Dilemmas in the quest for inclusion   总被引：1，自引：0，他引：1  

Klaus Wedell 《British Journal of Special Education》2005,32(1):3-11

In 1995, on the occasion of his 'retirement', Professor Klaus Wedell wrote a leading article for BJSE entitled 'Making inclusive education ordinary'. Last October, Professor Wedell, also known to BJSE's readers as the author of the regular 'Points from the SENCo-Forum' column, delivered the Gulliford Lecture at Birmingham University. Here he makes the text of his lecture accessible to a wider audience.
In this article, Professor Wedell places some of the ideas he discussed in 1995 in a contemporary context. He explores the systemic rigidities that create barriers to inclusion; he offers creative ideas for new ways to approach the challenges of inclusion; and he argues persuasively for much greater flexibility, at a range of levels, in order to facilitate change, development and innovation. Building on these themes, Professor Wedell summarises a series of implications for policy and practice. These concern teaching and learning; staffing and professional expertise; and grouping and locations for learning. In concluding his article, Professor Wedell calls on the Government to consider in more depth the issues that are raised by moves towards inclusion – particularly those issues that concern the individual learner in relation to the shared curriculum. This article will be of interest to anyone who recognises these and other tensions in the movement towards inclusion.  相似文献   

试论高职学生基本素质结构   总被引：1，自引：0，他引：1  

关琳 《辽宁高职学报》2004,6(6):63-64,86

在面对新世纪挑战的时候，职业技术学院的教师，应当承担起培养创新人才的重任．转变观念，扬弃传统的教学模式、教学手段，引进和发展现代化的教学技术，已是当务之急．应加强学生职业素养、创新能力的培训，实现高职教育的初衷．  相似文献   

学商LQ     

王鉴 《教育理论与实践》2001,(3)

学商反映的主要是人的成长阶段学力水平与年龄的关系。学力的概念是指自我教育力或自我学习力。学力的结构可以分解为 :选择系统、接受系统、加工系统、记忆储存系统、动力系统和管理系统。提高学商有三个基本原理 :最优原理 ;志向原理 ;建构原理  相似文献   

Secondary school students who drop out of school in rural Pakistan: The perspectives of fathers     

Abdul Waheed Mughal 《Educational research; a review for teachers and all concerned with progress in education》2020,62(2):199-215

ABSTRACT

Background: The problem of students dropping out of school is one of the barriers to improving educational outcomes in poor and developing countries.

Purpose: This small scale, in-depth study sought to explore the phenomenon of students who drop out from secondary education, through the perspectives of fathers of such students in a rural district of Pakistan.

Method: Primary data were collected through detailed, individual interviews with 14 fathers whose sons had dropped out from secondary education. The study adopted a framework involving push and pull factors to analyse qualitatively the processes and examine the reasons for dropping out that prevailed inside and outside school.

Findings: The analysis suggested that, from the perspectives of the fathers, family poverty, poor academic performance and issues relating to teachers’ engagement with teaching at school were main factors involved in a student dropping out of school.

Conclusions: The findings from this small scale, detailed analysis of data draw attention to the issues arising from a tension in mainstream teachers’ educational roles in and beyond the school. It further highlights the need for greater investment in secondary education, in order to help to reduce rates of student drop out in the remote rural areas of Pakistan.  相似文献   

Exploring the relative lack of impact of research on ‘ability grouping’ in England: a discourse analytic account     

Becky Francis  Louise Archer  Jeremy Hodgen  David Pepper  Becky Taylor  Mary-Claire Travers 《Cambridge Journal of Education》2017,47(1):1-17

Grouping students by ‘ability’ is a topic of long-standing contention in English education policy, research and practice. While policy-makers have frequently advocated the practice as reflecting educational ‘standards’, research has consistently failed to find significant benefits of ‘ability’ grouping; and indeed has identified disadvantages for some (low-attaining) pupil groups. However, this research evidence has apparently failed to impact on practice in England. This article, contextualised by the authors’ interests in education and social inequality, seeks to do two things. First, it provides a brief analysis of the existing research evidence on the impact of ‘ability’ grouping, with particular reference to socio-economic inequality, identifying seven different explanations for the poorer progress of pupils in low sets that emerge from the literature. Second, it applies Foucaultian ‘analysis of discourse’ to propose potential explanations for the apparent lack of traction of existing research with policy and practice, arguing that practices of ‘ability grouping’ reflect cultural investments in discourses of ‘natural order’ and hierarchy, with particular resonance for the discursive and political habitus of middle-class parents. The authors postulate that investing in a powerful counter-discourse of enlightenment science, illustrated via their current randomised control trial of different approaches to pupil grouping, may offer a means to challenge hegemonic discourses that underpin current classroom practice.  相似文献   

