Consultation with Parents of Handicapped Children     

Cathy W. Hall  Bert O. Richmond 《International Journal of Disability, Development & Education》1984,31(3):185-191

One of the most important responsibilities facing professionals in the educational setting is consultation with parents; few areas are as sensitive as consultation with parents of handicapped children. Various stages of adjustment tend to be experienced by these parents, and these need to be taken into consideration when consulting with them. Professionals should become more cognizant of the emotional factors which may be present in the lives of parents of handicapped youngsters.  相似文献   

The relationship between the school as a learning organisation and staff outcomes: A case study of Wales     

Marco Kools  Pierre Gouëdard  Bert George  Bram Steijn  Victor Bekkers  Louise Stoll 《European Journal of Education》2019,54(3):426-442

Does the school as a learning organisation affect staff outcomes? This article examines the relationship between the school as a learning organisation and staff job satisfaction and the school's responsiveness to staff needs using a purposefully designed “Schools as Learning Organisations Survey” completed as part of an OECD study in Wales. A positive and significant relationship is found between the school as a learning organisation and both job satisfaction of staff—that is school leaders, teachers and teaching support staff—and the school's responsiveness to staff needs. The article proposes ways of realising these outcomes and identifies areas for further research. Policy makers, school staff and other stakeholders in education and other public sectors internationally can use these findings as supporting evidence in recommending people to develop their organisations into learning organisations, given the potential benefits for employees and the organisation at large.  相似文献   

The school as a learning organisation: The concept and its measurement     

Marco Kools  Louise Stoll  Bert George  Bram Steijn  Victor Bekkers  Pierre Gouëdard 《European Journal of Education》2020,55(1):24-42

A growing body of scholars, educators and policy makers has argued for reconceptualising schools as “learning organisations” in the last 25 years as. However, a lack of clarity on the concept has hindered its advance in theory and practice. This study responds to this problem by developing a schools as learning organisations scale that expands and clarifies the concept on several points. Drawing on survey data (nschool staff = 1,703) from Wales (UK), it examines the key characteristics of a school as a learning organisation through a principal component analysis and reliability analysis. The results showed that such a school is associated with eight dimensions: (a) a shared vision centred on the learning of all students, (b) partners contributing to school vision, (c) continuous learning opportunities, (d) team learning and collaboration, (e) a culture of enquiry, innovation and exploration, (f) systems for collecting and exchanging knowledge and learning, (g) learning with and from the external environment, and (h) modelling learning leadership. The resulting 65-item scale demonstrated good psychometric qualities. A reliable and valid schools as learning organisations scale can help enhance our understanding of the concept. The scale can also be used by school leaders, teachers and all others wanting to develop a thriving learning culture in their schools.  相似文献   

Graphical means for inspecting qualitative models of system behaviour     

Anders Bouwer  Bert Bredeweg 《Instructional Science》2010,38(2):173-208

This article presents the design and evaluation of a tool for inspecting conceptual models of system behaviour. The basis for this research is the Garp framework for qualitative simulation. This framework includes modelling primitives, such as entities, quantities and causal dependencies, which are combined into model fragments and scenarios. Given a library of model fragments and a scenario describing an initial situation, the qualitative simulation engine generates predictions in the form of a state–transition graph. This rich knowledge representation has potential for educational purposes. However, communicating the contents of simulation models effectively to learners is not trivial. The predicate logic format used by Garp is not easy for non-experts to understand, and a simulation often contains so much information that it is difficult to get an overview while still having access to detailed information. To address these problems, a tool has been developed that generates graphical representations of the information contained in a qualitative simulation. This tool, named VisiGarp, incorporates a vocabulary of graphical elements for model ingredients and relationships, and combines these into interactive diagrams. VisiGarp has been evaluated by thirty students, with promising results, using a setup which included simulation results and exercises about Brazilian Cerrado ecology.  相似文献   

