Picturing global educational inclusion? Looking and thinking across students’ photographs from the UK,Zambia and Indonesia   总被引：1，自引：0，他引：1  

Ian Kaplan  Ingrid Lewis  Paul Mumba 《Journal of Research in Special Educational Needs》2007,7(1):23-35

Over the last few years we have engaged children and young people in participatory photography projects in a diverse range of international contexts. The projects, diverse as they are, have been school-based and primarily focused on students' experiences of educational inclusion/exclusion. Photographs taken by students can stimulate conversations in which different perspectives are shared and considered. Whilst this process is meaningful within a local context, it is also compelling to reflect more widely on what children and young people's photographs and commentary (and through these their interpretations of their educational experiences) have to tell and, indeed, show us about educational inclusion globally. In this paper, we begin by explaining what we mean by the term 'educational inclusion', and consider what methodological relevance the participatory photography has for engaging in research with children and young people about their educational experiences. We then briefly describe the contexts of the projects this paper draws on, which took place in the UK, Zambia and Indonesia. In the main body of the paper, we will look across these international projects and consider a selection of students' photographs and interpretations in relation to several broad themes about educational inclusion which they suggest.  相似文献   

3. Lammers, Astrid: Bildung und Konzentration. Problemgeschichtliche, prinzipienwissenschaftliche und schulpädagogische Untersuchungen     

Uwe Hericks  Ingrid Kunze 《Zeitschrift für Erziehungswissenschaft》2001,4(3):478-478

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An Interview Study of Gender Difference in Preschool Teachers’ Attitudes Toward Children’s Play     

Anette?SandbergEmail author  Ingrid?Pramling-Samuelsson 《Early Childhood Education Journal》2005,32(5):297-305

The aim of this study was to investigate, identify and describe different ways that female and male preschool teachers conceive, understand and experience play. The research questions addressed are: What perspectives do female and male preschool teachers have on play? Are there differences in play experiences related to gender? The interview study is inspired by phenomenographical research. The sample consisted of ten female and ten male preschool teachers’. The results show differences between female and male preschool teachers’ play willingness. This study found that male preschool teachers contribute with more playfulness, and this is something that both female and male preschool teachers noticed. Female preschool teachers tend to value calm play and emphasize the importance of social development while male preschool teachers accentuate the significance of physical development. All preschool teachers in the study emphasized that it is important to create inspiring environments for play and outdoor play.  相似文献   

Variation in clinical placement supervisors’ conceptions of and approaches to supervision in a veterinary internship programme     

Ingrid van Gelderen  Susan M. Matthew  Graham D. Hendry  Rosanne Taylor 《高等教育研究与发展》2018,37(2):418-432

Good teaching that supports final year students’ learning in clinical placements is critical for students’ successful transition from an academic environment to professional practice. Final year internship programmes are designed to encourage student-centred approaches to teaching and deep approaches to learning, but the extent to which clinical supervisors adopt a student-centred teaching approach is unknown. Survey data (n?=?117) from veterinary supervisors were analysed using phenomenography. The results revealed qualitative differences in supervisors’ conceptions of and approaches to supervision. Quantitative statistical analysis was used to investigate relationships between supervisors’ conceptions and approaches. These analyses identified the types of supervisor experiences more likely to encourage students to participate in clinical practice in ways that will help them transition successfully to independent professional practice. The results have value for clinical educators and administrators seeking to improve the quality of placement supervision in a range of professional education programmes.  相似文献   

Analyzing teaching quality in Botswana and South Africa     

Ingrid Sapire  M. Alejandra Sorto 《Prospects》2012,42(4):433-451

This study focuses on quantifying the quality of mathematics teaching in 183 randomly selected sixth grade classrooms: 100 from the North West province of South Africa and 83 from South East Botswana. The teaching quality is measured by coding videotaped lessons for three different components: mathematical proficiency, level of cognitive demand, and observed teacher knowledge. Results suggest that the overall teaching quality is about the same in both regions. Some variation was observed at the level of each component. For example, in the South Africa sample the students engage more in tasks that just involve “memorization” and less in tasks that involve “procedures without connections” in comparison with the Botswana students. Teachers in Botswana implement the official curriculum more faithfully than do those in North West. In both countries most of the learners engaged only in low-level tasks (very little activity involved “procedures with connections”) and teachers demonstrated a lack of knowledge about how to integrate mathematical content with effective pedagogical techniques.  相似文献   

Disorganized Behavior in Adolescent–Parent Interaction: Relations to Attachment State of Mind,Partner Abuse,and Psychopathology     

Ingrid Obsuth  Katherine Hennighausen  Laura E. Brumariu  Karlen Lyons‐Ruth 《Child development》2014,85(1):370-387

Disoriented, punitive, and caregiving/role‐confused attachment behaviors are associated with psychopathology in childhood, but have not been assessed in adolescence. A total of 120 low‐income late adolescents (aged 18–23 years) and parents were assessed in a conflict‐resolution paradigm. Their interactions were coded with the Goal‐Corrected Partnership in Adolescence Coding Scales. Confirmatory factor analysis demonstrated that the three disorganized constructs (punitive, caregiving, and disoriented interaction) were best represented as distinct factors and were separable from a fourth factor for collaboration. The four factors were then assessed in relation to measures of attachment disorganization, partner abuse, and psychopathology. Results indicate that forms of disorganized behavior first described in early childhood can also be reliably assessed in adolescence and are associated with maladaptive outcomes across multiple domains.  相似文献   

German Language Media Publications     

Benno Signitzer  Heinz Purer  Walter Homberg  Erich Geretschlaeger  Ingrid Geretschlaeger  Margarethe Eichinger 《Communication Booknotes Quarterly》2013,44(10):194-196

Bibliography of Austrian Mass Communication Literature, 1945-1975 by Benno Signitzer, et al. (bliss. Verlagsbuchhandlung, Wolfgang Neugebauer, Postfach 64, A 5033 Salzburg, Austria—DM 28)

Einfuhrunq in die Publizistikwissenschaft. Fragestellungen, Theoriean- Sitze, Forschungstechniken (Introduction to Mass Communication Research: Issues, Theories, Methodologies), by Heinz Purer (Verlag Olschlager, Amalienstrasse 81, D-8000 Munich 40, Federal Republic of Germany— DM14.80 or about $7.50, 160 pp.)

