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1.
The aims of the current study were (i) to explore the extent to which pupils with Autistic Spectrum Disorders (ASD) were effectively included in lessons, compared with pupils with dyslexia (DYS) or no Special Educational Needs (CON) and (ii) to understand how the presence of a teaching assistant (TA) influences the inclusion/exclusion process. One hundred and twenty pupils (40 each in the ASD, DYS and CON groups) drawn from 12 mainstream secondary schools in the north-west of England were observed in a variety of lessons using structured observation schedules. Additionally, the classroom inclusion of 21 pupils with ASD was examined through qualitative observations. The analysis indicated that pupils with ASD were less effectively included in lessons than pupils in the other two groups. Specifically, they were less likely to work independently and be socially included, particularly when a TA was present. The findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
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ANNA SLOTTE‐LüTTGE 《课程研究杂志》2013,45(6):673-684
This paper explores some aspects of the dialogue between bilingual pupils and their teacher in a Swedish‐speaking school in Finland, in a strongly Finnish‐dominated environment. Using a socio‐cultural perspective I look behind the immediate interaction in the classroom to show how pupils express and position themselves through the classroom dialogue. Thus the dialogue extends beyond the specific situational context. For the bilingual pupils, part of their school life involves finding and understanding the systems and the open and hidden codes that exist and affect communication in the school. The changed face of the linguistic situation in the Swedish‐speaking schools in Finland requires changed practices of teaching. 相似文献
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Frans ?rsted Andersen 《Educational Assessment, Evaluation and Accountability》2010,22(2):159-175
The research project presented in this article was designed to provide a better understanding of the stable and significant
differences in the PISA results between two otherwise very similar Nordic welfare states, Denmark and Finland. In the PISA
studies, Finnish students repeatedly achieve the highest Nordic (and partly worldwide) scores in e.g. reading, science and
math, while Danish students score lower. Even though Denmark has one of the world’s most expensive educational systems, the
OECD ranks the Finnish school system as the world’s best both in terms of quality and equity (OECD 2004). The basic research question is why these differences continue to persist. The case study methodology was mainly inspired by Kirsti Klette’s classroom research (Klette 2003) which involves both interviews and observations. Thus, the overall design could be labeled mixed methods (Johnson and Onwuegbuzie Educational Researcher, 33(7): 14-26, 2004). Five regular public schools in each country were sampled for the comparative classroom studies. The basic theoretical approaches
follow Hundeide’s theory of pedagogical communication and relations (2003) and Csikszentmihalyi’s flow-theory (1992). Both this study and statistical studies (S?rensen 2008) show that the difference in the Danish and Finnish PISA results mainly consists in the relatively better score by the lowest
scoring 25% of the Finnish pupils compared to the lowest scoring Danish quartile. The results of this study point to a number
of possible classroom related reasons why the Finnish school system can produce a better outcome for the lowest scoring quartile
of pupils. These reasons are presented and discussed in the article. The study underlines the need to focus more on good classroom
management in Denmark—and recommends further international, comparative research in order better to understand the huge differences
shown in large scale international programmes such as PISA, PIRLS and TIMMS. The study also reveal the need for more knowledge
about inclusive classroom practices, the use of teacher assistants and free, healthy school meals for all pupils. 相似文献
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Central Coherence Theory ( Frith, 1989 ; Happe, 1994a ) may account for the piecemeal style of information processing characteristic of people with autistic spectrum disorder (ASD). This style of processing was observed during language and communication assessments of pupils with ASD. A consistent pattern in the types of these responses emerged, such that it was possible to devise a framework to categorise them.
This article investigates the responses of two groups of eight pupils matched on the basis of gender and verbal ability: i) pupils with a diagnosis of ASD, and ii) pupils without identified difficulties. They were presented with a range of picture materials and their responses were placed within a framework of seven response categories. It was felt that the types of errors made by the two groups differed both quantitatively and qualitatively, and that the type and extent of the errors made by the pupils with ASD were largely attributable to the presence of weak central coherence.
