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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
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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
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Joachim Vanwalleghem Ives De Baere Mia Loccufier Wim Van Paepegem 《Sports Engineering》2018,21(2):75-84
The stiffness measuring method for bicycle frames is not standardized, leading to a wide variety of test setups; they differ in many aspects such as applied load, support constraints and frame deflection measurement. The aim of this paper is to draw attention to this problem and to quantify the perturbing, unwanted side effects that influence the stiffness measurement of the bicycle frame. This is illustrated by developing a multi-purpose rating test method for bicycle frame stiffness. The proposed test rig design considers different aspects which should be taken into account when measuring the bicycle frame stiffness. In the experimental setup, it is observed that the contribution of the test bench compliance led to 21% difference in the frame stiffness results; the influence due to the head, the tube-bearing type the corresponding preload resulted in up to 19% difference in the stiffness results between the lowest and highest stiffness values measured; hysteresis effects caused by pulleys are estimated to introduce errors up to 11%; and the influence due to the operator variability and sensor accuracy is estimated to be less than 3%. 相似文献
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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 (Mage = 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
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通过对新建民办高校实验室队伍在人才培养中的作用和建设现状进行分析,存在学校重视不足、队伍结构不合理、人员不稳定等突出问题,并就其建设策略进行了探讨。通过学校政策性的引导、学院政策的落实和实验室人员自身的努力三个层面进行建设,层层落实,逐步建设。努力建设一支职称年龄结构合理、乐于奉献、业务娴熟、掌握时代前沿科技和具有创新活力的实验室队伍,是高校开展实验教学改革和提高实验教学质量的根本保证。 相似文献
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Mia Ocean John Cronin Joshua Granat 《Community College Journal of Research & Practice》2013,37(9):622-624
ABSTRACTCommunity colleges are often boxed into university models despite the unique nature of their institutional missions and student populations. We believe community colleges need to develop their own models, rooted in their distinctive missions, to encourage student success. We illustrate this through our experience with a short-term research assistantship program. The program created a brief, but important, way to enhance the student–professor relationship and engage students in applied research practices. It also provided a resource to assist community college faculty in conducting their own, original research. We hope others will not only develop similar programs, but perhaps more importantly, that this article will spur bottom-up, creative thinking to engage time-constrained, community college students in meaningful ways. 相似文献
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Mia Ocean Robbie Allen Carrie Thompson Keston S. Lyman 《Community College Journal of Research & Practice》2013,37(12):897-900
ABSTRACTCommunity 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
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ABSTRACT