A Tribute to Lorrie Shepard     

Caroline Gipps  Alison Wolf 《Assessment in Education: Principles, Policy & Practice》2000,7(1):9-12

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School students’ confidence when answering diagnostic questions online     

Foster  Colin  Woodhead  Simon  Barton  Craig  Clark-Wilson  Alison 《Educational Studies in Mathematics》2022,109(3):491-521

Educational Studies in Mathematics - In this paper, we analyse a large, opportunistic dataset of responses (N = 219,826) to online, diagnostic multiple-choice mathematics questions, provided by...  相似文献   

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014     

Laura Crane  Jade Davies  Anne Fritz  Sarah O’Brien  Alison Worsley  Anna Remington 《British Educational Research Journal》2022,48(1):22-48

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.  相似文献   

Book reviews     

Margaret Early  Colin Day 《Publishing Research Quarterly》1991,7(2):91-95

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Jensen on Jensen     

Alison M. Turtle 《Minerva》2006,44(1):125-128

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Connecting with connexions: the role of the personal adviser with young people with special educational and support needs     

Bob Grove  Alison Giraud–Saunders 《Support for Learning》2003,18(1):12-17

The Connexions service has particular responsibility for coordinating transition planning for students with learning difficulties. In this study Bob Grove and Alison Giraud–Saunders report on the development of the personal adviser (PA) role in two special schools and an FE college as part of the Lewisham Connexions pilot. This article is based on the evaluation report of the Connecting with Connexions project, which is available in full from the authors.  相似文献   

'I never thought they would enjoy the fun of science just like ordinary children do'– Exploring science experiences with early years teacher training students and children with severe and profound learning difficulties     

Alison Bishop  & Phyllis Jones 《British Journal of Special Education》2003,30(1):34-43

Alison Bishop and Phyllis Jones both work in the School of Education at Northumbria University where they teach on undergraduate and postgraduate programmes. Phyllis Jones specialises in disability issues and Alison Bishop focuses on early years education. For the project described in this paper, they combined their areas of expertise, devising a small–scale research project to explore the experiences of a group of early years science specialist student teachers as they took part in workshops with a group of early years children with severe and profound learning difficulties. The research explores the changing attitudes and perceptions of the students with regard to the learning and teaching of science with young children. It becomes clear that there is a realization for many students that science can make a significant contribution to the education of children with severe and profound learning difficulties in the early years. The authors also discuss the need for training to equip the students to meet the challenges and rewards of working with children with severe and profound learning difficulties in their future teaching careers.  相似文献   

Reviews     

Alison Fuller  Rosalind Pritchard  Paul Trowler 《Higher Education Quarterly》2003,57(2):204-210

Books reviewed in this article:
L. Archer, M. Hutchings and A. Ross, with C. Leathwood, R. Gilchrist and D. Phillips, Higher Education and Social Class: Issues of Exclusion and Inclusion
John Brennan and Tarla Shah, Managing Quality in Higher Education: An International Perspective on Institutional Assessment and Change
R. Taylor, J. Barr and T. Steele, For a Radical Higher Education: After Postmodernism  相似文献   

Book reviews     

Allan Mazur  Charles R. Day  J. W. Grove 《Minerva》1995,33(3):291-302

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So many filters, so little time: the development of a search filter appraisal checklist          下载免费PDF全文

Julie Glanville  Sue Bayliss  Andrew Booth  Yenal Dundar  Hasina Fernandes  Nigel David Fleeman  Louise Foster  Cynthia Fraser  Anne Fry-Smith  Su Golder  Carol Lefebvre  Caroline Miller  Suzy Paisley  Liz Payne  Alison Price    Karen Welch 《Medical Library and Historical Journal》2008,96(4):356-361

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