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1.
Sue Ralph Carmel Capewell Elizabeth Bonnett 《British Journal of Special Education》2016,43(3):215-232
This article briefly discusses the long history of violence towards disabled people which sets the context for an analysis of the modern‐day form of violence known as disability hate crime (DHC). People who look or behave differently to others often find themselves victims of violent crimes. The language used to describe disabled people contributes to their diminished position in society. A brief review of definitions of DHC and exploration of news media coverage of the Pilkington and Askew DHC cases are undertaken. Cultural scapegoating of disabled people is discussed. Disabled people are perceived as contributing to their own victimisation, the lack of support afforded to them by society and the failure of systems meant to protect them. As long as disabled people remain outside mainstream society, they are unlikely to achieve the same levels of respect and protection from crime that other groups in society are afforded. 相似文献
2.
Carmel McNaught Dianne Raubenheimer Margaret Keogh Rob O'Donoghue Jim Taylor 《Research in Science Education》1992,22(1):291-298
This paper describes an ongoing process of participatory curriculum development. It outlines some of the tensions which need
to be explored in science curriculum development: debates about the nature of science, of society, of school science content
and of learning theories. The process whereby action can arise from this debate is also explored. An example will be outlined
of a network of science curriculum action which has developed from the work of a range of science education projects in Natal,
South Africa.
Specializations: science curriculum development from primary to tertiary level.
Specializations: inservice primary science teacher development.
Specializations: inservice teacher development, biology education.
Specializations: environmental education, teacher development.
Specializations: environmental education, teacher development. 相似文献
3.
Carmel Thompson 《职业技术教育》2007,(27):25-26
要让人们赶上时代的步伐,就要对他们进行及时的、非常切实有用的培训,有可能就给他们很短的一点时间的培训,如果他们有时间的话,就可以马 相似文献
4.
This study employs narrative methods to give a holistic view of the experiences of five mature age preservice teachers in
a semester unit of science education. The unit was designed to help teachers examine and make explicit their ideas about science
and science teaching and consider ways in which they might put those ideas into practice. The pivotal theme, around which
the teachers' experiences could be organised, was found to be learning science. The preservice teachers expressed a need for
a supportive learning environment in which concepts were built gradually and introduced using concrete examples. Previous
science experience was found to be a major influence on the attitudes the participants brought to the present course. A lack
of previous experience or negative past experiences were a major cause of anxiety. Gender was also important as it had limited
the science experiences available to some participants in the past and continued to influence the way they participated in
classes during the semester.
Specializations: primary science, science teacher education, primary school field experience.
Specializations: formation of teachers' knowledge, leadership, teacher change, school reform. 相似文献
5.
Mr David Tulip Mr David O'Connell Ms Lorraine English 《Research in Science Education》1994,24(1):331-337
A study of students from a primary school and its local secondary school was conducted to investigate students' relative interests
in geology and biology during the years prior to Year 10. Students from Years 1, 3, 5, 7 and 9 were interviewed, using an
innovative interview technique, and results show that interest in both subjects appears to be fairly evenly distributed throughout
all years. This paper reports on the study conducted and illustrates the success of the interview technique developed to accommodate
all students, especially those from younger year levels.
Specializations: science teacher education, biology teacher education.
Specializations: economic geology, mineralogy, geological education.
Specializations: primary science education. 相似文献
6.
7.
8.
Cathryn Knight Zoe Clegg Carmel Conn Matt Hutt Tom Crick 《British Journal of Special Education》2022,49(1):6-23
Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised. 相似文献
9.
Debra Nestel Roger Kneebone Carmel Nolan Kash Akhtar Ara Darzi 《Assessment & Evaluation in Higher Education》2011,36(2):171-183
Assessment of clinical skills is a critical element of undergraduate medical education. We compare a traditional approach to procedural skills assessment – the Objective Structured Clinical Examination (OSCE) with the Integrated Performance Procedural Instrument (IPPI). In both approaches, students work through ‘stations’ or ‘scenarios’ undertaking defined tasks. In the IPPI, all tasks are contextualised, requiring students to integrate technical, communication and other professional skills. The aim of this study was to explore students’ responses to these two assessments. Third‐year medical students participated in formative OSCE and IPPI sessions on consecutive days. Although performance data were collected in both assessments, quantitative data are not presented here. Group interviews with students were conducted by independent researchers. Data were analysed thematically. The OSCE and the IPPI were both valued, but for different reasons. Preference for the OSCE reflected the format of the summative assessment. The IPPI was valued for the opportunity to practise patient‐centred care in a simulated setting which integrated technical, communication and other professional skills. We posit that scenario‐based assessments such as the IPPI reflect real‐world issues of patient‐centred care. Although the limitations of this study prevent wide extrapolation, we encourage curriculum developers to consider the influence of assessments on what and how their students learn. 相似文献
10.
Carmel Conn 《Journal of Research in Special Educational Needs》2014,14(3):153-159
The social needs of children with autism are complex, and their inclusion in mainstream schools necessitates a consideration of the nature of a child's participation in peer culture and how it is received by others. The case study reported here sought to investigate the social engagement of a child with autism and his peers using naturalistic methods to provide contextualised and detailed information. A comparative approach was used to study different social contexts: the wider class group, the peer group which included the child with autism, and the individual participation of the child with autism compared with this smaller group. Findings indicate that the child with autism demonstrated a number of competencies in relation to his own social group and that social difficulties were not necessarily seen as a weakness within the peer culture. The importance of careful analysis of social processes and the use of reflective assessment to autism education is highlighted. 相似文献