Change management and the SENCo role: developing key performance indicators in the strategic development of inclusivity     

Liz Done  Mike Murphy  Mia Watt 《Support for Learning》2016,31(4):281-295

This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos.  相似文献   

THE MUSIC GOES ROUND AND ROUND: HOW MUSIC MEANS IN SCHOOL     

Frederick Erickson 《Educational theory》1995,45(1):19-34

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On the evolution of qualitative approaches in educational research: From adam’s task to eve’s   总被引：1，自引：0，他引：1  

Frederick Erickson 《The Australian Educational Researcher》1996,23(2):1-15

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Beginning Bayes     

Tim Erickson 《Teaching Statistics》2017,39(1):30-35

Understanding a Bayesian perspective demands comfort with conditional probability and with probabilities that appear to change as we acquire additional information. This paper suggests a simple context in conditional probability that helps develop the understanding students would need for a successful introduction to Bayesian reasoning.  相似文献   

Teaching general science through film production     

Carlton W. H. Erickson 《Educational technology research and development : ETR & D》1956,4(4):268-278

Conclusion Differences in achievement under the two methods in the acquisition of information and in the ability to apply information to novel situations were in favor of the film-presentation method, and were large enough to be significant at the 2 and 5 percent levels of confidence respectively. Therefore, under the conditions of this experiment, joint pupil-teacher film production was not as effective in producing achievement in the learning outcomes measured as the film-presentation method. As regards retention of learning, the experimenter concluded that neither method was superior. It was also found that the film-production method was more costly, and that most pupils preferred it even though they did not always feel that they learned the most science by that method. How effective is the use of student film production for the teaching of content in a subject matter area? This study shows the superiority of conventional film presentation techniques over such joint pupil-teacher film production. Carlton W. H. Erickson is director of the audio-visual center and associate professor of education at the University of Connecticut. The article is based on a doctoral dissertation at the Boston University School of Education, entitled, “The Effectiveness of Joint Pupil-Teacher Motion Picture Production as a Method of Teaching General Science.”  相似文献   

Deaf readers reading beyond the literal     

M E Erickson 《American annals of the deaf》1987,132(4):291-294

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What makes a cMOOC community endure? Multiple participant perspectives from diverse cMOOCs     

Maha Bali  Maureen Crawford  Rhonda Jessen  Paul Signorelli  Mia Zamora 《Educational Media International》2015,52(2):100-115

Imagine the challenge of being immersed in a dynamic learning network where you play brinkmanship with being overwhelmed by a plethora of information, comments, and conversations on a topic of intense interest to you. Through adept facilitation, the comments and encouragement of fellow participants, and your own perseverance, you develop a network of personal connections which serve as metaphorical flying buttresses creating enough stability that you are able to learn in a new, yet profoundly meaningful way – the connectivist massive open online course (cMOOC) way. Through the lens of autoethnography, five seasoned educators collaboratively reflect on their motivation for participating in their initial cMOOC. They analyze their lived experience, what they found most engaging, and most importantly, they grapple with why cMOOC communities often endure past official end-dates. This article attempts to provide insight into the thrill and depth of learning and connection possible through participation in cMOOCs.  相似文献   

Responding to racism at school: Ethnic-racial socialization and the academic engagement of Black and Latinx youth     

Kimberly R. Osborne  Ashley A. Walsdorf  Mia A. Smith-Bynum  Samantha Redig  Dawn Brinkley  Margaret Tresch Owen  Margaret O’Brien Caughy 《Child development》2023,94(1):219-236

Guided by the Theory of Racial Socialization in Action (TRSA; Smith-Bynum in press), this study examined observed caregiver-provided ethnic-racial socialization in response to a school-based discriminatory dilemma. Forty-five Black and 36 Latinx caregivers (88% mothers) with low-income and their children (M_age = 11.09, SD = 0.29; 46.3% female) participated in Dallas, Texas from 2018 to 2019. Dyads responded to a hypothetical scenario in which a school counselor makes a discriminatory comment to the child. Results of a factor mixture analysis suggested that caregivers engaged in the dialogue using one of four approaches: Low-engaged, Legacy, Racial Literacy, or High-engaged. Profiles were found to differ significantly by the race/ethnicity and language of caregivers and were associated with youth’s concurrent behavioral engagement (R² = .04).  相似文献   

Racial Disparities,Perceptions, and Evaluations: Counseling Model Choice and the Florida College System     

Mia Ocean  Damian Hawkins  Kobitta Chopra 《Community College Journal of Research & Practice》2013,37(12):1142-1156

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Team-based Course Design: Increasing Resource Utilization and Collaboration Across Campus     

Mia Ocean  Robbie Allen  Carrie Thompson  Keston S. Lyman 《Community College Journal of Research & Practice》2013,37(12):897-900

ABSTRACT

Community colleges continue to face accountability pressures without an increase in funding, requiring creativity to meet their goals. Collaborating across departments can maximize communication and minimize waste. Team-based course design is one way to encourage interdepartmental work. Within this article, a diverse team—composed of individuals representing not only faculty, but also staff and administrators from the library, student tutoring services, and distance education departments— explains best practices based on their experience with team-based course design.  相似文献