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Kathryn Gibb Daniel Tunbridge Angelia Chua Norah Frederickson 《Educational Psychology in Practice》2007,23(2):109-127
The present study investigated a schools partnership program that has achieved an unusually high level of reintegration of children with Special Educational Needs (SEN) from a special school to neighbourhood mainstream schools. The study explores, through a qualitative methodology, the perspectives of mainstream and special school staff. Factors that were barriers and facilitators in successful inclusion are identified and a measure of social inclusion completed by peers is used to validate the perceptions of staff regarding the success of the children’s social inclusion. The article concludes by considering a model of special school–mainstream school partnerships in promoting inclusion, developed from the factors identified. 相似文献
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The current study examined the incremental validity of the Luria interpretive scheme for the Kaufman Assessment Battery for Children‐Second Edition (KABC‐II) for predicting scores on the Kaufman Test of Educational Achievement‐Second Edition (KTEA‐II). All participants were children and adolescents (N = 2,025) drawn from the nationally representative KABC‐II/KTEA‐II linked standardization sample. Consistent with previous studies, the full scale Mental Processing Index (MPI) score accounted for clinically significant portions of KTEA‐II score variance in all of the regression models that were assessed. In contrast, the Luria factor scores collectively failed to provide meaningful incremental predictive variance after controlling for the effects of the MPI. Individually, the factor scores consistently accounted for trivial portions of achievement variance. Potential implications of these results for the correct interpretation of the KABC‐II within clinical practice are discussed. 相似文献
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This essay considers the place of the secondary school literature curriculum in Singapore within the framework of ‘Thinking Schools, Learning Nation’ (TSLN), the vision set out by the Ministry of Education in 1997, and suggests alternative paths for the subject in the light of a more politicised approach towards reading texts proposed by critical literacy. 相似文献
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Angelia Poon 《Asia Pacific Journal of Education》2020,40(1):74-86
ABSTRACT This article argues for the importance and relevance of postcolonial studies in achieving the goal of cosmopolitanism through Literature education. Having significantly redrawn the overall contours of literary study in the twentieth century, postcolonial studies as an interdisciplinary critical tradition provides us with a conceptual vocabulary, analytical lens and interpretive protocols with which to interrogate rigorously many salient aspects of contemporary globalization in our world today. There are at least three main areas where postcolonialism’s contribution remains vital: i) in critical discussion about the nation and nationalism, ii) in countering Eurocentrism, and iii) in the examination of form, style and literary poetics or aesthetics. In this article, I explore each of these areas first before suggesting ways in which Anglophone Singapore literature may be taught and read through these critical emphases, with the ultimate goal of answering nation-centred goals while also fulfiling the national curriculum’s desired outcome of growing empathetic and global thinkers. 相似文献
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Uncovering the Potential: The Role of Technologies on Science Learning of Middle School Students 总被引：1，自引：0，他引：1
Angelia Reid-Griffin Glenda Carter 《International Journal of Science and Mathematics Education》2008,6(2):329-350
There is, no doubt, untapped potential in using technological tools to enhance the understanding of science concepts. This
study examines the potential by observing 7th and 8th grade middle school students’ (n = 23) use of portable data collection devices in a nine-week elective class, Exploring Technologies. Students’ use of the data collection devices and subsequent interactions were traced through audiocassette and videocassette
recordings, field notes, and student artifacts. The culminating activity for the course was a scientific investigation that
required students to use the technologies to answer student-selected research questions. To illustrate the use of technology
as a mediatory tool, an inquiry investigation of three student groups is described. In examining the three groups of middle
school students the researchers encountered specific evidence of technology maximizing students’ science learning. The students
were able to use the portable data collection devices in their investigations as they discussed scientific ideas related to
temperature and heat. The study’s findings indicated that the three student groups were able to use the tools to conduct scientific
inquiry and engage in scientific discourse. Further research on instructional approaches that allow students to develop expertise
by using technology as tools to construct knowledge about complex phenomena is encouraged. 相似文献
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