Journalistenausbildunq. Modelle, Erfahrungen Analysen (Journalism Education: Models, Experiences, Analyses), edited by Walter Homberg (Munich: same publisher and address as book just above, 1978—DM 39.00 or about $20.00, 245 pp.)

Science Writing: Annotated Selected Bibliography by Erich and Ingrid Geretschlaeger (Department of Mass Communication, University of Salzburg, Sigmund-Haffner-Gasse 18/iii, A-5020 Salzburg—$4.00, 104 pp.)

Medieninformation and Medienkritik in Osterreich (Media Information and Media Criticism in Austria), by Margarethe Eichinger et al. (Austrian Society of Communications, Bankgasse 8, A-1010 Vienna—90.00 Austrian Schillings or about $7.00, 100 pp.)

Katholische Publizistik in den Niederlanden (Catholic Media in the Netherlands), edited by Joan Hemels and Michael Schaolke (Verlag Ferdinand SchOningh, Jahenplatz 1, D-4790 Paderborn, FRG—DM 18.00 or about $9.00, 124 pp.)

Einfahrung in die Pressekonzentrationsforschunq (Introduction to Research on Press Concentration) by Manfred Knoche (Volker Spiess Verlag, Box 147, D-1000 Berlin 66—DM60.00 or about $30.00)

Kommunikationspolitische and Kommunikationswissenschaftliche Forschungsprojekte der Bundesregierung (1974-1978) (Research Projects on Communication Policy and Research by the Federal Government of the FRG) compiled by Walter J. Schutz (Press and Information Office of the Federal Government, Welcker Strasse, D-5300 Bonn—-price not given)  相似文献   

The role of parents in special education: the notion of partnership revised     

Ingrid Fylling  Johans Tveit Sandvin 《欧洲特需教育杂志》2013,28(2):144-157

ABSTRACT

While parents' role in schools has attracted growing attention in educational research, very few researchers have directed any interest to the role of parents in special education. In this paper, we focus upon the concept of partnership, relating our analyses of interviews with classroom teachers and parents to the notion of partnership as described and explored by different researchers. Our main focus is on how teachers describe and perceive their relation to parents, and how parents experience their relation to the school. Our analysis shows that the relationship between teachers and parents seems to contain some other features than those reflected in the existing literature on parents’ role in education. To extract some of these features based on our data, we construct two roles: parents as ‘implementers’ and parents as ‘clients’, which we believe better captures the distinctive feature of the role of parents in special education. ‘Implementer’ implies parents being given responsibility for following up aims and measures set by the school, with very little possibility to influence how things are being done. ‘Clients’ occur when teachers see parents as part of their child's problem. Both roles place parents in a subordinate and powerless relationship with the school, as a result of a strong inequality of power between parents and schools. This inequality is caused, among other factors, by the socially defined power relationship between laypersons and professionals, and the stigma attached to special education which restrains parents from forming any collective resistance.  相似文献   

The Playing Learning Child: Towards a pedagogy of early childhood   总被引：7，自引：2，他引：5  

Ingrid Pramling Samuelsson  Maj Asplund Carlsson 《Scandinavian Journal of Educational Research》2013,57(6):623-641

From children's own perspective, play and learning are not always separate in practices during early years. The purpose of this article is, first, to scrutinise the background and character of early years education in terms of play and learning. Second, to elaborate the findings of several years of research about children's learning in preschool related to the curriculum of early years education and, finally, to propose a sustainable pedagogy for the future, which does not separate play from learning but draws upon the similarities in character in order to promote creativity in future generations. Introducing the notions of act and object of learning and play (by act we mean how children play and learn and with the object we mean what children play and learn) we will chisel out an alternative early childhood education approach, here called developmental pedagogy, based on recent research in the field of play and learning, but also related to earlier approaches to early education.  相似文献   

Directional Factors in Group Work. A Study of Two School Groups 1     

Ingrid Stymne 《Scandinavian Journal of Educational Research》2013,57(2):77-94

Stymne, I. 1982. Directional Factors in Group Work. A Study of Two School Groups. Scandinavian Journal of Educational Research 26, 77‐94. A conceptual scheme of directional factors was sought in two work groups of teenage school children. The occurrence of exploratory sequences related to the different directional factors was also analysed. The two groups were videotaped, one while making a poster for a youth organization and the other while discussing the outline for a play. The utterances of each group were analysed and categorised into directional factors according to a simple model. Stimuli which initiated exploratory sequences were found for all directional factors when there was a problem to be solved or a decision to be made in relation to that factor. However, a good deal of behaviour could be seen as rule‐governed or routinised in relation to various directional factors rather than to exploratory sequences. The consequences of a lack of exploratory sequences in group work are briefly discussed.

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