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1.
Christoforos Mamas 《欧洲特需教育杂志》2013,28(4):480-493
This paper provides a framework for understanding inclusion in Cyprus. The evidence base is the result of a six-month qualitative research study in five Cypriot mainstream primary schools. Despite the rhetoric in favour of inclusion, it seems that the Cypriot educational system is still highly segregating in its philosophy and does not fully support the active inclusion and participation of all children in the school life. Overall, the framework is grounded on three key themes emerging from the research: inclusion is concerned only with the education of specific groups of children; the medical model is still prevalent within inclusion discourse; and inclusion is understood as consisting of different levels. As a result, a restructuring and transformation of inclusive education are necessary so as to reduce marginalisation and exclusion of many children and in particular those who have been identified as having special educational needs. 相似文献
2.
JONATHAN GLAZZARD 《Support for Learning》2011,26(2):56-63
This study examined the barriers to inclusion in one primary school in the north of England. Qualitative data were collected from teachers and teaching assistants through the use of a focus group. The evidence suggested that practices within the school were varied and ranged from highly inclusive to highly exclusive. Some teachers worked in good faith to develop effective inclusion for learners with special educational needs. Conversely, other teachers displayed negative attitudes towards these pupils and this impacted negatively on the school's commitment to inclusion. Lack of funding, resources and training were identified as key barriers to inclusion. Parental resistance to inclusion was also evident within the context of this school and there was a strong feeling that the inclusion agenda was problematic in the context of the standards agenda. Despite these issues there was a strong sense that practitioners should be willing to commit to the principles of inclusive education and the study considers some ways in which schools can advance their practice in this respect. Within this study the term ‘practitioner’ is used to represent teachers and teaching assistants. 相似文献
3.
This paper explores the factors that influence the way children construct meanings about other children, and especially those who seem to experience marginalisation, within school contexts. The research involved an ethnographic study in a primary school in Cyprus over a period of 5 months. Qualitative methods were used, particularly participant observations and interviews with children. Interpretation of the data suggests that children's perceptions about other children, and especially those who come to experience marginalisation, are influenced by the following factors: other children and the interactions between them; adults' way of behaving in the school; the existing structures within the school; and the cultures of the school and the wider educational context. Even though the most powerful factor was viewed to be the adults' influence, it was rather the interweaving between different factors that seemed to lead to the creation of particular meanings for other children. In the end, it is argued that children's voices should be seen as an essential element within the process of developing inclusive practices. 相似文献
4.
Carol Cardno 《School Leadership & Management》2013,33(5):453-471
Practitioner research lends itself to situations in which a school wishes to examine and improve practice. This is an account of one middle-sized primary school's attempt to understand the nature of and need for a variety of forms of curriculum leadership by engaging in a facilitated action research project. Both theory and current school practice in New Zealand related to school structure and distribution of curriculum leadership were investigated. The senior management team, acting as an action research group, set out to analyse an ill-defined problem and then designed and implemented change strategies that incrementally involved all staff. The outcomes of the project for the school were context specific and immediate and are made public with the intention of offering insights into the research process and results to a wider audience who can consider the transferability of ideas in this account to their own settings. Leading change from within by embarking on action research is a challenge and a commitment for practitioners. Whilst the demands of this project are acknowledged by the practitioners themselves, they also confirm the benefits of a systematic, considered process and the opportunities for team learning implicit in this critical, constructive and collaborative approach to improving management practice. 相似文献
5.
Lynne Kendall 《Education 3-13》2019,47(6):678-691
This paper explores practitioner perspectives on effective inclusion within a school environment. Inclusion within school settings is more than children with a range of needs, including special educational needs (SEN) being taught together within a classroom. It is important that a school community recognises the uniqueness of each child and works together to address those individual needs, helping the child to reach their full potential. Data was gathered through interviews from fourteen members of teaching and support staff within one primary school in the North of England, identified by the Office for Standards in Education (Ofsted) as being an inclusive school. Findings report that in order to make inclusion effective for all children, practitioners acknowledged the importance of collaborative practice within the school, with outside agencies and parent partnership. A number of barriers to effective inclusion were also highlighted, including inadequate pre-service training, the national curriculum, mandatory testing at the end of key stages and school funding. 相似文献
6.
