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1.
Divergent Thinking is a domain-general mental attribute closely associated with creativity that can be quantified through the use of text-mining algorithms. Past research has shown that students’ Divergent Thinking is malleable in response to relatively simple contextual prompts. In addition, there is substantial variance in the degree to which individual students’ Divergent Thinking is malleable, suggesting the presence of a student-specific zone-of-proximal-development in relation to creativity. Here, we adopted a dynamic assessment paradigm that included multiple conditions under which student Divergent Thinking was measured and fit a latent profile analysis model to that dynamic assessment data. We found that, although on average the Originality of student responses can be augmented through a prompt to generate surprising or unusual ideas, three latent classes emerged that differed significantly on their patterns of augmentation. These three latent classes were termed: (a) Conventional Thinkers (7.80% of the sample), whose response to the Divergent Thinking task were highly constrained and unoriginal across all conditions (b) Prompted Shifters (66.56%), whose Originality significantly increased across conditions, and (c) Idea Generators (25.64%), whose responses were highly original across all conditions. These latent profiles were validated in regard to personality characteristics and domain-specific creative activities, with Idea Generators reporting significantly more Openness and Intellect, less Industriousness, and more creative activities across the domains of Literature, Music, Sports, Visual Art, Science, and Cooking than did the other latent classes. 相似文献
2.
Gale Macleod Robin Dallas-Childs Colin Brough Martin Toye 《Journal of Research in Special Educational Needs》2021,21(Z1):25-35
In this article we examine the complex relationship between care experience, mental health and exclusion from school and how young people (YP) negotiate these different experiences and identities. The study is a secondary analysis, informed by symbolic interactionist theory, of interviews conducted with 19 care experienced YP in Scotland. Not all of the YP were excluded and not all had a formal mental health diagnosis, as such our study design allows interrogation of the contexts and relationships which not only facilitate but also disrupt pathways to exclusion. It also allows reconsideration of assumptions of vulnerability which are often applied to care experienced YP. Our findings suggest that these YP are moving beyond ‘role playing’ the identities ascribed to them and actively seek out relationships which enable them to construct alternative identities. 相似文献
3.
Alan Hodkinson 《British Journal of Special Education》2020,47(3):308-328
This article draws together my thinking in relation to special educational needs and inclusion that have dominated my practice. The article, through the concept of embodiment, revisits, reviews and reframes the key issues of the construction of special educational needs, inclusion and the ideology that binds them together. Through this exploration, I argue we often seem to move forward with policy while in reality standing still in ensuring the ‘success’ of all of our pupils. By critiquing and reframing taken‐for‐granted assumptions and the sacred words ‘success’ and ‘achievement’, this article maps out the future directions of inclusive education. It concludes with a reflection on my first days as a ‘teacher of special educational needs’ and my work to support Kenny, a student with cerebral palsy. This personal reflection maps out a different form of educational success that perhaps could provide a forward momentum to develop more successful inclusive education policy and practice. 相似文献
4.
The article documents findings from a pilot study undertaken in 2012–2013 in a special needs secondary school in the England, that trialled the use of a multimedia advocacy tool, “The RIX Wiki”. The trial was part of the pathfinder programme, which aimed to reform existing Special Education Needs provision, from the system of statementing to one of developing education health care plans. The reforms became enshrined in the Children and Families Act (2014). The findings were overall positive and helped with person-centred planning processes. The discussion is framed within current and future policy directives. We argue that multimedia advocacy approaches and software tools, like the “RIX Wiki” will have a continued role to play in ensuring the needs, aspirations and choices of children and young people with learning disabilities remain central. 相似文献
5.
Jennifer Catharine Evans Hennie Yip Kannass Chan Christine Armatas Ada Tse 《高等教育研究与发展》2020,39(4):643-656
ABSTRACTOnline learning has become a ubiquitous part of the educational landscape and how teachers are supported in developing approaches to teaching online is a fundamental aspect of the students’ learning experience. Based on the implementation of a professional development course on becoming an online teacher offered in a blended learning mode at one university in Hong Kong, this article proposes that offering this type of professional development in a blended mode is very effective in facilitating enhanced usage of the university’s learning management system. In a blended mode, teachers are actively engaged with blended learning and were found to make more extensive use of features/tools in Blackboard after they attended the professional development course. Results support that offering professional development in a blended mode provides teachers with an authentic student perspective, at the same time as they take guided steps in the teacher’s role in blended learning. 相似文献
6.
