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1.
《Australian Journal of Learning Difficulties》2013,18(1):3-15
Abstract This study compares the views of primary teachers from South Australia and New South Wales on selected aspects of inclusive education. The questionnaire administered in the study probed the following issues: (i) the numbers and types of students with special needs in inclusive classes; (ii) any benefits that had occurred as a result of including children with disabilities in mainstream classes; (iii) the types of disability or , ‘special educational need’ most difficult to cater for in the regular classroom; (iv) the teachers’ level of satisfaction with the personal and material support available within their schools; and (v) the amount of special education training each teacher received during their pre‐service and in‐service experience. The questionnaire was sent to a representative sample of schools listed in the Disadvantaged Schools and Country Areas Programs in both states. Seventy‐seven (77) responses were received and analysed, comprising forty‐one (41) from teachers in South Australia and thirty‐six (36) from teachers in New South Wales. The overall patterns of responses from teachers in NSW and South Australia were similar. Major findings indicate that approximately one third of teachers in both South Australia and New South Wales report definite benefits associated with having students with disabilities enrolled in their classrooms. However, teachers in both states also report that the major difficulties they encounter are ‘lack of time’, combined with difficulty balancing the demands of all students. Specific obstacles to implementing inclusive practice included class size, lack of appropriate teaching resources, behaviour problems exhibited by some students (resulting in a need for constant behaviour management), and lack of appropriate professional training in inclusive methods. The article discusses these and other factors reported by the teachers. This investigation adds usefully to Australian research into problems and practices associated with inclusion. Peter Westwood is an Associate Professor in the Department of Education, University of Hong Kong, where he teaches and researches in the field of special education. For twenty‐five years he was a teacher, lecturer and researcher in Australia. He is author of the recent books Commonsense methods for children with special needs (published by Routledge), Spelling: approaches to teaching and assessment, and Numeracy and learning difficulties (both published by Australian Council for Educational Research). Lorraine Graham is senior lecturer in Special Education at the University of New England. After some years as a primary teacher in Queensland, she completed her Masters and Ph.D. at Simon Fraser University in Vancouver, British Columbia. Lorraine is particularly interested in ways to foster the literacy skills of students with learning difficulties. Her current projects focus on cognitive strategy instruction, inclusive education and automatkity in basic academic skills. 相似文献
2.
Emmanuel Mayeza 《Discourse: Studies in the Cultural Politics of Education》2018,39(1):128-141
South African research on young children’s constructions of social identities illuminates the significance of play in the construction of gender identities. However, what remains largely understudied are the children’s construction of sexualities through play. The dominant discourse of ‘childhood innocence’ obscures the variegated understandings of the meanings children attach to sexualities. This paper will explore how some South African boys and girls aged 9–10 years construct themselves as active heterosexual subjects through football talk and play during break-time at school. The paper will demonstrate how the school playground is constructed by the ‘charmer boys’ as a ‘football space’ where they use football performance to impress and charm the ‘cream girls’ who are relegated to the margins as spectators of the football games. However, the paper will also argue that gender power relations are complex and that the position of the ‘creamers’ is infused with power as reflected in the role that they play as assessors of the boys’ performance. 相似文献
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Panos Vostanis Wai‐Ling Bickerton Stuart Cumella Man Cheung Chung Caroline Winchester John Doran 《欧洲特需教育杂志》2013,28(1):117-124
ABSTRACT Parents and teachers of 109 children selected from the Special Needs Register and living in a multiethnic urban health district participated in the study. Their perceptions of children's behaviour at home and at school were measured by the Aberrant Behavior Checklist(ABC). About two‐thirds of the subjects presented with at least one type of maladaptive behaviour of at least moderate severity within their family, and 50 per cent had similar difficulties at school. The dimensions of hyperactivity and irritability were the main causes for concern by both sources. Contrary to previous studies, high rates of parent‐teacher agreement were found. This significant association was not affected by factors such as age, ethnicity or type of school. The implications for the provision of services for children in special education are discussed. 相似文献
5.
《Journal of Education & Work》2012,25(2):103-112
Abstract In Australia, the needs of non‐tertiary bound students have been the focus of a number of special initiatives funded by the Commonwealth Schools Commission. One such intitiative, the Commonwealth‐State Transition Education Programme was designed to help students prepare for work while completing their schooling. In this paper, a particular transition education project is described and its effectiveness as an agent of whole‐school improvement is discussed. 相似文献
6.
《Australian Journal of Learning Difficulties》2013,18(4):12-18
Abstract This article describes the various changes in beliefs and practice that have occurred in relation to children's learning and recall of basic number facts. The writer also reports results from a survey involving the assessment of basic number knowledge of 2297 primary school children in South Australia. A comparison was made between their results and the results obtained when similar children were assessed on the same tests twenty years earlier. Children's overall performance in the recent testing was inferior to that assessed in 1975. The differences between the average scores in 1975 and in 1995 reached statistical significance (p < .01) in twenty‐three of the thirty‐two comparisons made. The decline in rapid recall of simple addition and subtraction facts was relatively minor, but poorer performance in recall of multiplication and division facts was more significant at all age levels. An argument is put forward that it is still very important for children to develop automaticity in recall of number facts in order to facilitate higher‐order processing in problem solving. 相似文献
7.
