The management and training needs of reception teachers working with the Foundation Stage Curriculum     

Elaine Hodson  Iris Keating 《International Journal of Early Years Education》2007,15(1):67-81

In England, since 2000, teachers of children aged three to five (the Foundation Stage) have been bound by the Curriculum Guidance for the Foundation Stage produced by central government. Initially, we were interested to learn of the responses of early years teachers to that document. We found that teachers welcomed the Curriculum Guidance, not least because it recognized that there exists a valuable and separate stage in children’s education. However, in relation to ensuring that quality learning experiences were provided, teachers identified two issues of concern to them—professional training of early childhood teachers, and the leadership and management of the Foundation Stage. Concerns also remained that not all stakeholders were yet aware of the needs of young children and of the staff training resources necessary to meet these needs. Upon our return to the respondents three years later, we found that, despite the incorporation of the Curriculum Guidance, some practitioners continued to feel that both colleagues and managers sometimes had limited understanding of the unique nature of the early childhood curriculum. Concerns about resources and an appropriate learning environment also continued to be evident.  相似文献   

Special and mainstream school collaboration for the promotion of inclusion     

Richard Rose  Caroline Coles 《Journal of Research in Special Educational Needs》2002,2(2)

The Green Paper Excellence for All Children ( DfEE, 1997 ) set out an agenda for the future of special needs provision which was further endorsed by Meeting Special Educational Needs: A Programme for Action ( DfEE, 1998 ). Amongst the recommendations made within these documents was a reappraisal of the role of special schools to support increased opportunities for inclusion. This paper reports on research conducted in one English local education authority (LEA) to examine an approach to develop greater links between a special school and a number of mainstream schools, with the intention of enabling pupils with complex needs to be supported in mainstream classrooms. The research focused upon the procedures which had been developed to support pupils through a period of transition from segregated to mainstream education, and considered those conditions which had been created in order that inclusion might succeed.  相似文献   

How university teaching changes teachers: Affective as well as cognitive challenges     

Elaine?MartinEmail author  Gillian?Lueckenhausen 《Higher Education》2005,49(3):389-412

This paper argues that the teaching of a subject can change our understanding of what it means to know, to teach and learn that subject. It also argues that when our understanding is questioned and changes then academic work can become an emotionally charged endeavour. This paper reports on a study where, over a semesters teaching, around two thirds of teachers changed some aspect of their scholarly thinking or practice. These teachers were teaching a range of first and second year classes, they were not new to teaching, nor were they unfamiliar with the teaching of the subject. For approximately one third, the change in understanding was not major. It involved a change in teaching practice but it did not involve the questioning of their existing understanding of subject matter. For another third, however, the change was substantial. These teachers, in some way, questioned previously taken for granted assumptions, they re-thought aspects of the structure of the discipline or the relationship of the subject to the discipline. They also revised their ideas about how to best teach that subject and what learning the subject involved. This change invariably involved anxiety and uncertainty and in some cases this was extreme. Little attention has been paid to change in teachers understanding of subject matter and little, or no, research has focused on the emotional impact of this change. This initial exploration of these neglected aspects of university teaching suggests a rich vein for further exploration. This paper builds on previous work that has used phenomenography to examine changes in university teachers understanding of subject matter taught. An analysis of metaphor is used to explore change and to tap into the rich and complex emotional experiences that accompany this change.  相似文献   

Transfer of training: an overlooked component of mainstreaming programs     

T L Rose  J Gottlieb 《Exceptional children》1981,48(2):175-177

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Support provision for students with Special Educational Needs in Irish Primary Schools     

Richard Rose  Michael Shevlin 《Journal of Research in Special Educational Needs》2020,20(1):51-63

The provision of support for students with special educational needs in schools is seen as a critical factor in the development of inclusive education. The means through which support is provided, continues to be based upon assumptions that individualized learning approaches may remediate learning difficulties. This paper reports findings from a longitudinal study of provision for students with special educational needs conducted in The Republic of Ireland. The authors identify in‐class and withdrawal approaches to support and consider the impact and efficacy of these. It is suggested that the withdrawal of students from class continues to be a dominant model, and that this approach has limitations and may not be conducive to the promotion of inclusive practice. Drawing upon data obtained through interviews with service users (students and parents/carers), and service providers (teachers, paraprofessionals, principals), and those gained from a national survey, the authors present the authentic voices of individuals to illustrate the experiences and opinions of those directly involved in special education in schools.  相似文献   

Using the newspaper to support children's emerging literacy     

June Rose Richie  Janet E. Foster  John M. Johnston 《Early Childhood Education Journal》1991,19(2):28-31

Young children's literacy development involves emerging knowledge, skills, and attitudes about both written and oral language. However, until relatively recent years, children's oral language development has received the lion's share of attention in most early childhood programs. What young children know about written language and their natural ability to learn about writing and reading have been underestimated and misinterpreted and so have received little developmentally appropriate support from early childhood program administrators, teachers, parents, and the public.June Rose Richie is Associate Professor of curriculum and instruction, while Janet E. Foster is Assistant Professor and John M. Johnston is Professor of early childhood education, at Memphis State University, Memphis, TN.  相似文献   

Language Development at Home and School: Gains and losses in young bilinguals     

Tim Parke  Rose Drury 《Early Years: An International Journal of Research and Development》2001,21(2):117-127

In this paper we examine the topic of the language development of three young bilingual children at both home and school. Our aim is to consider the language issues that arise in such children, taking into account their parents' language background and experience of school systems, language practices and 'policy' in the home, and the children's experience of a year of nursery school as reported by their teachers. We try to show how different strands of the children's experience fit together; their 'mother tongue', their mothers' aspirations for them, their teachers' view of their progression, and their competence in English, all considered against the background of current curriculum guidance. We conclude with an examination of the gains and losses these children have made in the school system so far, and with an analysis of what the roles of 'mother tongue' might be for children in these and similar circumstances.  相似文献   

Prejudice and public education     

Alvin W. Rose 《The Urban Review》1978,10(1):55-62

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A comparison of Carnegie and NCES data on postsecondary faculty: Ambiguities and disjunctures     

David W. Leslie  Elaine C. Fygetakis 《Research in higher education》1992,33(4):447-465

This paper compares the results of NCES and Carnegie surveys of postsecondary faculty to identify points of agreement and disagreement between them, and to contrast the respective survey results to other recent research on faculty. The two surveys utilized differently constructed samples, experienced different response rates, and employed different weighting schemes for purposes of analyzing and interpreting the results. Certain important inconsistencies in the results of the two surveys were observed and the paper provides a critical analysis of methodological and interpretive issues raised in a comparison of the surveys' results.  相似文献   

Measuring the attitudes of human service professionals toward deafness     

Cooper A  Rose J  Mason O 《American annals of the deaf》2004,148(5):385-389

The Attitudes to Deafness Scale is a 22-item measure of attitudes toward people who are deaf designed for use with human service professionals. Attitude statements were generated from personal accounts by deaf people in the literature and from a focus group in which deaf people discussed their experience of hearing people's attitudes toward them. A 60-item scale was administered to a group of 121 clinical and forensic psychologists during their training. Item analysis was conducted to select items that effectively distinguished participants with a positive attitude from those with a negative attitude toward deaf people. The scale may be used in any context where a professional group comes into contact with people who are deaf.  相似文献