A named professional with responsibility for overseeing and coordinating the educational inclusion of pupils with special educational needs and disabilities has become an important school role in many countries. In England, the SENCO (special educational needs coordinator) became a mandatory role in 1994, and associated mandatory training was introduced in 2009. A questionnaire survey of 618 in-training and actual SENCOs revealed that their motivating interest in becoming a SENCO varied. An exploratory factor analysis of 32 items covering different interests in the role yielded four interest factors in becoming a SENCO: outward-facing factors (‘inclusion’ and ‘high-quality provision’) and inward-facing factors (‘educational and professional development’ and ‘leadership voice and status’). The outward-facing factors were viewed as more important to respondents than the inward-facing factors. Interest factors did not interact with organisational variables, including age group taught and school quality. Nevertheless, younger SENCOs and those engaged in training were more motivated by educational and professional development. SENCOs holding school leadership contracts were more motivated in developing leadership voice and status compared with their classroom teacher peers. Moreover, there was a significant overall difference with women reporting a higher interest than men across all factors. 相似文献
7.
This study examines the professional experiences of casual relief teachers (CRTs) and some of the challenges they face through the lens of practice architecture theory. Practice architecture theory considers human activity through the multi-layered lens of sayings, doings and relatings. A survey was used to collect responses from 104 CRTs who are teaching or have previously taught in Australian primary schools. The responses were examined using thematic content analysis to gain insights into their experiences of professional practice. In addition, the demographic information from the survey identified three main categories of CRTs which contributed to better understanding of distinct needs and experiences of each type of CRT. Results indicate that many participants saw casual teaching as a negative and alienating experience due to lack of access to school information, lack of support for accreditation and feelings of exclusion from school communities. The need for greater access to information about professional learning was also highlighted. However, others enjoyed the flexibility and sense of belonging they experienced as CRTs. The present study contributes to CRT research by identifying similarities and differences across the three CRT groups and applying practice architectures as a new theoretical lens through which to analyse their professional experiences. 相似文献
8.
The development of three-dimensional learning among all K-12 student demographics remains a prominent goal for the field of science education. However, substantial research in science teacher education for urban populations showcases hurdles to overcome in order to achieve this goal, particularly for elementary teachers. Research shows that urban elementary teachers are often ill-prepared to develop a type of science pedagogy responsive to students' learning needs. The fidelity of such pedagogies that these teachers adhere to when trying to implement such a requested content–relationality between these populations and how their local contexts can be used as sites to learn science in relevant ways are often not fully realized, as well. Given that science achievement gaps exhibit racial disparities starting in primary grades and attitudes toward science have been shown to affect academic achievement and motivation, we argue that one way to ameliorate, in at least an incremental way, this disparity is to design novel learning experiences to prime students to see the relevancy of science in their local contexts before such three-dimensional designed learning is set to occur. In this research, we leveraged the immersive nature of Virtual Reality 360 videos and present a design-based research iteration testing how this novel technologically enhanced learning experience may have influenced close to 400 urban elementary students' attitudes toward science around those attitudes labeled as “behavioral beliefs” by the field. Using a concurrent, convergent mixed-methods design with a two-way multivariate analysis of covariance quantitative data set triangulated with students' qualitative self-reports that were transformed into quantitative preponderances in graphic form, the data support that our design iteration emphasizing the importance of context as a design focus can prime students who struggle to see science as relevant to change their attitudes. Implications are discussed around relationality, novel technological affordances, and the use of local contexts as learning resources. 相似文献
9.
Rosalind Merrick 《Support for Learning》2020,35(1):101-118
There are legal, moral and practical reasons to involve pupils in planning provision for their special educational needs. We do not yet know how principles are implemented in practice. This study explored the views and experiences of 64 teachers with an interest in special educational needs through an online survey. Participants reported greater pupil involvement in everyday matters, less in conceptual aspects of planning. Effective strategies were based on good teacher-pupil relationships and school-wide systems for sharing pupil views. Participants gave examples of the impact of pupil participation on teacher insight, pupil motivation and material provision. 84 per cent indicated that they would like pupils to be more involved in decisions about their provision than they currently are. Barriers included the nature of children’s difficulties and practitioner attitudes. Listening to children is intrinsic to good teaching, yet pupils also benefit from a more formal role in provision planning. 相似文献
10.
AbstractThe Mystery Room is an educational escape room based on information literacy and applied to multiple audiences, including first-year students and library student employees. In this article, we explain how we developed the game, its theoretical underpinnings, and why it’s a flexible workshop for a variety of audiences. 相似文献