Reconsidering the role of the primary special educational needs co-ordinator: policy, practice and future priorities     

Christine Szwed 《British Journal of Special Education》2007,34(2):96-104

This article considers the impact of recent policy designed to define the roles and responsibilities of special educational needs co-ordinators (SENCos). The international drive towards the inclusion of children with special educational needs within the mainstream has led many schools to reconsider their structures and practices. In the UK, the SENCo role lies at the heart of these structures and the Government has sought to define this role both within a revised Code of Practice for special educational needs and in a set of national standards. In this article, Christine Szwed, Director of Studies for Initial Teacher Education at the University of Birmingham, reports the findings of a survey examining the context of SENCo role management within a group of primary schools. The findings indicate that the role cannot be generalisd and that SENCos are operating in increasingly complex contexts within very different management structures. Christine Szwed argues that, to be effective, SENCos must be enabled to work at a whole-school level and that the co-ordination of special needs is a development issue for the whole staff.  相似文献   

“Ah,I know why…”: children developing understandings through engaging with a picture book          下载免费PDF全文

Christine Braid  Brian Finch 《Literacy》2015,49(3):115-122

This article describes part of a study that explored the responses of nine‐ and ten‐year‐old children during a picturebook read aloud in a small group setting in a New Zealand classroom. The read aloud was interactive, where the participants were encouraged to respond to the book and to each other throughout the session. The authors created a framework for analysing the responses, adapting the model of Lawrence Sipe (2008) with its five categories of literary understanding, by expanding on the analytical category to enable a finer analysis of the responses. This article discusses the children's depth of thinking and the understandings they developed as they engaged with the read aloud. It also describes how the adapted framework allowed a closer analysis of these understandings, including the way the elements of art used in the illustrations contributed to the children's ideas. The findings suggest ways picturebooks can be used to promote children's thinking and how teachers can guide discussion about a complex text. Implications for use of the framework in further research are discussed.  相似文献   

Fixing Yesterday’s Solutions: Data Cleanup in Serials Solutions 360 Core     

Christine McEvilly 《期刊图书馆员》2019,75(1-4):51-68

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Exploring anomalies in Indigenous student engagement: findings from a national Australian survey of undergraduates     

Christine Asmar  Susan Page  Ali Radloff 《高等教育研究与发展》2015,34(1):15-29

Increases in participation by Aboriginal and Torres Strait Islander students in higher education across Australia continue to be promising. However, it is also known that Indigenous students' attrition, retention and completion rates remain areas of concern. In this paper, we report our findings from an analysis of Indigenous student responses to the 2009 Australasian Survey of Student Engagement. Overall, Indigenous Australian students express positive responses in relation to engagement, but are more likely than non-Indigenous students to be planning to depart. We explore this somewhat unexpected anomaly, whilst also suggesting that much more needs to be known about our Indigenous students, including, for example, whom they may interact with at university; where they turn for support; and why they may decide to leave. Our findings strongly indicate that better national and institutional data are needed to address the current gaps in knowledge relating to Indigenous student populations in Australia and around the world.? In this paper, the term ‘Indigenous’ refers to Australian students who are of self-declared Aboriginal and/or Torres Strait Islander background, while ‘non-Indigenous’ refers to all other Australians.  相似文献   

Intentions of College Students to Serve as Informal Caregivers for Their Older Relatives: Theory of Planned Behavior Approach     

Gungeet Joshi  Salvador Gezan  Tony Delisle  Christine Stopka  Morgan Pigg  Mark Tillman 《Educational gerontology》2015,41(5):384-396

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Estimating Variance Components from Sparse Data Matrices in Large-Scale Educational Assessments     

