Pre-service educators’ dispositions toward inclusive practices for students with emotional and behavioural difficulties     

Justin D. Garwood  Christopher L. Van Loan 《International Journal of Inclusive Education》2013,17(12):1332-1347

ABSTRACT

In response to challenging behaviour from students with emotional and behavioural difficulties (EBD), teachers around the world often label students as challenging, defining them by their disability. Negative views of students with EBD are a barrier to their inclusion and a major challenge for policy in the United States and elsewhere associated with access to the education system for students with disabilities. Pre-service teacher education has been highlighted as an optimum time to instil in pre-service educators a more equitable disposition toward behaviour management and inclusive practices. Therefore, the purpose of the current mixed-methods study was to assess whether or not an undergraduate course focused on relationship-based approaches to positive behaviour support could impact pre-service educators’ dispositions toward inclusive classroom practices for students with EBD. Survey results from 41 pre-service educators indicated that participants made significant improvements in their knowledge and understanding of compassionate behaviour management, intentional relationship building, and establishment of a welcoming classroom environment. Analysis of participants’ written responses to open-ended questions revealed several themes regarding changes in dispositions toward students with EBD. Implications for pre-service educator preparation and inclusion of students with EBD are discussed.  相似文献   

Book Reviews     

A.W. Van Den Ban 《The Journal of Agricultural Education and Extension》2013,19(2):219-224

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Sex educators’ attitudes and intentions towards using sexually explicit material: an application of the theory of planned behaviour     

Dana Hack  Stephan Van den Broucke  Emmanuelle Kever 《Sex education》2013,13(6):706-719

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Premature closure and guided reinvention: a case study in a web‐based learning environment     

Anne Bannink  Jet Van Dam 《Teachers and Teaching》2013,19(6):565-586

Just as linguistic errors have provided insights into the nature of linguistic competence(s), detailed analyses of blind spots or marked trajectories in the reflection cycles of novice teachers may provide a window on their underlying beliefs, and thus on relevant zones of proximal development. In this paper we analyse a case study in an experimental web‐based learning environment in which a novice teacher demonstrably just reproduces the assumptions she started out with rather than re‐inspecting them. Having located a problem of motivation uniquely inside the learners’ heads, she pointedly ignores hints in the feedback that her own verbal and nonverbal behaviour in the classroom might be a relevant domain of enquiry. Our findings show the need for structural interventions within a priori hypothesized, linearly ordered, stages in reflection models. We report on two small‐scale experiments that implement suggested changes in the architecture of the web site which yield more context‐sensitive ways of scaffolding reflection. In conclusion we argue that detailed discursive accounts of successful and less successful reflection trajectories are needed to refine and further develop models in teacher thinking.  相似文献   

Safe Schools for LGBTQI Students: How Do Teachers View Their Role in Promoting Safe Schools?     

Stephanie Vega  Heather Glynn Crawford  J-Lynn Van Pelt 《Equity & Excellence in Education》2013,46(2):250-260

This literature review presents insights from existing research on how teachers view their role in creating safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students. Analysis of the literature shows that there are concerns for LGBTQI students’ safety in schools, that educational settings operate from a position of heteronormativity, and that heterosexual teachers are uniquely positioned as part of the dominant group in which they help to define what is normal and what is deviant in school culture. Research findings on the ways heterosexual teachers respond to institutional heteronormativity are summarized and compared. This review of research provides considerations for and recommendations to school administrators and teacher educators to address needs of teachers. Areas for future research also are identified.  相似文献   

THROUGH OUR EYES: HELPING EMERGING TEACHERS SEE THEMSELVES     

Irma J. Van Scoy 《Journal of Early Childhood Teacher Education》2013,34(1):43-53

Preservice teachers benefit from opportunities to intentionally and systematically evaluate their practice. Teachers Observational Tools (TOTs) described in this article are useful instruments that effectively guide teaching interns’ and their coaching teachers’ observations. They give education students opportunities to draw conclusions and evaluate their own work rather then relying on coaching teachers’ opinions. These tools are appealing to constructivist teacher educators. These observational techniques have been used effectively by students preparing to teach young children, but could be used effectively by those working with students of all ages. They are popular with preservice teachers and their supervisors and have, additionally, made an important contribution to our University's professional development school partnerships.  相似文献   

August: More than Poppies and Gladioli     

Darlene M. Van Tiem  James L. Moseley 《Performance Improvement》2013,52(7):2-2

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Conservation of stained glass windows with protective glazing: Main results from the European VIDRIO research programme     

Adriana Bernardi  Francesca Becherini  Marco Verità  Patrick Ausset  Maura Bellio  Ulrike Brinkmann  Helene Cachier  Anne Chabas  Felix Deutsch  Marie-Pierre Etcheverry  Franco Geotti Bianchini  Ricardo H.M. Godoi  Velichka Kontozova-Deutsch  Roger Lefèvre  Tiziana Lombardo  Peter Mottner  Chiara Nicola  Isabelle Pallot-Frossard  René Van Grieken 《Journal of Cultural Heritage》2013,14(6):527-536

The methodology of protecting the European stained glass windows against environmental risk (e.g. meteorological factors, air pollution, microorganisms) by means of an external glazing is not new. In spite of many scientific studies carried out in the last 20 years, some questions were still up for discussion. The European VIDRIO (2002–2005) project gave an answer to these questions. The research carried out by the different project partners established a new multidisciplinary approach aimed at evaluating the efficiency of the protective glazing systems and their effects on stained glass windows conservation, and finally at assessing the most appropriate strategy to preserve stained glass windows. Scientific results showed that the so-called isothermal glazing (i.e. ventilation by the air coming from the inside of the building) protected efficiently the ancient stained glass window from environmental attack (i.e. rain, pollutants, condensation, thermal shocks) with very limited secondary effects. The scientific research highlighted that its efficiency was strongly related to the technical design of the protective system. In particular, the ventilation and the size of the interspace had to be carefully considered. The research developed within the VIDRIO project was turned into general recommendations to the owners and practitioners on the best practice for the stained glass windows future conservation.  相似文献   

HPT and small business: Gold mine or land mine?     

Jeffrey E. McElyea  Darlene Van Tiem 《Performance Improvement》2008,47(4):33-38

Performance consulting is typically applied to large organizations. Almost all of the literature on the topic discusses the art and science of human performance technology in these types of organizations. In the United States, however, 99.7% of employer organizations are small businesses. This article addresses some of the opportunities and challenges of working with smaller organizations and presents ways that performance consultants can build a sustainable practice in this market.  相似文献   

Kawaii Killers and Femme Fatales: A Textual Analysis of Female Characters Signifying Benevolent and Hostile Sexism in Video Games     

Jessica E. Tompkins  Teresa Lynch  Irene I. Van Driel  Niki Fritz 《广播与电子媒介杂志》2020,64(2):236-254

ABSTRACT

Game developers potentially convey socio-cultural values about gender through design choices. This study interpreted the designs of 11 purposively selected female game characters, developed by studios located in the United States and Japan, through the lens of ambivalent sexism. This social psychological theory posits that sexism consists of hostile and benevolent attitudes about women. Two themes emerged across characterizations: bodies as objects, bodies as weapons and (in)dependence. Both consisted of empowering qualities paired with problematic beliefs about women. This analysis contributes to interdisciplinary literature by using an empirical perspective to interpret gender representations in video games.  相似文献