Ideology influencing action: special educational needs co‐ordinator and learning support assistant role conceptualisations and experiences of special needs education in England          下载免费PDF全文

Anthony John Maher  Philip Vickerman 《Journal of Research in Special Educational Needs》2018,18(1):15-24

One outcome of England's Code of Practice’ (DfE, 1994) was an increase, first, in the number of learning support assistants (LSAs) working in mainstream schools and, second, the establishment of the role of special educational needs co‐ordinator (SENCO). Semi‐structured interviews were conducted with SENCOs and LSAs to explore: (i) why they chose their occupation; (ii) how they conceptualise their role and (iii) the decisions they make when endeavouring (or not) to cultivate an inclusive culture in schools. Many SENCOs sought the role in order to increase the educational attainment and life chances of pupils with special educational needs and/or disabilities (SEND). Inclusive concepts such as fairness, equality and social justice underpinned their rationales. LSA justification was more pragmatic and often related to how the role would help them to achieve a further career ambition, or because it was compatible with personal circumstances. Younger participants thought that they could strengthen their teacher training applications by using the role of LSA to gain more experience working in schools generally, and with pupils with SEND in particular. The role of both SENCO and LSA has been found to be extremely diverse in England, depending largely on the needs and resources of the schools in which these two groups find themselves.  相似文献   

Peer review: The experience and views of early career researchers          下载免费PDF全文

Blanca Rodríguez‐Bravo  David Nicholas  Eti Herman  Chérifa Boukacem‐Zeghmouri  Anthony Watkinson  Jie Xu  Abdullah Abrizah  Marzena Świgoń 《Learned Publishing》2017,30(4):269-277

This paper presents selected findings from the first year of a 3‐year longitudinal study of early career researchers (ECRs), which sought to ascertain current and changing habits in scholarly communication. Specifically, the aims of the paper are to show: (1) how much experience and knowledge ECRs had of peer review – both as authors and as reviewers; (2) what they felt the benefits were and what suggestions they had for improvement; (3) what they thought of open peer review (OPR); and (4) who they felt should organize peer review. Data were obtained from 116 science and social science ECRs, most of whom had published and were subject to in‐depth interviews conducted face‐to‐face, via Skype, or over the telephone. An extensive literature review was also conducted to provide a context and supplementary data for the findings. The main findings were that: (1) most ECRS are well informed about peer review and generally like the experience, largely because of the learning experiences obtained; (2) they like blind double‐peer review, but would like some improvements, especially with regards to reviewer quality; (3) most are uncomfortable with the idea of OPR; and (4) most would like publishers to continue organizing peer review because of their perceived independence.  相似文献   

From the Editor’s Desk     

Don Ambrose PhD  Editor  Roeper Review 《Roeper Review》2017,39(3):149-150

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GT3X+ accelerometer placement affects the reliability of step-counts measured during running and pedal-revolution counts measured during bicycling     

Anthony A. Gatti  Paul W. Stratford  Elora C. Brenneman 《Journal of sports sciences》2016,34(12):1168-1175

Accelerometers provide a measure of step-count. Reliability and validity of step-count and pedal-revolution count measurements by the GT3X+ accelerometer, placed at different anatomical locations, is absent in the literature. The purpose of this study was to investigate the reliability and validity of step and pedal-revolution counts produced by the GT3X+ placed at different anatomical locations during running and bicycling.

Twenty-two healthy adults (14 men and 8 women) completed running and bicycling activity bouts (5 minutes each) while wearing 6 accelerometers: 2 each at the waist, thigh and shank. Accelerometer and video data were collected during activity.

Excellent reliability and validity were found for measurements taken from accelerometers mounted at the waist and shank during running (Reliability: intraclass correlation (ICC) ≥ 0.99; standard error of measurement (SEM) ≤1.0 steps; Validity: Pearson ≥ 0.99) and at the thigh and shank during bicycling (Reliability: ICC ≥ 0.99; SEM ≤1.0 revolutions; Validity: Pearson ≥ 0.99). Excellent reliability was found between measurements taken at the waist and shank during running (ICC ≥ 0.98; SEM ≤1.6 steps) and between measurements taken at the thigh and shank during bicycling (ICC ≥ 0.99; SEM ≤1.0 revolutions). These data suggest that the GT3X+ can be used for measuring step-count during running and pedal-revolution count during bicycling. Only shank placement is recommended for both activities.  相似文献   

Beyond Tippekampen: the origins and maintenance of Scandinavian support for the Liverpool FC     