Despite the presence of some limitations in the way the investigation was conducted, it was concluded that these methods might contribute toward the assessment and differential diagnosis of ASD. 相似文献
This article investigates the responses of two groups of eight pupils matched on the basis of gender and verbal ability: i) pupils with a diagnosis of ASD, and ii) pupils without identified difficulties. They were presented with a range of picture materials and their responses were placed within a framework of seven response categories. It was felt that the types of errors made by the two groups differed both quantitatively and qualitatively, and that the type and extent of the errors made by the pupils with ASD were largely attributable to the presence of weak central coherence.
Despite the presence of some limitations in the way the investigation was conducted, it was concluded that these methods might contribute toward the assessment and differential diagnosis of ASD. 相似文献
5.
Young children with autism spectrum disorder (ASD) are increasingly being included in early childhood classrooms that include typically developing peers and in general education classrooms once they enter school. Many of these learners have the requisite academic skills to be successful, yet their social communication and behavioral challenges often impede their successful inclusion in general education settings. The challenges educators may experience when interpreting and responding to some behaviors exhibited by young students with ASD are explored and analyzed using an illustrative case vignette of a Kindergarten child with ASD. Recommendations for analyzing the communicative function of children’s behavior and for embedding social communication opportunities in inclusive classroom settings are described. 相似文献
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Robert C. Pianta Jamie DeCoster Sonia Cabell Margaret Burchinal Bridget K. Hamre Jason Downer Jennifer LoCasale-Crouch Amanda Williford Carollee Howes 《Early childhood research quarterly》2014
The present study examined the pattern of associations over time between the quality of observed interactions and exposure to features of an effective coaching model for 170 preschool teachers enrolled in a study investigating professional development impacts. Using a treatment-on-the-treated approach, teachers exposed to a greater number of cycles of coaching showed more improvement in classroom interactions over the year. More specifically, of the two components of treatment examined, video exemplars and individual coaching prompts, exposure to prompts was associated with growth from baseline in instructionally supportive interactions while watching video exemplars was associated with growth in emotionally supportive behaviors in analysis of linear effects. Watching emotional support video exemplars was negatively associated with growth in classroom organization behaviors. The non-linear pattern of these associations suggested that the initial dosage of prompts created observable effects on instructional support, but after a certain point additional dosage was not effective. Conversely, initial dosage did not create observable effects on emotional support, but improvement was observed after exposure to a certain minimum dosage of time watching video exemplars. The results have implications for the design, delivery, and focus of professional development for early childhood educators. 相似文献
7.
Ian Thompson 《Changing English: An International Journal of English Teaching》2012,19(2):209-220
In this article I focus on the mediational role of communicative activity in the co-construction of meaning involved when pupils write collaboratively. I explore the developmental nature of peer intermental or social activity within a Zone of Proximal Development (ZPD) by drawing on perspectives from sociocultural theory and the dialogical aspects of some classroom activity. Vygotsky’s concept of the ZPD is viewed as a tool used to produce forms of instruction that lead pupils’ psychological development. I identify three planes of communicative activity relating to physical, semiotic and intrapersonal tool usage in order to develop an analysis of two secondary school pupils involved in the shared activity of producing a co-constructed text. 相似文献
8.
The purpose of this article is to introduce a research design, which aims to find useful pedagogical adaptations for teaching pupils with autism. Autism is a behavioural syndrome characterised by disabilities and dysfunctions in interaction and communication, which is why it is interesting to explore educational processes particularly from an interactional perspective in a class with pupils with autism. The main focus is in exploring teacher’s tacit knowledge and interactional co-regulation between the teacher and the pupils. This study is a part of a larger Finnish project, which involves the education of pupils with autism in the primary school system. In the study described, six video recordings (each about 30?min) were taken under analysis due to the uniqueness in the research context of special education: the videos are rare in that they involve only the teacher and her six pupils with autism; no helpers are present in the classroom. This study explored the phenomenon ethnomethodologically. This study indicated that it is possible to apply a general theory of interaction when exploring people with autism, although the main diagnostic criteria of autism are disabilities in social interaction and communication. It was possible to extract episodes from the behaviour of the teacher that showed her tacit knowledge becoming concrete. These results could be taken into consideration when planning and carrying out teaching in different contexts and in teacher education, too. 相似文献
9.