Christine DeMars 《教育实用测度》2015,28(1):1-13

In generalizability theory studies in large-scale testing contexts, sometimes a facet is very sparsely crossed with the object of measurement. For example, when assessments are scored by human raters, it may not be practical to have every rater score all students. Sometimes the scoring is systematically designed such that the raters are consistently grouped throughout the scoring, so that the data can be analyzed as raters nested within teams. Other times, rater pairs are randomly assigned for each student, such that each rater is paired with many other raters at different times. One possibility for this scenario is to treat the data as if raters were nested within students. Because the raters are not truly independent across all students, the resulting variance components could be somewhat biased. This study illustrates how the bias will tend to be small in large-scale studies.  相似文献   

Teaching About Electricity in Primary School Multimodality and Variation Theory as Analytical Lenses     

Preston  Christine M.  Hubber  Peter J.  Xu  Lihua 《Research in Science Education》2022,52(3):949-973

Research in Science Education - Primary school topics involving abstract concepts are challenging to teach. Electric circuits can be simply constructed but complex to explain. New approaches in...  相似文献   

Chapter VII. Atypical Patterns of Early Attachment: Discussion and Future Directions     

Douglas Barnett  Christine M. Butler  & Joan I. Vondra 《Monographs of the Society for Research in Child Development》1999,64(3):172-192

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Book Reviews     

Peter Richardson  Anthony Watkinson  Louise Watts  Christine Reid  Chris Shelley  Nigel Lees  Andrea Powell  Martin Richardson  Anthony Watkinson  Anthony Watkinson  Sophie Leighton  Andrea Powell 《Learned Publishing》2003,16(3):226-238

Serial Publications: Guidelines for Good Practice in Publishing Printed and Electronic Journals, 2nd edition, by Diane Brown, Elaine Stott and Anthony Watkinson Association of Learned and Professional Society Publishers 2003, £27 (members), £30 (non‐members), 108 pp., paperback. ISBN 0‐907341‐22‐5. Available from http://www.alpsp.org/pub3.htm The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington DC. Release 1.0, 2002. Available at: www.arl.org/sparc The Case for Institutional Repositories: A SPARC Position Paper prepared by Raym Crow, SPARC Senior Consultant Scholarly Publishing and Academic Resources Coalition, Washington, DC. Release 1.0, 2002. Available at: www.arl.org/sparc Internet Law: Text and Materials by Chris Reed Butterworths Tolley, 2000, £24.95, paperback. ISBN 0406981418 Intellectual Property Law by Lionel Bently and Brad Sherman Oxford University Press, Oxford, 2001, £32.99 (paperback), 1136 pp. ISBN 0‐19‐876343‐3 Clearing the Way: Copyright Clearance in UK Libraries by Elizabeth Gadd LISU Occasional Paper no. 31, Library & Information Statistics Unit (LISU), Department of Information Science, Loughborough University. ISBN 1 901786 51 X Electronic Journals and User Behaviour: Learning for the Future from the SuperJournal Project by David Pullinger and Christine Baldwin Deedot Press, 2002, £14.95. ISBN 0‐954‐2924‐0‐5 Electronic Ecology: A Case Study of Electronic Journals in Context by Karla L. Hahn Association of Research Libraries, 79 pp., 2001, $45. ISBN 0‐918006‐46‐1 The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm The Transition from Paper: Where Are We Going and How Will We Get There edited by R. Stephen Berry and Anne Simon Moffat American Academy of Arts and Sciences, published online (2001): www.amacad.org/publications/trans.htm E‐Serials, Publishers, Libraries, Users and Standards, 2nd edn, edited by Wayne Jones The Haworth Press Inc., 2003, 294 pp. paperback ISBN 0789012294  相似文献   

Who determines teacher work: The teacher,the organization,or both?     

Carl A. Grant  Christine E. Sleeter 《Teaching and Teacher Education》1985,1(3):209-220

This paper examines how teachers responded when some organizational constraints on their work were loosened and why they responded as they did. It first reviews the sociological literature on teacher work to identify the main determinants studied. It then presents results of an ethnographic study of teachers in an urban school. The literature tends to portray teacher work as overly determined and may remove more responsibility from teachers for determining their own work than is warranted.  相似文献