-way analysis of variance (ANOVA) was used to examine any difference between the two groups in terms of learning outcomes. One-way analysis of covariance (ANCOVA) was also administered to verify whether there was any difference between the two groups after controlling for the covariate variable: pretest score. According to the results, e-learning resulted in better learning outcomes than face-to-face lecturing. These findings suggest that the use of well designed and appropriately applied e-learning could be worthy even in agricultural education, which stresses hands-on experience and lab activities. Further research should focus on a different e-learning content type in different agricultural subject fields and its relationship with learning outcome. 相似文献
1000.
This study explores how student-generated questions can support argumentation in science. Students were asked to discuss which of two graphs showing the change in temperature with time when ice is heated to steam was correct. Four classes of students, aged 12–14 years, from two countries, first wrote questions about the phenomenon. Then, working in groups with members who differed in their views, they discussed possible answers. To help them structure their arguments, students were given a sheet with prompts to guide their thinking and another sheet on which to represent their argument diagrammatically. One group of students from each class was audiotaped. Data from both students' written work and the taped oral discourse were then analyzed for types of questions asked, the content and function of their talk, and the quality of arguments elicited. To illustrate the dynamic interaction between students' questions and the evolution of their arguments, the discourse of one group is presented as a case study and comparative analyses made with the discourse from the other three groups. Emerging from our analysis is a tentative explanatory model of how different forms of interaction and, in particular, questioning are needed for productive argumentation to occur. 相似文献