Traveller culture and lifestyle as factors influencing children's integration into mainstream secondary schools in West Belfast     

Margaret Reynolds  Dermot McCartan  Damian Knipe 《International Journal of Inclusive Education》2013,17(4):403-414

In 1997, the Department of Education for Northern Ireland made the decision to mainstream Traveller children into secondary schools including those in West Belfast. Before then, Traveller children over 11 years of age remained in a dedicated school for all Traveller children of school age living within the catchment area of West Belfast. This paper presents the findings of a small‐scale research project that examined the experiences of Traveller children attending two West Belfast secondary schools which have integrated Traveller children into mainstream education since 1997. It also discusses ramifications of mainstreaming for Traveller parents in West Belfast. The project focused particularly on the following: the attitudes of Traveller children to mainstreaming and inclusion at secondary level; the possibilities mainstreaming offers for furthering the inclusion of Travellers into the community at large; and the perceptions of Traveller parents in West Belfast to mainstreaming in secondary schools.  相似文献   

Australian academics’ perspectives on quality and accountability     

Craig McInnis  Margaret Powles  John Anwyl 《Tertiary Education and Management》2013,19(2):131-139

Abstract

Universities have been challenged as teaching as well as research institutions. On the one hand, universities have been required to teach more students and pay more attention to quality of teaching and educational programmes; on the other hand, there has been increasing focus on faculty research performance. This paper examines whether these are conflicting demands, or whether university faculty are able to fulfil these requirements simultaneously. In Norway, the number of university students almost doubled between 1987 and 1995. Norway is, therefore, a sound case to examine the impact of massification on university research.  相似文献   

The challenging academic development (CAD) collective     

Tai Peseta  Margaret Hicks  Trevor Holmes  Catherine Manathunga  Kathryn Sutherland  Susan Wilcox 《International Journal for Academic Development》2013,18(1):59-61

Nurse education is characterised by dissonance, ambiguity and uncertainty. Such a context makes demands on the educator's authenticity or sense of self. This paper reports an attempt to provide a space where dissonance, ambiguity and uncertainty could be held, tolerated and examined and where authenticity could be recovered or developed through the practice of artistry. Three art workshops were offered to eight nurse educators over a period of three months. Each of the participants and the co‐facilitator were subsequently interviewed. All welcomed the opportunity to find meaning in their practice and to be listened to in a climate of empathy, acceptance and congruence. They undertook novel activities that allowed for discovery and surprise. They explored their sense of self and coined fresh metaphors to communicate their experiences. The paper argues that there is room for approaches to academic staff development that go against the mainstream.

La formation des infirmières se caractérise par la dissonance, l'ambiguïté et l'incertitude. Un tel contexte exerce des pressions sur l'authenticité et le sens de soi d'un éducateur. Cet article rend compte d'une tentative de fournir un espace o[ugrave] l'authenticité peut être redécouverte et développée au moyen de la pratique artistique. Trois ateliers artistiques ont été offerts à huit formateurs d'infirmières sur une période de trois mois. Des entretiens ont été effectués auprès de chaque participant et du co‐facilitateur. Les répondants ont tous accueilli l'occasion de trouver un sens à leur pratique et de pouvoir être écouté dans un climat d'empathie, d'acceptation et d'harmonie. Ceux‐ci on entrepris des activités nouvelles faisant place à la découverte et à la surprise. Ils ont exploré leur sens de soi et ont trouvé de nouvelles métaphores pour communiquer leurs expériences. Cet article défend l'idée que des activités de développement pédagogique qui vont à l'encontre de la majorité ont leur place.  相似文献   

Situated Self-Regulation: Modeling the Interrelationships Among Instruction,Assessment, Learning Strategies and Academic Performance     

Margaret E. Ross  Jill D. Salisbury-Glennon  Anthony Guarino  Cynthia J. Reed  Mark Marshall 《Educational Research and Evaluation》2013,19(2):189-209

