Teacher education for inclusion in Europe     

Verity Donnelly  Amanda Watkins 《Prospects》2011,41(3):341-353

Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities (2006) is gaining momentum and providing a force for change, supported by many communications both internationally and at European level that recognize how central education is in efforts to develop a more equitable society. In moving towards a more inclusive education system, there is a need to train all teachers to meet the diverse needs of all learners in their classrooms and to work collaboratively with colleagues. Drawing on key documents, this article outlines the policy context and reviews the available evidence supporting the move towards teacher education for inclusion across Europe. It presents the work of the European Agency for Development in Special Needs Education, to highlight some of the opportunities and challenges within its member countries in addressing teacher education for inclusion.  相似文献   

Comparison of teacher talk directed to boys and girls and its relationship to their behaviour in secondary and primary schools     

Alex Harrop  Jeremy Swinson 《Educational studies》2011,37(1):115-125

There have been a number of earlier investigations, using differing methodologies, into the extent to which teachers in the secondary school interact with boys and girls and the results have suggested an imbalance in the teachers’ verbal behaviour towards the genders that is quite similar to the imbalance found in teachers’ behaviour in the primary school. The main aim of this study was to devise an investigation using the same methodology as that used in a recent primary school investigation in order to be able to make a fair comparison between the two levels. The results showed considerable differences in the teachers’ verbal behaviour towards the genders in the secondary school from that of teachers in the primary school. Where the primary school data showed teachers interacting more with the boys than the girls and the boys being less on‐task than the girls, the secondary school data showed no such differences.  相似文献   

Muscle dysmorphia, gender role stress, and sociocultural influences: an exploratory study     

Tucker R  Watkins PL  Cardinal BJ 《Research quarterly for exercise and sport》2011,82(2):310-319

Our study explored the contribution of gender role stress (GRS) and sociocultural appearance demands to symptoms of muscle dysmorphia (MD) in a college sample of 219 women and 154 men. For women, five GRS subscales, sociocultural appearance demands, age, and frequency of aerobic exercise predicted MD symptoms (model R2 = .33; F(8,210) = 12.81, p < . 001); for men, only one GRS subscale, age, and sociocultural appearance demands predicted MD symptoms (model R2 = .40; F(3,150) = 9.52, p < .001). Post hoc analyses revealed that a small number of items explained a substantial portion of the variation, suggesting that MD may be more related to specific perceptions of pressure to attain an attractive body than to global gender role stress.  相似文献   

The Hole in the sand     

Roderick Hunt Alex Brychta 《英语大王(小学)》2014,(7):4-7

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Colleges of Education‐‐the next phase     

Alex Evans 《Cambridge Journal of Education》1971,1(1):4-15

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Don't waste your time     

Doug Leigh  Ryan Watkins 《Performance Improvement》2011,50(3):5-8

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Informatik-Patente     

Alex Kesselman  Kirill Kogan  Michael Segal 《Informatik - Forschung und Entwicklung》2006,23(3):238-240

Informatik-Patente

Informatik-Patente  相似文献   

Demystifying the publication process – a structured writing program to facilitate dissemination of teaching and learning scholarship     

Debbi Weaver  Diane Robbie  Alex Radloff 《International Journal for Academic Development》2013,18(3):212-225

This paper reports on a writing program to support academic staff to publish in peer-refereed journals. Nine participants completed a 12-week program, which involved regular meetings, set writing tasks, and peer feedback on drafts. A pre- and post-survey and follow-up interviews were used to gather feedback. Participants especially valued the discipline of weekly sessions and peer feedback. They reported increased skills and confidence in their writing, greater knowledge of the publication process, and intention to continue writing. Although five papers were published, a 12-month follow-up revealed that original writing intentions were not sustained. Thus, while a structured writing program can be effective, the pressures academic staff experience trying to meet conflicting requirements of teaching, administration, and research, must also be addressed.  相似文献   

What's in a grade? The multidimensional nature of what teacher-assigned grades assess in high school     

Alex J. Bowers 《Educational Research and Evaluation》2013,19(3):141-159

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By the Stream     

Roderick Hunt  Alex Brychta 《英语大王(小学)》2013,(5):36-38

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