Challenges and management frameworks of residential schools for students with severe emotional and behavioural difficulties in Hong Kong     

Stella Suk‐ching Chong  Ka‐wai Leung 《British Journal of Special Education》2012,39(1):30-38

This study by Stella Suk‐Ching Chong, an assistant professor, and Ka‐wai Leung, a teaching fellow, both at the Hong Kong Institute of Education, focuses on the perspectives of hostel staff from six residential schools for students with severe emotional and behavioural difficulties. Individual or focus group interviews were conducted to explore the range of challenges perceived by staff and the strategies they employed to address the needs of the students. The software N‐Vivo was used to analyse both qualitative and quantitative data. This study finds that staff met a multiplicity of challenges, of which 67.9% were management‐related rather than student‐related (32.1%). In relation to effective strategies for staff, co‐ordinated and concerted efforts are frequently used between different stakeholders, such as intra‐hostel‐staff‐student collaboration (84%), inter‐hostel‐community collaboration (8.6%), inter‐hostel‐home collaboration (5.1%), and finally inter‐hostel‐school collaboration (2.2). In summing up the findings of various approaches deemed favourable by different residential staff, a residential school management framework is conceptualised and presented in this article. Implications and future research directions are also highlighted.  相似文献   

The evolution of t'other schools 1 : an examination of the nineteenth century development of the private preparatory school     

Donald Leinster‐Mackay 《History of education》2013,42(3):241-249

  相似文献   

Distinguished Paper Series     

Nathalie Evrard  Anne‐Marie Huynen  Cecile de Bueger‐Vander Borght 《International Journal of Science Education》2013,35(8):883-900

The second in the Distinguished Paper Series is ‘Communication d'un savoir scientifique en classe: de la verbalisation au concept d'équilibre chimique’ by Nathalie Evrard, Anne‐Marie Huynen and Cecile de Bueger‐Vander Borght. It first appeared in the French‐language journal Didaskalia, 6, 9‐37 and appears by kind permission of the Editor, M. Michel Jezierski, De Boeck Université, Paris, Bruxelles. Translation is by Dr Veronica Heath, Department of French Studies, at the University of Reading.  相似文献   

A Reflection on Some Meanings of ‘Interdisciplinarity’ and ‘Integration Among the Sciences’     

M. Arcà‡  M. Vicentini‐Missoni‡ 《International Journal of Science Education》2013,35(2):117-126

Summaries

English

‘Integrated science’ as an aspect of curriculum development is now well established world‐wide and has become the subject of international meetings. This article tries to put forward for discussion some ideas about the meaning of integration among the sciences.

Integration is first discussed in its relation to common culture and disciplinary knowledge. Disciplinarity, recognized as the way in which scientific knowledge has been organized, is seen as the only real possibility for the growth of knowledge. To understand the meanings and the importance of different disciplinary fields, is a didactical objective to be reached through an articulated educational process starting in the primary school. However, another objective of the same importance is the development of the capacity to recognize and utilize disciplinary knowledge for the solution of ‘real’ problems.

In this perspective, an important problem for educational research is the definition of a ‘scientific knowledge for all’ which should enable people to confront real problems with a knowledge of the meanings of science, and of where to find and how to use scientific information.  相似文献   

Power dynamics in teaching and learning practices: an examination of two adult education classrooms     

Juanita Johnson‐Bailey  Ronald M. Cervero 《International Journal of Lifelong Education》2013,32(6):389-399

The purpose of this research was to determine the ways in which power relations that exist in the wider social context are played out in the teaching and learning dynamics of adult education classrooms. The research design was a qualitative comparative case study of two courses taught by the authors in a university setting. Data sources included students’ evaluations, teachers’ observations, interviews with students, interviews with both teachers, and conversations with similarly situated faculty members. The themes of mastery, voice, authority and positionality found in previous research were used to organize the results. The results showed the many complex ways in which power relations based on race, class, gender, disability and sexual orientation played out across all four themes and how these dynamics directly influenced the teaching and learning process. The positionality of the teachers and learners, in particular the racial category of whiteness, emerged as a key power relationship mediating classroom dynamics. We suggest that the facilitation model of teaching does not account well for these dynamics and that further efforts are needed to better understand how societal power relations affect teaching and learning efforts and what responses adult educators can make to negotiate these issues.  相似文献   

Education and Equal Opportunity between the Wars     

Hee‐Chun Kang 《牛津教育评论》2013,39(2):91-108

  相似文献   

A curious conjunction — sport,religion and nationalism: Christianity and the modern history of Korea     

Nam‐Gil Ha  J. A. Mangan 《国际体育史杂志》2013,30(3):329-354

  相似文献   

Romancing Nancy: Feminist Interrogations of Successive Versions of Nancy Drew     

Jacqueline Reid‐Walsh  Claudia Mitchell 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):443-456

  相似文献   

The why of Absences     

Frank G. Mullen Jr. 《College Teaching》2013,61(3)

  相似文献   

The contribution of primary school teachers to curriculum planning and development in Iraq     

Kadhum Khan Al‐Daami  John W. Stanley 《Curriculum Journal》2013,24(3):357-376

ABSTRACT

This article describes the role of primary school teachers in Iraq in connection with curriculum change and development. It identifies the ways in which professional teachers have been faced with increased central control and concludes by responding directly to the Ministry of Education. A survey involving interviews and question‐ naires was conducted with primary school teachers of different school location, age, gender, experience, qualifications and subjects taught, and in various school locations. Headteachers and education officials were also interviewed to establish the degree of involvement of primary teachers in their curriculum planning process.  相似文献