《中庸》中的中庸之德思想     

杨千朴 《扬州大学学报(高教研究版)》2001,5(2):28-31

喜怒哀乐之未发,谓之中;发而皆中节,谓之和."未发"是自发状态中的"性","中节"之"和"是自觉中的"道",以礼节性达于道,是谓"中庸之德".道不远人,就在人伦日用之中."极高明而道中庸",以超越的精神,做日常平凡的事情,也具有不平常的意义.  相似文献   

Field theory in cultural capital studies of educational attainment     

Troels Krarup 《British Journal of Sociology of Education》2016,37(5):761-779

This article argues that there is a double problem in international research in cultural capital and educational attainment: an empirical problem, since few new insights have been gained within recent years; and a theoretical problem, since cultural capital is seen as a simple hypothesis about certain isolated individual resources, disregarding the structural vision and important related concepts such as field in Bourdieu’s sociology. We (re-)emphasize the role of field theory in cultural capital research in education, taking into consideration current concerns in international quantitative research.  相似文献   

Enrollment,Persistence and Graduation of In-State Students at a Public Research University: Does High School Matter?     

Iryna Johnson 《Research in higher education》2008,49(8):776-793

Educational research has shown that individual-level background characteristics, such as parental socio-economic status and academic ability, influence college going behavior. This study tests for the existence of aggregate-level high school effects on college enrollment, persistence and degree attainment. It links institutional data on students enrolling within a year after graduation from in-state high schools with state data on high schools’ performance and populations. Three high school aggregate-level factors were found to affect enrollment and persistence. Specifically, the high schools’ percent of SAT takers has a concave-shape effect on enrollment, retention and graduation. Additionally, students coming from schools with a higher percent of those receiving free lunch are less likely to persist, and students coming from schools located within a 60 mile radius are more likely to matriculate and to persist to the second year. These results suggest that aggregate-level high school characteristics should be accounted for in enrollment management.

Iryna JohnsonEmail:

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‘Once upon a time’: examining ability grouping and differentiation practices in cultures of evidence-based decision-making     

Nerida Spina 《Cambridge Journal of Education》2019,49(3):329-348

In an era when evidence-informed decision-making is mooted as a means of achieving equity, data are now being used to revive the in-school stratification of students, despite sustained concerns around the long-term negative consequences of these practices. This institutional ethnography explores how teachers use data in their everyday work, and how evidence-informed decision-making supports the logic of grouping students by ability. Research data are drawn from two Australian schools where achievement data were used to group students, in response to requirements to use evidence-informed practices. This had implications for enacted curriculum and pedagogies, as teachers used grouping to differentiate instruction. Although there were no formal directives to group by ability, a cascade of performance management policies was implicated in the rise of these practices. This use of data was normalised, and ability grouping practices were evident from the early years of schooling onwards.  相似文献   

阶层差异与教育获得--一项关于教育分流的实证研究   总被引：16，自引：0，他引：16  

方长春  风笑天 《清华大学教育研究》2005,26(5):22-30

在市场化进程中，自致性因素对于社会阶层结构的建构作用逐步加强成为学界的普遍共识，而教育则被认为是自致因素的最好度量。那么是否存在一个内在于社会阶层结构本身的阶层化机制呢？通过对既有社会阶层结构对教育获得影响的经验分析，或许可以对这样的机制存在与否做一个透视。经验分析的结果表明，既有的阶层差异在一定程度上以一定的方式影响着人们教育的获得。这一结果或许可以表明，在自致作用的背后阶层结构的自我再生产还在一定程度上存在，因而对其进行适当的调节是必须的。  相似文献