Differentiating integration: special education in the Russian Federation     

Kate Thomson 《欧洲特需教育杂志》2013,28(1):33-47

The paper presents an examination of the Russian special education system in the late 1990s. It is concerned with continuities and changes in ideology, policy and practice, particularly in regard to acceptance of debates around educational integration. Evidence from a study of educational practice concerning children with learning difficulties in two regional Russian cities is presented, including interview data with special educational professionals. Small-scale changes to the special education system at the local level are highlighted as positive measures to address the failures of a somewhat rigidly segregated system. The ability to make such changes and maintain the functioning of the system is notable in the context of prolonged budgetary crisis. Practitioners whose views are represented in the study are shown to have engaged with the integration debate, although there was little fundamental criticism of the underpinnings of the Russian system. Understanding and application of the notion of integration for disabled children were diverse. Indeed some interviewees used this term to describe the structures within which they worked, in spite of the system's largely segregated nature. The concept was being reworked to demonstrate awareness of international approaches, while avoiding the devaluing of the distinct, Soviet approach of defectology with its central tenet of differentiation.  相似文献   

Gender neutral engineering: an impossible dream? ‐ the case of Eastern Europe     

A. Durndell  F. Uzunova  D. Asenova  A. Asenov  K. Thomson 《International Journal of Science Education》2013,35(7):783-793

A total of 189 engineers, both students and qualified engineers of both sexes at two universities in Bulgaria, were given a questionnaire addressing the issue of why such a high proportion of engineers in Bulgaria were women compared with Britain. Answers were both fixed answer and open ended. The responses stressed the importance of the need for women to work for economic reasons and the role of the previous (communist) system in emphasizing the importance of both engineering and gender equity in its policies, including its educational policy. Qualified engineers were slightly more ready to stress these ‘system’ factors than student engineers. Engineering in Bulgaria had not been altered in any way which would take account of Western feminist criticism of engineering, but was perceived as being taught more theoretically and via lectures than in Britain. A contemporary strong switch away from engineering into economics and business was perceived. It is not clear yet whether gender neutral engineering will survive in Bulgaria.  相似文献   

A community work approach in adult education     

Cathie Thomson 《International Journal of Lifelong Education》2013,32(3):181-196

Adult education needs to adopt a community‐work approach if it is to be effective in reaching people traditionally labelled as ‘non‐participants’. This paper examines the use of community‐work methods to involve sections of the population previously unaffected by adult education provision. The background is the publication in 1975 of the Alexander Report ‐ The Challenge of Change ‐ by the Scottish Education Department. This report stressed the need for a wider section of the population to take up adult education. Tom Lovett's work in Liverpool and Ireland is used as an example of how to reach more people. Projects with a Scottish context underline that the approach cannot be standardized. Finally the ‘success’ of the East End Adult Education Project is attributed to its community‐work approach.  相似文献   

Maggie’s day: a small‐scale analysis of English education policy     

Pat Thomson  Christine Hall  Ken Jones 《教育政策杂志》2013,28(5):639-656

Policy sociologists typically research at large scale. This paper presents an example of a policy analysis which illuminates how policy is embedded in single incidents, lives and places. The case in point concerns the policy fetish for ‘closing the gap and raising the bar’. This rhetoric is taken to mean improving the learning of all students, while at the same time producing a more equitable, quality education system. In the case in point, we mobilise an ethnographic fragment and the spatial theory of Henri Lefebvre in order to examine the ways in which the policy technology of transforming students into measurable data plays out in the life of one group of Year 10 girls in a struggling English comprehensive school. We argue that our analysis demonstrates that in this very particular case, the pedagogies intended to promote attainment actually accomplished the reverse. We suggest that, following this example, policy sociologists might gain from further research at the micro/vernacular levels of schooling.  相似文献   

Inter‐professional collaboration and the implementation of the Education (Scotland) Act, 1981     

George O.B. Thomson  Sheila I. Riddell  Sarah Dyer 《教育政策杂志》2013,28(1):47-62

This paper draws upon quantitative and qualitative data from a four‐year study conducted in Scotland to examine the impact of the special educational needs sections of the Education (Scotland) Act, 1981. The particular focus of the paper is the examination of inter‐professional collaboration in the process of drafting a Record of Needs. The origins of the special educational needs legislation are considered and changes are set in the context of relevant social policy literature. Role conflict and confusion were experienced by educational psychologists and educational administrators with inter‐professional collaboration being patchy and restricted to a minority of the 17 administrative areas. The position of health board personnel was seen to be marginalized, in part a consequence of a perceived power struggle between doctors and psychologists ‐ a phenomenon already addressed in the literature.  相似文献   