To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance.  相似文献   

Early identification and interventions for dyslexia: a contemporary view     

Margaret J. Snowling 《Journal of Research in Special Educational Needs》2013,13(1):7-14

This paper reviews current proposals concerning the definition of dyslexia and contrasts it with reading comprehension impairment. We then discuss methods for early identification and review evidence that teacher assessments and ratings may be valid screening tools. Finally, we argue that interventions should be theoretically motivated and evidence based. We conclude that early identification of children at risk of dyslexia followed by the implementation of intervention is a realistic aim for practitioners and policy‐makers.  相似文献   

Self-Initiated Learning Activities of Experienced Public School Teachers: Methods,sources, and relevant organizational influences     

Margaret C. Lohman  Nicholas H. Woolf 《Teachers and Teaching》2013,19(1):59-74

The self-initiated learning activities of experienced public school teachers are examined in this study. Twenty-two experienced teachers were interviewed to develop a greater understanding of the types of self-initiated learning activities in which they engage and the organizational characteristics that influence their participation in those activities. Analysis of the data showed that experienced teachers engaged in three types of self-initiated learning activities: knowledge exchanging, experimenting, and environmental scanning. Participation in these activities was influenced by the availability of resources, physical layout, and level of centralization in their schools. Implications of these findings for theory, practice, and future research in teacher learning and development are discussed.  相似文献   

College students' views on criminal justice     

Margaret Farnworth  Dennis R. Longmire  Vincent M. West 《Journal of Criminal Justice Education》2013,24(1):39-57

We surveyed 683 college students to examine their attitudes toward the death penalty, other criminal sanctions, and the war on drugs. College seniors were consistently less likely than freshmen to hold punitive views; this suggests a “liberalizing” effect of the college experience. This liberalizing college effect on attitudes toward criminal justice was not apparent for criminal justice majors, however, particularly when criminal justice seniors' attitudes toward the death penalty were compared with those of freshmen in criminal justice. The views of criminal justice majors overall did not differ appreciably from other students' views. We found no support for the expectation that criminal justice majors with experience in criminal justice would express more conservative, more punitive views than would criminal justice majors in general.  相似文献   

STORYTELLING AND STORYACTING AS AN ACTIVE LEARNING STRATEGY     

Karen Cachevki Williams  Margaret Cooney  Jane Nelson 《Journal of Early Childhood Teacher Education》2013,34(3):347-352

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Computer‐Mediated Communication: A Tool for Reconnecting Kids with Society     

Margaret Riel 《Interactive Learning Environments》2013,21(4):255-263

Abstract

Schools isolate students from society; instructional strategies often isolate students from one another. Computer‐mediated communication (CMC) brings students together as they work col‐laboratively with peers and adults in different sectors of the society. This article summarizes three studies that demonstrate the positive effect of electronic networking on students' reading and writing skills and their interest in meaningful educational activities. The data is used to argue for a reassessment of the relationship of students to society, and a role that CMC can play in the shifting relationship.  相似文献   

Voices of reform from the classroom: teachers’ approaches to change     

Margaret Noack  Elizabeth Warren 《Teachers and Teaching》2013,19(4):449-462

Abstract

This paper reports on case studies of three teachers managing an education reform focussed on assessment, during a busy period of curriculum change in an Australia state Participants attended multiple professional development opportunities including a number of state-wide, systemically-facilitated assessment workshops. The most significant finding to emerge, as narratives of change unfolded over a nine- month period, was the diversity of teachers’ approaches to change. All three were insightful about practices that required change and could identify personal and professional attributes that would assist their management of change. All teachers attended the same systemic workshops and all had access to the Education Department’s published literature about assessment. Yet they organised and implemented change in very different ways. Each teacher’s approach was based on personal assumptions about learners and learning, the reform they agreed to implement, and their preferred approaches to incorporating new assessment practices into their existing repertories. Approach taken was a major determinant of experience of change and thus is an aspect of change management important to inservice-providers, teachers and school leaders. The paper concludes with an overview of a PD package designed with the findings of this research project in mind.  相似文献