Josephine May 《History of education》2018,47(2):209-224
AbstractBuilding on the author’s previous work on Australian national cinema and schooling, this article explores the representation of the female primary school teacher in the television mini-series entitled Marion (Australian Broadcasting Commission, 1974). Using narrative analysis, it argues that this representation is disruptive of patriarchal gender relations, demonstrating ‘hyper-linear history’ where an exemplary relationship is created between the disrupted gender relations in school leadership in Australia caused by the Second World War and the ongoing disruption of gender relations occasioned by the second-wave women’s movement in the 1970s. This mini-series shows how history, gender and representation are mobilised to create a unique cinematic historical argument about the gendered nature of Australian primary school teaching. Finally, the article reflects briefly on the situatedness of this reading out of the Global South. 相似文献
8.
This article uses the biographies of three German teachers to explore nineteenth century German immigrants' efforts to provide education which upheld their ethnic traditions and prepared their children to take their place in the British colony of South Australia. Lutheran schools, German state schools and private schools initially performed these functions in both rural and urban areas. Once compulsory schooling was introduced in 1875, however, German state schools were marginalised as English became the only language of instruction in the rapidly expanding state school system, and many private schools closed. Rural Lutheran schools maintained their role as nurseries of the church but also accommodated the demand for English language and culture by using state school courses of instruction in many subjects. In essence, by 1900 schools were no longer the key sites for the maintenance of German language and culture in South Australia 相似文献
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AbstractTeacher education programs in the US, recognizing the mismatch that exists in preschool provision between mostly white teachers and a very diverse intake of young children, have begun to explore ways of raising racial awareness among pre-service teachers, with the aim of improving non-white children’s classroom experiences and outcomes. This paper analyzes 60 critical memoirs written by students about their own awareness of their identity to demonstrate the intersectionality of teacher identity, and in particular the impact of social class, ethnicity, gender, sexuality and religion on the processes whereby white students acquire a successful white teacher identity. In doing so, it highlights the ways white pre-service teachers who hope to work with young children imagine or realize their whiteness as it intersects with other aspects of their identities. 相似文献
10.
J. C. Adigwe 《International Journal of Science Education》2013,35(7):773-780
Abstract This study investigated ethnic and gender differences in test anxiety and achievement test performances of Nigerian junior secondary school students. The sample consisted of 100 Ibibio, 100 Yoruba and 100 Tiv students randomly drawn from four rural schools in each ethnic zone. Each sample consisted of 50 male and 50 female students, between the ages of 11 and 16. Two research instruments, a test anxiety scale and an integrated science multiple‐choice test, were used, Multivariate analysis of variance indicated that: (i) there were significant ethnic and gender effects on the test anxiety and achievement test performance of the students; (ii) there was significant negative correlation between test anxiety and achievement test performances for the ethnic and gender groups of the students, except for the Yoruba female students who had insignificant negative correlation for the two variables. The significant negative correlation remained when the effects of gender and ethnicity were statistically controlled; (iii) test anxiety was affected by the inter‐active effects of gender and ethnicity; (iv) achievement test performance was affected by gender, ethnicity and test anxiety, and their interactive effects. 相似文献
11.
Sue Jackson 《Gender and education》2007,19(1):61-77
Children’s cultural worlds provide them with many different sources of information about gender and work. Early school reader illustrations, for example, are a cultural resource that produces particular meanings about gender, however children may also draw on understandings from other contexts to make their own sense of these representations. The study described in this article interviewed young children about illustrations depicting women and men’s work in two early school readers. Feminist poststructuralist analyses were used to examine representations in illustrations and how children made sense of them. Findings revealed variability of meanings about gender and work in both illustrations and the children’s accounts, assigning women agency and equality on some occasions while locating them in a gender hierarchy below men at other times. Although findings illuminate children’s access to an egalitarian discourse, they also point to an ongoing need to support and encourage children’s critical reading of texts. 相似文献
12.
Dynamics of parent involvement at a multicultural school 总被引：1，自引：1，他引：0
Cynthia Levine‐Rasky 《British Journal of Sociology of Education》2009,30(3):331-344
This paper describes a research project that uses Pierre Bourdieu's concepts of habitus and cultural and social capital to penetrate how middle‐class parents exercise influence and form positive relationships at the neighbourhood public school that serves various ethno‐cultural groups of students. One group of white, economically privileged students have populated the school since its founding; the others are new, immigrant, and diverse in ethnicity, race, and immigrant status. The parents of the former group of children enjoy active involvement in the school and trusting relationships with teachers that involves their differentiation from and exclusion of the new immigrant group. While the paper affirms the importance of social class differences in parent involvement, it integrates additional dimensions of immigration status and ethnicity. 相似文献
13.
