排序方式： 共有8条查询结果，搜索用时 15 毫秒
1
1.
Interest in the quality of published research is evident across the range of disciplines including education. Several comprehensive studies either sponsored or published by the American Educational Research Association attest to this fact. In the sciences, citation analysis is attracting interest as a methodology for assessing research. The procedure has both theoretical and practical promise. The present study considers an overlooked source of information, reprint requesting, as a possible adjunct to citation analysis. The study stems from the questionnaire responses of 24 reprint requestors for an article by the authors. Requestor characteristics, motives, and reprint uses are considered. Implications for further research are advanced. 相似文献
2.
3.
This article (written before the publication of the recent Green Paper) by Hugh Williams and Sheelagh Maloney, Senior Educational Psychologists: Birmingham Education Department, is timely as it provides practical solutions to the problems of 'Statementing'. Their suggestions are not only within the spirit of the Paper, but go even further in suggesting practical solutions to the ending of 'Statementing'. The approach proposed is based on extending the ideas behind the SEN Code of Practice, and they describe how children's and parent's rights, and their involvement, could be advanced through a fluent process: reduced bureaucracy; shorter time-scales; and the greater involvement of schools in ensuring appropriate resources. Further, the proposed system would enhance the prospects of encouraging increasingly inclusive practices, and would remove a major conceptual barrier to all children being educated in mainstream schools. 相似文献
4.
5.
Sheelagh Chadwick 《Educational Action Research》2017,25(5):755-769
Music teachers in Botswana’s junior secondary schools could transform their students’ and their own experience of music education through understanding, using and establishing action research as part of their practice. Furthermore, they could significantly impact the education system, by challenging its current paradigm and ultimately shifting its focus towards more socially just values and outcomes. These changes are long overdue, long written about and anticipated, long mandated through policy and accompanied by numerous research studies observing and theorizing the absence of student-centred pedagogy. This article situates the proposed project in relation to other African research studies in education reform. The project seeks to change, improve, and eventually re-structure and reinvigorate the teachers’ personal, professional and political landscapes not only through the changes to their practice, but through coming to see the subject area, their role in its delivery and their agency in an entirely new way. 相似文献
6.
This paper uses Ireland – one of Europe’s most rapidly changing societies – as a case study and examines progress towards an inclusive education system. It explores policy and progress on developing an inclusive system under a number of key headings: social class, ethnicity, gender and disability. On the basis of analysis of official statistics and of research evidence from a study of the inclusion of children with disabilities and special educational needs, this paper assesses whether the impact of recent state policy and legislative change has significantly increased the degree of inclusion in the education system under the four headings. There is a particular focus on the area of disability. The particular questions explored in this paper are whether the unprecedented changes which have taken place in Ireland since the mid‐1990s have resulted in a more inclusive system, an increase in equality, and an increase in inclusive practices in schools. On the basis of the available evidence, the results appear to be mixed. 相似文献
7.
Sheelagh Drudy 《Irish Educational Studies》2013,32(3):259-273
This paper explores a number of themes relating to gender and teaching. The existing balance of women and men in the teaching profession in Ireland and internationally is examined; patterns at entry to initial teacher education in Ireland are outlined; gender differences in final awards are presented; finally, sociological questions raised by these trends are discussed. The international figures on teaching presented imply that the feminisation of teaching is a historical and economic process as much as it is a social, psychological or educational one. What is clear from the analysis of the feminisation of teaching presented here is that prior educational achievement by young men plays a significant role in their patterns of entry into initial teacher education. The lower levels of achievement by men also extend to the levels of award taken in their initial teacher education courses. However, higher educational achievement by women in undergraduate university courses is not confined to initial teacher education but is to be found in almost all disciplinary areas. 相似文献
8.
1