Deaf and hard-of-hearing adolescents’ experiences of inclusion and exclusion in mainstream and special schools in Sweden     

Sylvia Olsson  Munir Dag  Christian Kullberg 《欧洲特需教育杂志》2018,33(4):495-509

This study examines the question of which school environment – special or mainstream school – is more favourable for deaf and hard-of-hearing students in Sweden, when it comes to their well-being, and their social and academic inclusion. The aim is threefold: first to compare the well-being of adolescents who are deaf or hard-of-hearing, who are deaf or hard-of-hearing and have additional disabilities, and who have no disabilities; second to compare the adolescents from the two deaf and hard-of-hearing groups and their experiences of inclusion and exclusion in school; and third to ascertain if any gender differences exist between the two groups of deaf and hard-of-hearing students concerning their experiences of inclusion and exclusion. A total of 7865 adolescents (13–18 years of age) answered a total survey about the life and health of young people in a county in Sweden. The results show that both boys and girls in the hard-of-hearing groups rated their well-being lower and were less satisfied with their lives than pupils without disabilities. They also show that the hard-of-hearing boys and girls attending special school were more satisfied with their lives and to a greater extent felt included both socially and academically than students in mainstream school.  相似文献   

Creativity in education   总被引：1，自引：0，他引：1  

Gabrielle Cliff Hodges 《English in Education》2005,39(3):47-61

Currently considerable interest is being shown in creativity by the government and bodies such as QCA and Ofsted. A ‘creativity agenda’ has emerged with important implications for teaching and learning in schools. Drawing on research literature, as well as work completed by Secondary PGCE English and Drama trainees, this paper aims to provoke discussion about how creativity in education is defined and the impact of more explicit understandings of creativity in classrooms.  相似文献   

Archie: a case of modified behaviour     

Cliff Curtis 《Cambridge Journal of Education》1977,7(2):124-125

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A qualitative review of study behaviour before and during the first year of engineering studies     

Alan Cliff 《Higher Education》1995,29(2):169-181

A review of the study behaviour of first-year Engineering students was undertaken in order to investigate two sets of influencing factors. The first part of the study reviewed these students' selfreported retrospective study behaviour in the context of secondary school Science, while the second part focused on their approaches to the study of Applied Mechanics as a core undergraduate degree course. Utilising qualitative interview data as the source of evidence, the study highlights the following important conclusions: (1) some traditional first-year students embark on their studies as much at risk academically as their nontradition counterparts; (2) many first-year Engineering students encounter workload pressures which lead to their adopting increasingly strategic approaches to their studies in individual courses; (3) the complex, qualitatively different learning needs of these students make it exceedingly difficult to design teaching programmes which will appropriately address these learning needs. The study suggests that these conclusions cannot, in spite of these difficulties, simply be ignored in the hope that they will resolve themselves.  相似文献   

A Simple Approach to Implementing and Training Neural Networks in Excel     

Cliff T. Ragsdale  Christopher W. Zobel 《Decision Sciences Journal of Innovative Education》2010,8(1):143-149

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A sociocultural perspective as a curriculum change in health and physical education     

Ken Cliff 《Sport, Education and Society》2013,18(3):293-311

As a lens through which to read and understand a subject area and its curriculum content and issues, a sociocultural perspective is a recent and arguably significant change for the Health and Physical Education (HPE) Key Learning Area (KLA) in Australia. Its significance lies, first, in the fact that it seems to represent a notable departure from the predominantly medico-scientific, bio-physical and even psychological foundations of the learning area as it stood throughout the second half of the twentieth century, and second, because its attention to social and cultural influences on health put it in direct opposition to notions which locate health almost solely in the individual and his or her decisions. Despite the potential ramifications of these shifts for practitioners, to date there has been little research that has examined this change within the context of the classroom. This paper reports on a research project conducted in two classrooms in the Australian state of New South Wales, which began with the question ‘what happens when you introduce a unit of work planned with the aim of developing a sociocultural perspective into the HPE classroom?’ I respond to this question by drawing on teacher and student interviews, planning sessions, and classroom observations and recordings to discuss the most prominent discursive tensions and organisational constraints that stand as impediments to a sociocultural perspective as a practiced curriculum change.  相似文献   

The UK music industry: Some recent developments     

Cliff Dane  Dave Laing 《Cultural Trends》1998,8(31):3-23

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The art of teaching children the arts: music,dance and poetry with children aged 2–8 years old     

Ingrid Pramling Samuelsson  Maj Asplund Carlsson  Bengt Olsson  Niklas Pramling  Cecilia Wallerstedt 《International Journal of Early Years Education》2009,17(2):119-135

In this article, the theoretical framework of developmental pedagogy is presented as a tool in studying and developing children’s knowing within the arts. The domains of art focused on are music, poetry and dance/aesthetic movement. Through empirical examples from a large‐scale research project, we illustrate the tools of developmental pedagogy and show how this perspective contributes to our understanding of children’s learning of music, dance and poetry. More specifically, we will analyse: (a) the important role of the teacher in children’s learning within the arts; (b) the importance of conversing when learning the arts; (c) what constitutes the knowledge, what we refer to as ‘learning objects’, to be appropriated within the three domains of art focused on; and (d) how to conceive of progression in children’s knowing within the arts.  相似文献   

Educating students about the black experience: A humanistic model     

Roy Cogdell  Cliff Eagleton 《The Urban Review》1979,11(4):187-196

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Journal article version nomenclature: the NISO/ALPSP recommendations     

Cliff MORGAN 《Learned Publishing》2008,21(4):273-277

The National Information Standards Organization (NISO), in partnership with the Association of Learned and Professional Society Publishers (ALPSP), released a Recommended Practice entitled Journal Article Versions (JAV): Recommendations of the NISO/ALPSP JAV Technical Working Group on 23 June 2008. The article describes the background to this work, some of the key decisions made regarding scope, and the recommended nomenclature and definitions. It also refers to other work in this area.  相似文献