Liv T. Dávila 《British Educational Research Journal》2021,47(4):855-871
This article analyses the perspectives and experiences of refugee and immigrant secondary school students in the USA who are from the Democratic Republic of Congo to examine the interplay between identity and civic education, and broader socio-political discourses around immigration and inclusion. Data are drawn from a 2-year qualitative study that took place between 2016 and 2018, and included interviews, field notes from classroom observations and recordings of classroom discourse in high school civics classes. Findings are analysed through anthropological framings of citizenship and provide important insight into how marginalisation in one context is experienced in another—how refugee and immigrant youth’s socially conscious identities in resettlement contexts can be borne out of personal and familial histories that transcend geographical borders. In so doing, it showcases how civic learning can involve a dialogic process of self-representation and representation of group memberships. This research emphasises these youth’s inherent agency and resistance to single-story narratives about their lives. It concludes with implications for teachers and learners on incorporating active, critical and participatory transnational citizenship education into the classroom. 相似文献
7.
Science Instruction with a Humanistic Twist: Teachers' Perception and Practice in Using the History of Science in Their Classrooms 总被引：1，自引：0，他引：1
Scholars have argued that the history of science should be included in the science curriculum because it provides meaningful perspective about scientific concepts, processes, and context. This article begins with a review of efforts to humanize science education by including the history of science, and a review of the rationale for including the history of science in the science education curriculum. The authors then synthesize a conceptual framework for examining the role of the history of science in science education. The framework is organized around realms in the history of science: a) conceptual understanding, b) procedural understanding, and c) contextual understanding, and includes approximately 3 sub-elements within each realm. The framework has been used previously to study the inclusion of the history of science in high school physics textbooks (Wang 1998). In this study, it is used to examine the perceptions and practices of elementary and secondary school teachers in using the history of science in their classrooms. Thirty-eight teachers completed a questionnaire which used Likert scale items to assess their perception of the value of the history of science, and practice in using it in their classroom. A sub-set of teachers were then interviewed to understand the interconnection of these views in more detail. Teachers believe that the inclusion of the history of science should not be used for elementary school students. Teachers who believe in and practice the inclusion of the history of science identify many benefits for their students. However, they believe that it is difficult to include the procedural realm of understanding. The authors conclude that humanizing science isn't a matter of making it fun so much as making it a human and meaningful endeavor. 相似文献
8.
Gwen Gilmore 《British Journal of Special Education》2012,39(1):39-48
This article by Gwen Gilmore, a lecturer in the School of Curriculum and Pedagogy at Massey University, draws on a research project which explored the nature, extent and characteristics of a disciplinary inclusion room (IR) in a secondary school in the south‐west of England using a Cultural Historical Activity Theory framework. In five years to 2010 this school reduced fixed‐term exclusion from a 10% rate to less than 0.01%. At the same time school attainment improved, with the percentage of students attaining grades A*–C in GCSEs increasing from 43% to 73%. The school under study was located within an Excellence in Cities and Behaviour Improvement Partnership initiative. The mixed methods used to inform this article include analysis of school documents, staff on‐line questionnaire and nine in‐depth interviews. Staff views of the IR indicated a dynamic, interactive model and the potential for increased discourse around inclusion informed by joint problem solving in context. This research suggests that a disciplinary IR and associated systems can complement educational goals. The findings prompt a reconsideration of the role of discipline provision and give strength to inclusive, educationally based practice. This article, the literature and research are also informed by a matched Year 8 and 9 student questionnaire and interviews with nine students who attended the IR. 相似文献
9.
Whilst the association of risk with schools is predominately a negative one, fostering images of potential dangers, this paper draws upon a socio-cultural counter-discourse to explore the perceived benefits of certain risk taking activities within educational establishments. Using research data on school Internet “misuse” it is argued that some students benefit from engaging in boundary performance. This can be seen as a type of risky behaviour involving low level dangers that offer an escape from tedious routine through public displays of temporarily traversing boundaries. Furthermore, it is maintained that such activity may be a central element in identity construction. It is concluded that the concept of boundary performance has wider applications than merely explaining certain school Internet “misuse”, potentially helping practitioners and policy-makers to think more creatively about the educational process as well as offering insights into other “problematic” behaviour. 相似文献
10.
Gavin Doyle 《Irish Educational Studies》2019,38(1):71-88
This paper examines early school leaving from the perspective of parents of early school leavers in an inner-city local authority housing estate in the Republic of Ireland living with the challenges of significant marginalisation. While the vast majority of post-primary pupils now sit a Leaving Certificate examination, and improvements in school retention rates have also been found in ‘disadvantaged’ schools in recent years, a disproportionate number of those leaving school early come from lower socio-economic backgrounds. Through in-depth, semi-structured, interviews, this qualitative study examined the perspectives of nine parents of early school leavers about the factors contributing to young people from this area leaving school early. This article focuses on three aspects of the findings through which the parent participants framed their views on early school leaving; (1) feeling let down by school, and (2) being stigmatised being from a ‘disadvantaged’ area, and (3) dealing with life traumas. For the participants, these factors significantly constrained their child/ren in engaging with education. The findings are examined through an interrogation of the shaping impact of social class and ‘place’. Recommendations include specific professional development for educators in challenging contexts about the impact of trauma and socio-demographical positionality on educational engagement and outcomes. 相似文献
11.