There is a growing consensus that an appropriate classroom environment will aid the performance of the pupil with autism spectrum disorder (ASD). There are, however, very few design guidelines available when considering ASD and the school environment. Such guidelines that do exist tend only to be in general terms. Therefore, this article seeks to highlight design considerations specifically for the ASD‐friendly Key Stage 1 (age five to eight) classroom. It will first highlight some of the challenges for those with autism spectrum disorder in a school environment and the triad of challenges faced by architects and designers when considering ASD‐friendly classroom design. It will then go on to describe the findings and results of a two‐year study carried out in conjunction with the ASD teaching staff of Northern Ireland's Southern Education and Library Board. These consist of 16 specific design considerations for the Key Stage 1 ASD‐friendly classroom applicable to all classrooms for pupils between five and eight years of age. 相似文献
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杨彦丽 《佳木斯教育学院学报》2012,(8):290-290
浸泡式快乐交际教学法是交际教学法的一个分支,它的主要目的是培养学生良好的语言交际能力。在英语语法教学实践中,运用浸泡式快乐交际教学法有利于提高学生学习的积极性,培养学生的语言交际能力,提高课堂教学效率。今后,为了更好地运用浸泡式快乐交际法进行语法教学,提高学生的学习效率和课堂教学效果,需要根据实际情况采取相应的策略。 相似文献
13.
Ioanna Giannopoulou Evdokia Pasalari Panagiota Korkoliakou Athanasios Douzenis 《International Journal of Disability, Development & Education》2019,66(1):70-81
A recent special education legislation reform in Greece puts emphasis on the inclusion of pupils with special educational needs into mainstream schools. The purpose of the present study was to investigate knowledge of ASD among 67 mainstream nursery and primary classroom teachers, and evaluate the effectiveness of a half-day ASD awareness seminar in increasing their knowledge of the disorder. A self-report ASD Knowledge Questionnaire (ASD-KQ), developed for the purpose of this study, was used before and after the ASD awareness seminar. The results indicated a significant shift from low to moderate/high level of ASD knowledge among teachers with no previous training in special education and/or autism (58.7%), whereas this shift did not reach significance level in the teacher’s group with previous training (16.7%) after the seminar. The present findings have important implications for the development of training programmes of practising teachers. 相似文献
14.
The authors conducted ethnographic research to provide deep understanding of the learning environment of a selection of computer science classrooms at a large, research university in the United States. Categories emerging from data analysis included (1) impersonal environment and guarded behavior; and (2) the creation and maintenance of informal hierarchy resulting in competitive behaviors. Both of these categories describe patterns of recurring communication taking place in the classroom learning environments. We identify particular and recognizable types of discourse, which, when prevalent in a classroom, can preclude the development of a collaborative and/or supportive learning environment. Alternative communication choices, both explicit and implicit, can lead to a more balanced and supportive climate for learning. An example of a successful effort to alter traditional patterns of interaction, without compromising the quality of learning, in a higher education astrophysics class is presented. 相似文献
15.
Jukka Husu 《Learning, Media and Technology》2000,25(3):217-228
The development of information and communication technologies has made it possible to establish inter‐institutional electronic networks to enhance the quality of education in small schools in sparsely populated countries like Finland. Along with this development, new kinds of virtual classrooms have emerged in symbiosis with conventional schools. A virtual classroom in a school context is a new, mostly uninvestigated, phenomenon. This article reports results of a Finnish project which linked two lower secondary classrooms to one virtual classroom. The article presents five practical settings in which the virtual classroom took place: Classroom ‐, school ‐, local ‐, regional ‐, and state contexts
The rapid development of pragmatism, together with intellectual and social partnership were considered as major pedagogical advantages of the virtual classroom. Two major disadvantages are also analyzed: First, pupils inability to tolerate the electronic lack of intimacy, and second, the difficulties some pupils had with self‐discipline and self‐monitoring in the face of learning tasks in the virtual classroom 相似文献
16.
