‘Participatory parity’, young people and policy in Scotland     

Alan Mackie 《教育政策杂志》2013,28(3):386-403

The last three decades have witnessed significant changes in the social and economic context of young people’s lives. There is increasing evidence that for young people growing up in the UK, this is fuelling a disparity between those with resources and those without. What this means in terms of social justice, however, is difficult to discern. In Scotland, promoting greater social justice so that all its citizens are included has been held up as a key vision of successive Scottish administrations since devolution began in 1999. Scotland therefore makes an interesting case for the examination of policy discourses in relation to young people. In order to do this, the paper draws on a theoretical framework of justice developed by Nancy Fraser which is oriented on the norm of participatory parity. Combining this framework with an approach informed by critical discourse analysis, the current policy context in Scotland is examined in order to discern if it contributes to all young people achieving participatory parity and subsequently social justice.  相似文献   

Individual effects on biomechanical variables during landing in tennis shoes with varying midsole density     

Alan Hreljac 《Journal of sports sciences》2013,31(6):531-537

The aim of this study was to determine whether individuals responded uniquely to three different pairs of tennis shoes that differed only in midsole hardness. Kinematic and kinetic data were collected while the subjects (n = 3) performed a stereotyped lateral movement wearing each of the three pairs of tennis shoes. The results were analysed statistically for each subject separately. Variables were identified as discriminators between shoes for individual subjects based upon the results of separate discriminant analyses. After these analyses, a multivariate analysis of variance (MANOVA) was used for each subject to determine whether the discriminator variables differed significantly between shoes. A scoring system was devised that used the results of the MANOVA to assign scores to shoes for each variable. Cumulative scores for shoes (for each subject) were compared to determine which shoe was best for a subject. The results indicated that each subject responded uniquely to the shoes, and each demonstrated a preference for a particular pair of shoes. A need for single-subject designs exists when evaluating variations in athletic shoes.  相似文献   

Dr Peter John Tyler, 1934–2012 Scholar and administrative historian     

Stephen Doran  Alan Ventress 《档案与原稿》2013,41(2):71-72

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The Effect of Precision of Knowledge of Results on the Performance of a Simple Line Drawing Task for Children and Adults     

Alan W. Salmoni 《Research quarterly for exercise and sport》2013,84(3):572-575

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Comments on “Runners do not push off but fall forward via a gravitational torque” (Vol. 6, pp. 434–452)     

Matthew Brodie  Alan Walmsley  Wyatt Page 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(3):403-405

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A School Principal and Desegregation     

Alan Wieder 《Equity & Excellence in Education》2013,46(4-6):125-129

There are times for abstract analysis, and times for detailed reporting and commentary about real events. This section is reserved for the latter.  相似文献   

Test reviews     

Alan S. Kaufman 《Roeper Review》2013,35(3):154-158

The WISC‐III and WPPSI‐R are both recent additions to the assessment scene. Each revised battery is technically excellent, and has several features that enhance its usefulness for gifted children: a very representative standardization sample; successful efforts to provide adequate “top” on all subtests, except at the oldest ages for which each battery is intended; and elimination of biased items. However, both revised tests place an unusually high premium on speed of responding, which may substantially affect gifted children's IQs. In addition, subtest stability tends to be low for both tests, hindering profile interpretation. Overall, both tests should make useful contributions to gifted assessment.  相似文献   

INCLUSIVE AND SPECIAL EDUCATION: Inclusive and special education in the English educational system: historical perspectives,recent developments and future challenges     

Alan Hodkinson 《British Journal of Special Education》2010,37(2):61-67

Special education in England has over the past 25 years been subject to rapid development, not least in relation to the emergence of inclusive education. Alan Hodkinson of the Faculty of Education, Community and Leisure, John Moore's University, critically examines the development of inclusion in England and the barriers that can stall the development of this important educational and societal initiative. He discusses the journey towards inclusion from educational segregation to integration and describes the current Government stance on this important subject. Alan Hodkinson suggests that many of the barriers to effective inclusion are in practice located within the loci of Government, local authorities as well as that of schools. He concludes that it is now time to develop a new vision for the education of children with special educational needs and disabilities that is supported by straightforward, co‐ordinated and well‐resourced policies. If educational policy is to achieve an inclusive consciousness, it must ensure that the views of children, their families and educational professionals are listened to, and that inclusion is by the choice of the pupils and their parents and not by compulsion.  相似文献   

Reviews     

Alan Mowle  Diana Bentley  Catherine Otter  Louise O 'Connor  Roger Marples  Ruth O'Keeffe 《Pastoral Care in Education》2013,31(4):38-41

Books reviewed:

Red Rose Chain/Alpha Films, Four Carrier Bags and a Buggy

Alison Closs, The Education of Children with Medical Conditions

Ralph L. Klicker, A Student Dies, A School Mourns  相似文献   

College Counseling: Student Experiences and Client Dynamics     

Alan M. Schwitzer 《Journal of College Counseling》2010,13(1):2-3

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