This study describes how a group of teachers in a US public school developed and used permission-seeking moves as strategic and agentic tools to change their school curriculum and challenge norms of teaching. Although the notion of asking permission is typically considered disempowering in educational contexts, this study demonstrates that certain forms of permission-seeking (and giving) can foster collaboration and teacher agency across multiple constituent groups in a school community. This 2-year ethnographic study occurred within a context of a test-driven teaching environment with shifting student racial and economic demographics. Our research offers a reconceptualized theory of permission within a teacher agency framework and new possibilities for practitioners to engage in transgressive teaching with diverse learners in hyper-standardized teaching contexts. 相似文献
12.
Inclusion,exclusion and marginalisation 总被引：2，自引：1，他引：1
Janice England 《Educational Action Research》2013,21(3):355-370
This article considers issues relating to the marginalisation and inclusion of pupils in a secondary school. It takes the perspective of a teacher researcher examining her everyday teaching in such a school. It has a particular focus on some black boys learning French. The article critically examines the social norms that (a) define the relations between teachers and pupils within classroom situations, (b) guide the researcher's relationship to the researched. It draws on recent psycho-analytical theory in providing an account of how children in school construct their own identity with particular reference to ethnicity and gender 相似文献
13.
The issue of inclusion is high on the educational reform agenda in many countries. Set within the context of the United Nations organisation's push for ‘Education for All’, the aim is to find ways of increasing the participation and learning of pupils who are vulnerable to marginalisation within existing educational arrangements ( World Education Forum, 2000 ). In the United States, inclusive education is generally thought of as an approach to serving children with disabilities within general education settings. Internationally, however, it is sometimes seen more broadly as a reform that supports and welcomes diversity among all learners ( Ainscow, 1999 ). The research reported in this paper adopts this broadened formulation. It presumes that the aim of inclusive education is to eliminate social exclusion and that is a consequence of attitudes and responses to diversity in race, social class, ethnicity, religion, gender and ability ( Vitello & Mithaug, 1998 ). Children with disabilities and others seen as having special educational needs are part of this agenda. The paper focuses specifically on the implications of these developments for leadership roles in schools. In particular, it uses evidence from case studies of leadership practice in three countries to address the question, what types of leadership practice foster inclusion in schools? The paper provides a theoretical framework that throws light on what is involved in such practices and presents illustrative examples. The aim is to provide an analysis that will be of direct relevance to practitioners, whilst at the same time adding to theory. The examples of leadership that are examined were found in schools in England, Portugal, and the United States that serve culturally and linguistically diverse groups of children, including significant numbers from low‐income families. In each of the schools, children with disabilities and others categorised as having special educational needs are taught in general education classrooms alongside their peers. 相似文献
14.
Kyriaki Messiou 《British Journal of Special Education》2008,35(1):26-32
This article explores the possible contributions that children can make in educational settings that aim to move towards greater inclusion. In constructing her debate, Kyriaki Messiou, lecturer in education in the Centre for Educational Studies at the University of Hull, draws on understandings gained through an ethnographic study carried out in a primary school in Cyprus. She used qualitative methods to collect her data, carrying out participant observations and semi-structured interviews with all the children in the school. Her study adopted a broad view of inclusion that is concerned with addressing any form of marginalisation that might be experienced by students. In the first phases of the study, children who were possibly experiencing marginalisation were identified and the practices used in the school were explored. Then, during the final phase, which is the main focus of this article, efforts were made to help children think in more inclusive ways. Kyriaki Messiou describes the activities she used in this intervention phase, all designed to promote pupil participation, and argues that these offer promising strategies for teachers who wish to develop more inclusive ways of working. 相似文献
15.
This paper reviews the findings and wider policy implications of an evaluation of two pilot projects for the inclusion of disabled pupils from special schools into mainstream settings in a single English education authority. These included (a) paired Partnerships between schools, and (b) the use of special school staff and resources in a Support role within mainstream schools. The focus of the schemes was to promote the inclusion of those children with more complex impairments and health conditions not ‘easily’ included in mainstream settings. The research investigated the views and experiences of all stakeholders in the process, including pupils, parents, support staff, health professionals, teachers and senior managers. Although there was shared support for the principle of inclusion, there were significant differences of emphasis and concern among the different groups. In this paper, we review the commonalities and differences in these stakeholder views and highlight six key areas for evaluating process and outcome in the inclusion of disabled children. These findings are analysed within the wider context of UK educational policy and the inclusion literature. The paper concludes that although the pilot schemes under consideration had relatively little impact, they highlight a number of important tensions in the debate over inclusion, competition and managerialism in the British schooling system under the New Labour government. 相似文献
16.