Maximising meaning: creating a learning environment for reading comprehension of informative texts from a Vygotskian perspective   总被引：1，自引：0，他引：1  

Yvonne van Rijk  Monique Volman  Dorian de Haan  Bert van Oers 《Learning Environments Research》2017,20(1):77-98

Sociocultural theories based on the work of Vygotsky have been increasingly influential in educational sciences. Developmental education (DE) is a pedagogical approach based on Vygotskian theory that has inspired primary schools in the Netherlands to change the learning environment innovatively in a comprehensive way. In this article, we focus on the learning environment for reading comprehension of informative texts in upper-primary grade classrooms in DE. Our aim is to contribute to a more profound understanding of the characteristics of learning environments that are inspired by a Vygotskian approach and that are conducive to reading comprehension of informative texts. Five fourth-grade expert DE teachers participated in a multiple case study aimed at describing and analysing these characteristics for the domain of reading informative texts. Data were collected over a period of six to eight weeks for each teacher and consisted of videotaped interviews, classroom observations and documents. We conclude that DE learning environments are focused on maximising meaning from text for students. This is achieved by organising learning on the basis of emergent goals within students’ participation in sociocultural practices.  相似文献   

Effects of school quality,school citizenship policy,and student body composition on the acquisition of citizenship competences in the final year of primary education     

Anne Bert Dijkstra  Femke Geijsel  Guuske Ledoux  Ineke van der Veen  Geert ten Dam 《School Effectiveness & School Improvement》2013,24(4):524-553

This study examines the effects of general educational quality of schools, school citizenship policy, and ethnic homogeneity of the student body on the acquisition of citizenship competences in the final year of primary education. The theoretical framework is based on developmental, psychological, and sociological studies into effects of social context on educational outcomes and research into effective schools. The effects of school quality, school policy, and student population were analysed using 2-level (students, school) multilevel models. The results show that differences in citizenship competences between students and schools are mainly explained by factors at student level. Although the school also appeared to play a role, the school variables used in the analysis did not offer sufficient explanation for these differences. In order to further investigate the relationship between school factors and students’ citizenship, more insight is needed into characteristics of citizenship practices of schools.  相似文献   

THE VULNERABILITY OF THE POSTMODERN EDUCATOR AS LOCUS THEOLOGICUS: A STUDY IN PRACTICAL THEOLOGY     

Bert Roebben 《Religious education (Chicago, Ill.)》2013,108(2):175-192

This article proposes the reconsideration of education's theological significance, proceeding from educators' experiences in a postmodern era. Uncertainty and vulnerability are central issues, not only with regard to the theological plausibility of education, but also with regard to a concrete process of adult faith formation. The responses that are formulated by educators to the perplexities of contemporary education can be fitting to an idea of adult faith formation where adults are themselves discovering, adapting, and constructing new roads of religious commitment and community building. This article contains three parts. First, it redefines the aim of education beyond the "constructability" of the child, in consequence of the issue of child abuse in Belgium. Second, it refers to five competencies to which the educator is inviting the child and to which the educator becomes intrinsically challenged. In a third movement these experiences are reformulated in a theological perspective as five traces for transcendence.  相似文献   

DO WE STILL HAVE FAITH IN YOUNG PEOPLE? A WEST‐EUROPEAN ANSWER TO THE EVANGELIZATION OF YOUNG PEOPLE IN A POSTMODERN WORLD     

Bert Roebben 《Religious education (Chicago, Ill.)》2013,108(3-4):326-345

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REVIEW ARTICLE: NEW INTERNATIONAL PERSPECTIVES ON RELIGIOUS EDUCATION THEORY     

Bert Roebben  Carla Gober  Heejung Kwon  Stefan Heil 《Religious education (Chicago, Ill.)》2013,108(4)

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A Review of: “Practicing Discernment with Youth: A Transformative Youth Ministry Approach”     

Bert Roebben 《Religious education (Chicago, Ill.)》2013,108(3):427-429

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