Trends in SEN identification: contexts,causes and consequences     

Jo Hutchinson  Sami Timimi  Neil McKay 《Journal of Research in Special Educational Needs》2021,21(1):19-38

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‘Teaching’ the path towards university: understanding student access through storied-futures and meritocratic grand narratives     

Neil Anthony Buddel 《British Journal of Sociology of Education》2018,39(1):16-31

The notion that the stories of our lives shape dispositions towards imagined futures is another lens through which university underrepresentation should be viewed. A storied lens attends to how futures, like university attendance, are storied during childhood to the extent that some youth imagine, and therefore plan, these futures as natural progression. Such was the case for study participants, indicating that childhood stories contain answers for mitigating social reproduction connected to parental education and cultural forces within the home. Examining social mobility through the underexplored storied-futures grand narrative presents unique solutions that lay hidden within the dominant meritocratic grand narrative.  相似文献   

Looking for laws     

S. French 《Metascience》2006,15(3):437-469

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The Democratic Curriculum: Concept and Practice     

Neil Hopkins 《Journal of Philosophy of Education》2014,48(3):416-427

Dewey continues to offer arguments that remain powerful on the need to break down the divisions between ‘academic’ and ‘vocational’ in terms of his specific theory of knowledge. Dewey's writings are used to argue that a democratic curriculum needs to challenge such divisions to encompass the many forms of knowledge necessary in the contemporary classroom. Gandin and Apple's investigation of community participation (Orçamento Participativo or Participatory Budgeting) in the curriculum of the Citizen School in Porto Alegre, Brazil, will be explored as an example of democratic structures informing educational planning. The work of Paul Hirst, Atli Har?arson and Chris Jane Brough is analysed regarding the issue of curriculum aims and student negotiation. Dewey's emphasis on learning as a collective enterprise will resonate here. Brough offers innovative research on student‐centred curriculum integration that suggests even very young children are able to participate in debate over their own learning. Hirst and Har?arson provide contrasting views on the issue of curriculum aims—Hirst arguing that a curriculum cannot exist without definable aims while Har?arson challenges the very notion of settled aims if students are to be reflexive regarding their education. The article also refers to the work of Alexander on the use of dialogic questioning in the classroom. Such questioning, it is suggested, enhances and encourages collaborative forms of enquiry necessary for a democratic curriculum through discussion between teachers, students and other stakeholders.  相似文献   

The deployment,training and teacher relationships of teaching assistants supporting pupils with autistic spectrum disorders (ASD) in mainstream secondary schools     

Wendy Symes  Neil Humphrey 《British Journal of Special Education》2011,38(2):57-64

Growing numbers of pupils with autistic spectrum disorders (ASD) are attending mainstream schools, and increasing numbers of additional staff are being deployed to support them. Recent research has cast doubt on the effectiveness of this support, by highlighting issues relating to deployment and training, and to relationships with class teachers. This study, conducted by Wendy Symes, who is a Research Associate at the University of Manchester, and Neil Humphrey, who is Professor of Education in the same university, interviewed 15 teaching assistants supporting pupils with ASD in four mainstream secondary schools in the north‐west of England to explore these issues. Analysis yielded several key findings. The majority of teaching assistants worked with just one pupil at a time and worked in a variety of lessons. Their role primarily involved helping pupils to stay focused and follow instructions. Many teaching assistants had no experience of ASD prior to starting their job. The amount of training received varied, but all felt that generic training about ASD was not helpful. A lack of time for joint planning with teachers was raised as a key concern. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

Critically reflexive dialogue and praxis: Academic/practitioner reflections throughout a formative evaluation of Circles® USA     

Mary Jane Collier  Brandi Lawless 《Journal of Applied Communication Research》2016,44(2):156-173

Reflections about the use of critically reflexive praxis by academic/practitioners are offered based on a case study of a formative evaluation of Circles^® USA, a nonprofit organization coordinating initiatives across the U.S. working to move families out of poverty. Critically reflexive praxis is theorized as featuring several themes including acknowledging different levels of context, critical dialogue with collaborators, engaging cultural difference and intersectionalities, problematizing power relations and relationships among researchers and collaborators, and occurring throughout the research project. Examples of critical dialogic reflexivity and navigating common tensions that emerge throughout such community engagement projects are detailed during three phases: planning and design; fieldwork and interviews; and outcomes, applications, and implications.  相似文献   

Effects of environmental intervention on sedentary time,musculoskeletal comfort and work ability in office workers     

Ying Gao  Nina Nevala  Neil J. Cronin  Taija Finni 《European Journal of Sport Science》2016,16(6):747-754

Sit–stand workstations offer a potential strategy to reduce prolonged occupational sitting. This controlled intervention study examined the effects of an environmental intervention on occupational sedentary time, musculoskeletal comfort and work ability, and the usability of sit–stand workstations in office work via a self-reported questionnaire. The intervention group (n?=?24) used sit–stand workstations during the 6-month intervention period, and the control group (n?=?21) used traditional sitting workstations. The results showed that working at sit–stand workstations can reduce sitting time significantly compared to control workstations (?6.7% vs. 5.0%, p?=?.019), which is reallocated mostly to standing (r?=??0.719, p?p?=?.028), as well as work ability (p?=?.022). The majority of intervention subjects rated sit–stand workstation adjustability as good (83.3%), and 75.0% were satisfied with the workstation. About 41.7% of the intervention participants, who were exclusively female, used the sit–stand function on a daily basis. While the environmental change alone was effective, it is likely that promoting the daily use of sit–stand workstations with counselling would lead to even more substantial positive effects.  相似文献   

A brief for individual merit in Michigan     

Stanley Rothman  S. M. Lipset  Neil Nevitte 《Academic Questions》2000,13(4):70-86

Amicus Curiae

A brief for individual merit in Michigan Covington &; burling for the national association of scholars  相似文献   

THE ROLES OF TEACHER‐TUTORS     

K. G. Collier 《Journal of educational administration and history》1978,10(2):50-54

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Student counselling in Australian universities: Forty years of development     

Neil Quintrell  Margaret Robertson 《International journal for the advancement of counseling》1995,18(4):203-221

Since the first development of counselling services in Australian universities in 1953, the tertiary system, and counselling services within them, have undergone a forty-year period of growth and change, and now all universities have counselling services which typically focus on short-term counselling interventions and are characterised by high levels of professionalism. Two case studies provide a picture of the situation in Australian universities. One case is that of an older and larger institution recently formed as a multi-campus university by amalgamations and with its main campus in the inner city of Australia's second-largest city. The contrasting case is of a newer, suburban university in one of the smaller capital cities. The challenges facing university counselling services in the future include the continuing pressure for greater accountability, the increasing demands of a multi-cultural clientele, the temptation to take on a wider range of tasks than can be sustained, and its obverse, the risk of over-specialisation.  相似文献