Anthony K. Kerr  Paul R. Emery 《Soccer & Society》2016,17(4):512-526

Professional sport is a highly marketable product, whereby favourite teams often become ‘overseas sweethearts’ for millions of satellite supporters and their imagined community of like-minded fans. Scandinavia has historically proven to be a fertile market for English football and is home to some of the largest supporter groups for English clubs, in particular the Liverpool FC. This article examines the origins of Scandinavian identification with the Merseyside club and how satellite supporters in the region maintain a connection with the famous brand. Scandinavian supporters highlighted the importance of the media, especially the popularity of state-run television programmes such as Tippekampen, the team’s playing style and the presence of star players in their initial support for Liverpool FC and explained how they had turned to a virtual ‘third place’ to regularly connect and engage with fellow fans and the brand in cyberspace. In a global marketplace, satellite supporters are critical for the future of many brands and this article offers a valuable case study for those who seek to exploit these markets, monetize these consumers and build equity for their team brands.  相似文献   

Tackling Truancy: an examination of persistent non‐attendance amongst disaffected school pupils and positive support strategies     

Barrie Anthony Irving  Marie Parker‐Jenkins 《Cambridge Journal of Education》1995,25(2):225-235

The unauthorised non‐attendance of pupils constitutes an increasing area of concern for educationalists and one which has recently received much media attention. This paper seeks to locate the practice of truancy within an educational context, considers a framework for the support of pupils at risk and offers an ‘in‐school’ approach designed to ameliorate the effects of persistent non‐attendance  相似文献   

Assessing school climate within a PBIS framework: using multi-informant assessment to identify strengths and needs     

Anthony G. James  Lauren Smallwood  Jennifer Green 《Educational studies》2018,44(1):115-118

A multi-method, multi-informant method was used to collect data from diverse stakeholders about school climate to inform school improvement efforts as part of the Positive Behaviour Intervention Supports (PBIS) framework. Teachers, administrators, school staff and students completed surveys and parents participated in focus groups to gather perspectives about school climate. Respondents identified safety as a strength at the school, staff and student results suggested interpersonal relationships as an area for improvement and staff identified parent involvement as an area for growth. Both positive and negative perceptions of school climate emerged from the parent focus group. While there are limitations to the generalisability of the results, this case study provides a useful approach for schools to assess their school climate and establish goals for improvement.  相似文献   

Students achieve more when teachers have time to do what they know works best     

Anthony Fisher  Tracey Carlyon  Mira Peter 《Teacher Development》2017,21(4):481-495

Literacy skills acquired during the first years of schooling have been recognised as the key to students’ learning success. However, despite the continuing efforts by the New Zealand government and teachers there is still a large proportion of students who struggle to become literate. To address this issue the Ministry of Education funded selected New Zealand schools to take part in 10-week programmes designed to provide an intensive intervention in literacy (i.e. reading and writing) and numeracy. This article summarises the results from the part of the programme which focused on reading. The findings indicate that Year 1 and Year 2 students significantly increased their reading ability over the 10 weeks. The survey data, interviews and teachers’ journals revealed that the critical aspect of this success was teachers having time to meet individual students’ specific learning needs. At the school level the programme was lauded as successful. Importantly, these findings have implications not only for how principals allocate teacher time but also for policy-makers when considering how to support schools in addressing the needs of those students who have not made the expected progress in their literacy development in their first years of education.  相似文献   

Individuals and Leadership in an Australian Secondary Science Department: A Qualitative Study   总被引：1，自引：0，他引：1  

Wayne Melville  John Wallace  Anthony Bartley 《Journal of Science Education and Technology》2007,16(6):463-472

In this article, we consider the complex and dynamic inter-relationships between individual science teachers, the social space of their work and their dispositions towards teacher leadership. Research into the representation of school science departments through individual science teachers is scarce. We explore the representations of four individual teachers to the assertions of teacher leadership proposed by Silva et al. (Teach Coll Rec, 102(4):779–804, 2000). These representations, expressed during regular science department meetings, occur in the social space of Bourdieu’s “field” and are a reflection of the “game” of science education being played within the department. This departmentally centred space suggests an important implication when considering the relationship between subject departments and their schools. The development of an individual’s representation of teacher leadership and the wider “field” of science education appears to shape the individual towards promoting their own sense of identity as a teacher of science, rather than as a teacher within a school. Our work suggests that for these individuals, the important “game” is science education, not school improvement. Consequently, the subject department may be a missing link between efforts to improve schools and current organizational practices.  相似文献   

Reproducing Gender: Selected Critical Essays on Educational Theory and Feminist Politics (Madeleine Arnot)     

Emma Rich  John Evans  Kathleen Lynch  Anthony Green 《British Journal of Sociology of Education》2002,23(2):309-320

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