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981.
Julianne Moss Joanne Deppeler Lesley Astley Kevin Pattison 《Journal of Research in Special Educational Needs》2007,7(1):46-54
Using 'visual narrative' theoretically and practically, this paper explores issues of inclusive education, during a period of curriculum reform and renewal in Australia. In Australia, the middle years of schooling, Years 5 to 9, are well researched and known as a period when students disengage with learning and participation in schooling. Research in the middle years affirms the importance of engaging with 'student voice'. In this special edition, we are aiming to highlight how the use of visual imagery can be a rich source of understanding, illustrating students' self-knowledge of schooling. Methodologically we refer to our research approach as 'visual narrative'. Other writers in this edition use the term 'photo voice'. For researchers it is important to highlight the differing orientations that 'visual narrative' and 'photo voice' signify. The terms are not mutually exclusive but highlight differing research possibilities and emphasis. Our argument, through the use of visual narrative produced by middle years' students, is that visual texts open out some innovative possibilities for understanding inclusive education and supporting new relationships with our research community. Such approaches are not new; however, in a field such as special education that purports to support marginalised groups, liberatory research methods are under-represented. This paper aims to open out these discussions and provide a way forwards for teachers and researchers interested in breaking apart why it is that inclusive education remains a never-ending struggle. 相似文献
982.
Sporidesmiopsis zhejiangensis sp. nov. and Spadicoides americana were found on submerged wood from streams in Zhejiang Province, China. Sporidesmiopsis zhejiangensis is characterized by obclavate to fusiform, 5-6-distoseptate, versicolorous, verruculose conidia with an apical mucilaginous sheath. Spadicoides americana is a new record to China. These taxa are described and illustrated, and morphological differences between these species and their similar species were summarized. 相似文献
983.
Susan Jones Kevin Harvey 《Changing English: An International Journal of English Teaching》2020,27(1):34-49
ABSTRACTIn this article, we explore how adults in a community shared reading group discuss the notoriously difficult poem ‘The Emperor of Ice-Cream’ by the American poet Wallace Stevens. Drawing on Hannah Arendt’s notion of action, we explore how participants negotiate the poem, actively constructing meanings from their shared personal experiences rather than simply reading off meanings contained in and bounded by the poem, a text which continues to be divisively contested by literary ‘experts’. In enabling them to act collectively in such a purposive and immersive fashion, shared reading, we suggest, constitutes a public space where participants experience the plurality that Arendt argues is central to the human condition. At a time when tolerance of difference has been compromised by divisive politics, a focus on the collaborative aspect of shared reading contributes to a greater understanding of the role it can play in supporting inclusive, participatory arts practices in communities. 相似文献
984.
There has been a great deal of work in the literature on the equivalence between the mixed-effects modeling and structural equation modeling (SEM) frameworks in specifying growth models (Willett &; Sayer, 1994). However, there has been little work on the correspondence between the latent growth curve model (LGM) and the latent change score model (see Grimm, Zhang, Hamagami, &; Mazzocco, 2013). We demonstrate that four popular variants of the latent change score model – the no change, constant change, proportional change, and dual change models – have LGM equivalents. We provide equations that allow the translation of parameters from one approach to the other and vice versa. We then illustrate this equivalence using mathematics achievement data from the National Longitudinal Survey of Youth. 相似文献
985.
The animal kingdom contains species with a wide variety of sensory systems that have been selected to function in different environmental niches, but that are also subject to modification by experience during an organism’s lifetime. The modification of such systems by experience is often called perceptual learning. In rodents, the classic example of perceptual learning is the observation that simple preexposure to two visual stimuli facilitates a subsequent (reinforced) discrimination between them. However, until recently very little behavioral research had investigated perceptual learning with tactile stimuli in rodents, in marked contrast to the wealth of information about plasticity in the rodent somatosensory system. Here we present a selective review of behavioral analyses of perceptual learning with tactile stimuli, alongside evidence concerning the potential bases of such effects within the somatosensory system. 相似文献
986.
Wendy Sutherland-Smith Kevin Dullaghan 《Assessment & Evaluation in Higher Education》2019,44(8):1148-1162
AbstractContract cheating sites advertise that they provide high quality, undetectable, bespoke work delivered in a timely manner to students purchasing their assignments. This paper tests contract cheating sites’ promises about the products they sell. We built on previous reported research examining contract cheating sites’ persuasive features which were mapped into three major dimensions. In this study, we explore how those dimensions are realised in practice. By purchasing 54 assignments from 18 different contract cheating sites across a range of disciplines, we found contract cheating sites’ promises flawed. Many sites do not deliver assignments on time, or at all; they provide variable quality assignments (including fail grade work), and do not necessarily respond rapidly to user queries. When markers graded work, 52% of cheated tasks failed to meet the university pass standard. Furthermore, many contract cheating sites retain the right to share personal details with third parties under their privacy clauses and require levels of personal identification that leave users vulnerable. Students need to be aware that contract cheating sites’ slick advertising is not necessarily borne out in reality. Universities can draw on this study’s findings for student awareness and deterrence campaigns pointing out the risks of using contract cheating sites. 相似文献
987.
Kevin James Swick 《Early Childhood Education Journal》2007,35(2):97-102
Caring is the core value that empowers families and early childhood professionals. This article articulates the meaning and
power of caring in the lives of children and families. It also explores family, professional, and community strategies for
creating caring and nurturing children and families. In particular, insights that show that caring is learned early and that
its impact is life long are discussed and applied to the early childhood professional’s identity. 相似文献
988.
Two experiments investigated the influence of peripheral anosmia with zinc sulfate solution on aggressive and nonaggressive behaviors of rats in the colony intrusion paradigm. Experiment I was a replication of a previous observation that anosmic intruders arenot attacked by resident males. No significant differences were found in aggressive response to normal or anosmic intruders. Experiment II tested colony residents under normal and anosmic conditions for aggressive and nonaggressive response to intruders. The results were in agreement with previous reports that anosmia abolishes differential responding between males and females as well as all aggressive acts normally directed against unfamiliar males. 相似文献
989.
Anne Henry Cash Arya Ansari Kevin J. Grimm Robert C. Pianta 《Early education and development》2019,30(1):60-81
The current study focuses on the cumulative effect on children’s early learning outcomes of the quality of teacher–child interactions over multiple years during early childhood. Using propensity score matching to minimize selection bias, we compared the academic outcomes of children who experienced consistently high-quality or consistently low-quality teacher–child interactions, as defined by the Classroom Assessment Scoring System, during prekindergarten and kindergarten. Research Findings: Results indicated statistically significant differences in directly assessed language and literacy skills between children who experienced consistently high- and consistently low-quality instructional support. This was true after just 1 year, and gains were even greater for children who experienced high levels of instructional support over 2 years. Emotional support and classroom organization were not associated with children’s academic learning. Practice or Policy: Although children experience cumulative benefits in response to high-quality instructional supports over 2 years, relatively few children have access to such opportunities. We discuss these results in light of limited consistency in children’s experiences over the early school years and the presence of selection bias. 相似文献
990.