Olivia Levrini Eugenio Bertozzi Marta Gagliardi Nella Grimellini Tomasini Barbara Pecori Giulia Tasquier Igal Galili 《Science & Education》2014,23(9):1701-1731
The paper deals with physics teaching/learning in high school. An investigation in three upper secondary school classes in Italy explored the reactions of students to a structuring lecture on optics within the discipline-culture (DC) framework that organises physics knowledge around four interrelated fundamental theories of light. The lecture presented optics as an unfolding conceptual discourse of physicists regarding the nature of light. Along with the knowledge constructed in a school course of a scientific lyceum, the students provided epistemological comments, displaying their perception of physics knowledge presented in the classroom. Students’ views and knowledge were investigated by questionnaires prior to and after the lecture and in special discussions held in each class. They revealed a variety of attitudes and views which allowed inferences about the potential of the DC framework in an educational context. The findings and interpretation indicate the positive and stimulating impact of the lecture and the way in which DC-based approach to knowledge organization makes physics at school cultural and attractive. 相似文献
17.
Siu Cheung Kong 《Technology, Pedagogy and Education》2013,22(1):57-75
An information literacy (IL) framework has been proposed for Hong Kong students to adapt to the emergence of the knowledge‐based society, digital culture and globalisation. The aims of the study reported herein were to validate the proposed IL model and collect the views of practitioners and representative stakeholders on the possibility of its successful implementation. The findings of a survey, focus group discussions and in‐depth interviews indicate that the aims and scope of the IL model were recognised as being relevant. Three key issues of professional development in the IL education—the realisation of capacity building, obtaining the consensus and support of school principals and teachers, and allowing practitioners the flexibility to organise their own development—were identified from amongst the concerns of practitioners and representative stakeholders. Nine modules for teacher professional development are proposed here to address these issues. 相似文献
18.
Katherine Runswick‐Cole 《British Journal of Special Education》2008,35(3):173-180
In this paper, Katherine Runswick‐Cole, a researcher at the Research Institute for Health and Social Change at Manchester Metropolitan University, engages with parents' attitudes to the placement of their children with special educational needs in mainstream and special schools. She sets her review of parents' views within the current policy and legislative context. She then moves on to explore parents' attitudes to inclusion by drawing on the social model of disability as an analytical tool and developing a typology of parental school choices. The study reported in this paper involved 24 parents who were contacted through voluntary organisations and interviewed, either in their own homes or on the telephone. The views of seven professionals were also gathered. The findings reveal that parents' attitudes to mainstream and special schooling are influenced by their engagement with models of disability. The parents' experiences suggest that, despite the shifts in policy we have seen since 1997, the process of inclusive education continues to be fragile. 相似文献
19.
This study explored the schooling experiences of secondary-aged pupils with and without SEND attending three mainstream schools in England . Thirty-seven young adolescents with SEND and eight without agreed to be interviewed. Thematic analysis revealed the challenges these young adolescents with SEND encountered to feel included in their schools and light is shed on their perspectives of what an inclusive school should be. Of significance contributing to pupils' positive or negative feelings about school and their feelings of being included or excluded were: their perceptions of the implementation of approaches to behaviour management; their perceptions of the equitable allocation of teacher support and/or teacher attention; relations with their teachers; whether they found their lessons engaging or ‘boring’; and the extent to which they perceived their voices were heard and subsequently, acted upon. The findings of the study are discussed with reference to Farrell's model of inclusion and an elaboration of the model is proposed as a self-review tool to be used by educational practitioners as an aid to facilitate their inclusion in mainstream provision. 相似文献
20.
Miriam Alfassi 《欧洲特需教育杂志》2013,28(2):255-266
This short report identifies the academic and environmental experiences that support the reclaiming of students at high academic risk and describes an applicable school‐wide programme emanating from the call for educational change in Israel. The proposed structured academic programme demonstrates how schools can achieve broad student knowledge and set high performance standards while accommodating diverse student needs. As such, the programme provides school practitioners with intervention targets that promote school engagement and higher school performance. In addition, the report provides illustrative examples of the implemented programme within schools for students at high academic risk in Israel. It is argued that a movement towards an adaptive model of schooling as portrayed within the structured academic programme may prove to be effective in academically engaging students at academic risk, thus providing all students with democratic possibilities for learning and knowing. 相似文献