Seduction theory and the recovery of feminine aesthetics: Implications for rhetorical criticism     

Keith V. Erickson  Stephanie Thomson 《Communication quarterly》2013,61(3):300-319

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Elementary Science Indoors and Out: Teachers, Time, and Testing     

Sarah J. Carrier  Linda P. Tugurian  Margareta M. Thomson 《Research in Science Education》2013,43(5):2059-2083

In this article, we present the results from a mixed-methods research study aimed to document indoor and outdoor fifth grade science experiences in one school in the USA in the context of accountability and standardized testing. We used quantitative measures to explore students’ science knowledge, environmental attitudes, and outdoor comfort levels, and via qualitative measures, we examined views on science education and environmental issues from multiple sources, including the school’s principal, teachers, and students. Students’ science knowledge in each of the four objectives specified for grade 5 significantly improved during the school year. Qualitative data collected through interviews and observations found limited impressions of outdoor science. Findings revealed that, despite best intentions and a school culture that supported outdoor learning, it was very difficult in practice for teachers to supplement their classroom science instruction with outdoor activities. They felt constrained by time and heavy content demands and decided that the most efficient way of delivering science instruction was through traditional methods. Researchers discuss potentials and obstacles for the science community to consider in supporting teachers and preparing elementary school teachers to provide students with authentic experiential learning opportunities. We further confront teachers’ and students’ perceptions that science is always best and most efficiently learned inside the classroom through traditional text-driven instruction.  相似文献   

Omega-3不饱和脂肪酸对病原微生物的影响（英文）     

Warren CHANDA  Thomson P.JOSEPH  Xue-fang GUO  Wen-dong WANG  Min LIU  Miza S.VUAI  Arshad A.PADHIAR  Min-tao ZHONG 《Journal of Zhejiang University. Science. B》2018,(4)

微生物给人类带来了有利又有害的一面。这些有利的影响一般源于人们与微生物之间的共生关系。但是人类一些疾病的产生使得看似友好的微生物成为条件致病菌,使人们感染上微生物相关的疾病。人们致力于研究多种抗菌剂用于治疗和抑制病原微生物的感染,但是微生物耐药性的出现使得人们的研究进程受阻。尽管已有大量关于药物开发的研究缓解了这个难题,但微生物对这些药物的耐受性以及持续的微生物进化变异,使研究人员把重点放在筛选各种植物膳食类化合物上以用于抗菌。亚麻酸及其衍生物(二十碳五烯酸和二十二碳六烯酸)是已被广泛研究的omega-3脂肪酸,在人类的健康方面扮演着重要的角色,对大脑、眼睛、心血管系统和人的正常成长都有重要作用。然而,作为抗菌剂的使用并没有受到人们广泛的重视,可能是由于人们缺乏对其抗菌机制、药理毒性以及给药方式的了解。因此,本文综述了omega-3脂肪酸作为替代药物在治疗和预防微生物相关疾病中的作用。  相似文献   

Adaptive capacity in the Pacific region: a study of continuous professional development for in-service teachers in Kiribati     

Tess Martin  Ian Thomson 《Asia-Pacific Journal of Teacher Education》2018,46(1):6-21

This study of I-Kiribati secondary school teachers used a project-based approach to investigate the notions of school-based and collaborative learning as a suitable model for in-service teacher continuous professional development (CPD). The design and methodology adopted by the study framed the argument that since collaborative behavior is integral in Kiribati and Pacific community daily life it could be a suitably applied in the workplace to promote effective learning. At the same time the study was designed to investigate a system of learning for teachers in Kiribati that would address their needs, in particular being school-based. The study revealed that cultural influences in Kiribati such as: the role of leaders, respect for elders and secret knowledge have a strong influence on teacher behavior both inside and outside the classroom. The recommendations concur with research literature that suggests developing effective policy and practices in the Pacific region must be driven by and strongly reflect cultural practices, values and beliefs. Importantly, the notion that some cultural practices may conflict when applied in different settings provides an added dimension to the body of literature.  相似文献   

Teen Pregnancy and Parenthood: Infants and Toddlers Who Need Care     

Malia Thomson  Rick Caulfield 《Early Childhood Education Journal》1998,25(3):203-205

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