Growing numbers of pupils with autism spectrum disorders (ASDs) are attending mainstream schools, and increasing numbers of teaching assistants (TAs) are being deployed into classrooms to support them. Evidence suggests, however, that pupils who have a TA may underperform academically, receive less attention from their teachers and be isolated from their peer group. Issues relating to the deployment and training of these staff, and their relationships with class teachers have been raised as contributing to the negative impact of TAs. However, school factors – such as inclusive school culture and teacher training – have been overlooked. In light of this, the objectives of the current study were to (1) develop understanding of the aspects of school culture that TAs feel contribute to the development of inclusion, and (2) identify aspects of school culture, policies and practices that facilitate or hinder their ability to effectively support pupils with ASD. Fifteen TAs supporting pupils with ASD in four mainstream secondary schools were interviewed. Thematic analysis identified positive attitudes towards pupils with special educational needs, school leadership support for inclusion, collaboration and respect as components of an inclusive school culture. The factors perceived as facilitating or hindering the ability of TAs to effectively include pupils with ASD included access to expertise, communication within school and teaching staff awareness of ASD. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD. 相似文献
17.
外语教育思想及模式应作与时俱进的改革,应由注重语言形式教学转向掌握语言形式和培养交流能力并重。本课题旨在探讨运用到课堂是实现任务学习法教学的目的的唯一正确途径,切入此途径是教师角色的转换。“Quiz Game”的课堂组织形式是进入竞赛式活动型互动交际课堂的具体操作方式。 相似文献
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中国非英语专业大学生外语口头交际意愿实证研究 总被引：1，自引：1，他引：0
近年来,随着交际教学法的广泛应用,人们越来越重视学生语言交际能力的培养。学生在课堂上是否主动发起或参与交际无疑对课堂教学的成功与否有着极大的影响。采用定性和定量相结合的研究方法,调查了我国非英语专业大学生的交际意愿及其影响交际意愿的因素。研究结果表明:⑴受试者普遍对自己交际能力评价较低。⑵受试者的交际意愿与其交际能力自评显著相关,且不同的环境下相关程度不同。⑶交际对象,交谈场景和交谈话题这三个变量结合文化模式、价值观的不同影响受试者的交际意愿。在分析大学生课堂交际意愿影响因素的基础上,强调了信息差任务的设计对提高学生交际意愿的具体教学启示。 相似文献
20.
《International Journal of Educational Development》1988,8(4):305-314
This paper initially notes the role of scientific education in a developing country and the need to enhance scientific education among the school population. Enhancement of science education for all pupils is dependent on the distribution of schools, quality of schools and pupil participation in any country. To understand how science education is advanced in a developing country it is also important to know who is currently succeeding in science education in schools and to understand how this success is distributed amongst the school population. Thus, this paper questions whether school-based science achievement may be predetermined by antecedent factors or whether there is an equal opportunity of success amongst all pupil participants. A review of the literature has found that many antecedent factors affect school and science achievement, and these factors may be more important than within-school processes thought to enhance science education. The antecedent factors refer to: social/home background; age, religion and sex of the pupil; school class level and size; type of school attended and its locality.This study assesses how antecedent factors affect science performance in a representative sample of pupils in primary and secondary schools throughout Trinidad and Tobago. The representative sample totalled 1998 children, aged 6–10 years. Pupils were selected from a geographic transect of Trinidad and Tobago, which fulfilled demographic criteria. Once pupils were selected, biographic data were obtained for each child. Science achievement was measured by an end-of-term science examination designed for each class by the class teacher and graded on a 100% scale (within each class). Within class pupil scores were ‘standardized’ for comparisons between classes, schools, etc. Results from the analyses are summarized as: science achievement scores decrease as pupils increase in age. Girls perform consistently better than boys, with a slight variation in the sex by religion by school level interaction. Pupils in private schools score higher than pupils in similar levels of state schools. Pupils from a middle class background perform better than pupils from a working class background. Differences in performance relate to the religion of the child, with Muslim pupils scoring higher than Hindu or Christian pupils. Pupils in single-sex schools perform at higher levels than pupils in co-educational schools, and this is true for girls-only and boys-only schools. At the secondary school level the type of school attended is related to science achievement performance with pupils in prestige (usually church controlled) schools performing better than pupils in the comprehensive (state controlled) schools.The results support, develop and refine the previous literature on school and science achievement. Unusually, girls are at the forefront of science achievement in both primary and secondary schools. Also, traditional prejudices of social class, school status and location are confirmed within the school system in Trinidad and Tobago. A number of directions for future research and classroom action studies are indicated which focus on the existence of these inequalities. 相似文献