Deevia Bhana 《British Journal of Sociology of Education》2008,29(1):3-14
This paper explores the salience of sport in the lives of eight‐year‐old and nine‐year‐old South African primary school boys. Drawing on ethnographic and interview data, I argue that young boys' developing relationship with sport is inscribed within particular gendered, raced and classed discourses in South Africa. Throughout the paper I show differences and durability of meanings across the social sites that affect and position blacks, white, boys and girls. It is argued that young boys' early association with sport is centrally about identity and doing sport, or at least establishing interest in sport is one important way in claiming to be a real boy. The findings have implications for the call by the South African Government to get the nation to play. 相似文献
14.
The word “acceleration” continues to generate controversy. Although the literature makes it clear that acceleration in its various guises is a positive intervention for many gifted students, educational practitioners in Australia continue to resist the evidence and campaign actively against allowing students to take this option. This article synthesizes 3 research projects conducted in New South Wales, Australia, exploring different forms of acceleration. The first project involved an investigation of the Early Entry policy for gifted children in one region of the state; the second reports on the experiences of students who skipped at least 1 grade; and the third examines a vertical programming system that allows students to accelerate within subjects at an academically selective high school. Based on these research studies, this article explores the issues that are at the center of the acceleration debate. 相似文献
15.
Using longitudinal data, the authors assessed 585 Dominican, Chinese, and African American adolescents (Grades 6–8, Mage at W1 = 11.83) to determine patterns over time of perceived ethnic‐racial discrimination from adults and peers; if these patterns varied by gender, ethnicity, and immigrant status; and whether they are associated with psychological (self‐esteem, depressive symptoms) and social (friend and teacher relationship quality, school belonging) adjustment. Two longitudinal patterns for adult discrimination and three longitudinal patterns for peer discrimination were identified using a semiparametric mixture model. These trajectories were distinct with regard to the initial level, shape, and changes in discrimination. Trajectories varied by gender and ethnicity and were significantly linked to psychological and social adjustment. Directions for future research and practice are discussed. 相似文献
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This paper examines young South African school children’s understanding of HIV/AIDS. Based on ethnographic work in two schools in Greater Durban, it explores the impact of HIV/AIDS on the ways in which gender and sexuality are articulated against the backdrop of race and class specific contexts. The first part of the paper examines the children’s discourses of sex, sexuality and HIV/AIDS. We show that young children’s meanings of sex, sexuality and are not straightforward and are actively produced and defined through a range of social processes. These processes shape the extent to which young children experience sexuality within discourses of fear and pleasure. Young children’s meanings of HIV/AIDS are explored in the second part of the paper. Here we show how their knowledge of HIV/AIDS is socially structured through class/race and gender and these forms of social relations provide the framing and reference points for children’s constructions of meanings around HIV/AIDS. We finish the paper by raising some theoretical and practical/political questions about the implications of what we have found for HIV/AIDS education in South Africa. 相似文献
18.
Gender differences in academic performance and achievement have been of policy concern for decades—both interest in lower performance by girls in the areas of mathematics and science and, more recently, in boys' underperformance in most other academic areas. Much previous research has focused on gender gaps, while overlooking other factors that may play a role, such as ethnicity. This study looks at the gender differences in cognitive assessments at age five across ethnic groups in a sample of English children from the Millennium Cohort Study. While girls generally perform better than boys, general trends mask some differences across ethnic groups. Results show gender gaps at the mean are largest for black and Pakistani and Bangladeshi children and smallest for white children, they are also larger for the teacher‐rated assessments than for the survey‐administered tests. 相似文献
19.
Murray Oswald 《Educational studies》1995,21(2):265-276
Previous studies of discipline problems in junior primary and primary schools have indicated that the majority of behaviour management problems both inside and outside classrooms can be attributed to relatively small numbers of children who persist in difficult‐to‐manage behaviour. This study explored particular aspects of these children's behavioural characteristics, as reported from the results of a survey of principals from the majority of junior primary and primary schools in South Australia. The data summarised propose a tentative profile of these difficult‐to‐manage children, together with findings concerning the impact their behaviours have on the school staff. Suggestions are offered for more effectively meeting the demands and needs of these children. 相似文献
20.
Rosemary Dobbins 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):32-40
Two recent trends in teacher education in Australia have been partnerships and internships or extended practica. Both of these trends are underpinned by a recognition of the importance of site‐based learning as part of teacher education and professional development. Whilst many extended practicum programs in Australia are in their infancy, it is worth examining the grounds on which they were established and the opportunities they provide for the participants. This paper is concerned with an Extended Practicum Program (EPP) that is based on a partnership between Charles Sturt University in Wagga Wagga, the New South Wales Department of School Education (NSW DSE) and the New South Wales Teachers Federation (NSW TF). 相似文献