The role of inter-professional collaboration in developing inclusive education: experiences of teachers and occupational therapists in Slovenia     

Lea Suc  Boris Bukovec  Damir Karpljuk 《International Journal of Inclusive Education》2017,21(9):938-955

This was the first qualitative study of the inclusion of children with special needs into regular schools in Slovenia that focused on inter-professional collaboration and its contributions to the inclusion process. Focus groups and individual interviews were conducted with primary school teachers (N?=?36) and occupational therapists (N?=?9) to explore their personal experiences. Data were analysed using qualitative content analysis (Strauss, A., and J. Corbin. 1998. Basics of Qualitative Research: Techniques and Procedures for Developing Grounded Theory. Thousand Oaks, CA: Sage). Two categories pertaining to inter-professional collaboration emerged from the analysis. They described different barriers and strategies that either inhibited or facilitated the cooperation process. The experiences of teachers and occupational therapists differed; however, both professional groups expressed frustration with organisational and systemic factors that often prevented better exchange of knowledge and information. Due to the organisation of work and financial issues, occupational therapists had limited access to the school environment; therefore, they generally showed more eagerness to increase the level of collaboration and their presence at the school. The study also pointed out how the roles of certain professionals are not recognised, suggesting the need for more promotional work. If inclusion in Slovenia is to be fully implemented, collaboration between different professionals working with children with special needs must strengthen. This will require some significant organisational, cultural and also personal transformations.  相似文献   

Postmodern communism: An educational constellation     

Derek R. Ford 《Educational Philosophy and Theory》2018,50(14):1543-1544

  相似文献   

Using the Internet in teaching: the views of practitioners (A survey of the views of secondary school teachers in Sheffield, UK)   总被引：2，自引：0，他引：2  

Andrew Madden  Nigel Ford  David Miller  Philippa Levy 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):255-280

A questionnaire was generated from the results of a series of interviews at The City School one of the 27 state secondary schools in Sheffield. In October 2002, it was sent out to 499 Heads of Department at the remaining 26 state secondary schools. Responses were received from 188 teachers, ranging in age from 24 to 60 years old. The purpose of the questionnaire was to gain information about teachers’ views of the Internet and its usefulness as an educational tool. Nearly 85% of teachers acquired their Internet skills informally (self‐taught, learned from friends/colleagues, etc), rather than on a taught course. Despite this, most of the respondents were confident of their ability to use the Internet, with the most confident users being young teachers of technical subjects. However, there was a widespread perception (particularly amongst women teachers) that students are more competent users of the Internet than are teachers. Older teachers were more likely to feel under pressure to use the Internet than their younger colleagues. Only about a third of teachers agreed with the statement “I often use the Internet with classes.” Responses varied significantly according to school and subject. There was strong support, however, for the suggestion that the Internet is a valuable source of learning and teaching materials.  相似文献   

How Are Scientists Portrayed in Children’s Science Biographies?     

Zoubeida R. Dagher  Danielle J. Ford 《Science & Education》2005,14(3-5):377-393

  相似文献   

Effects of craniofacial deformity in infancy on the quality of mother-infant interactions   总被引：1，自引：0，他引：1  

R C Barden  M E Ford  A G Jensen  M Rogers-Salyer  K E Salyer 《Child development》1989,60(4):819-824

Self-report and behavioral observation procedures were used to assess the quality of mothers' interactions with facially deformed infants. This assessment strategy also provided an opportunity to evaluate the hypothesis that parents of facially deformed infants may deny or be unaware of deficits in their relationships with these children. 10 mothers, 5 with unattractive/craniofacially deformed infants and 5 with normal infants, completed self-report measures of stress, social support, satisfaction with parenting, and general life satisfaction. Mother-infant interactions were videotaped and rated on discrete and global behavioral measures. Results revealed that mothers of deformed infants rated their parental satisfaction and current life satisfaction more positively than did mothers of normal infants. However, these same mothers were observed to behave in a consistently less nurturant manner than mothers of normal children. These results suggest that infant facial deformity/unattractiveness may affect the quality of infant-caregiver interactions without parental awareness.  相似文献   

Contributing Factors to Earning Tenure Among Black Male Counselor Educators     

Michael D. Hannon  Tyce Nadrich  Alfonso L. Ferguson  Matthew W. Bonner  David J. Ford  Linwood G. Vereen 《Counselor Education & Supervision》2019,58(2):82-97

The authors used a phenomenological research design and a critical race theory lens to examine interviews with 8 Black male counselor educators and learn what contributed to their earning tenure. Participants described requisite personal dispositions and institutional support as contributing factors. Recommendations include facilitating programmatic sociocultural awareness, assessing faculty experiences, and coordinating mentoring opportunities.  相似文献   

The development and piloting of a training web site for health and safety enforcement officers     

Norma Ford  & Gai Murphy 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(1):65-76

This paper evaluates the development and piloting of a training web site for Local Authority (LA) based health and safety enforcement officers and reviews the technique of knowledge elicitation as a means of informing training content. The research was part of a project funded by the Health and Safety Executive (HSE) to investigate the application of emerging technologies for enforcement officer training. A web site was developed to provide work-based training in the field of accident investigation, using a group knowledge elicitation technique. Evaluation of eight key aspects of the training was carried out to determine the acceptability and utility of the web site for health and safety inspector training. The majority of the respondents believed that the training was realistic and that the embedded discussion facility had the potential to improve consistency of enforcement. Whilst many of the participants reported that this exercise was their first exposure to the Internet and some experienced minor difficulties using the technology, most found training via the Internet easy to use, an enjoyable experience and one they would like to repeat.  相似文献   

Learning strategies in an 'ideal' computer-based learning environment     

Nigel Ford  Rosalind Ford 《British journal of educational technology : journal of the Council for Educational Technology》1992,23(3):195-211

An experiment was conducted with 30 postgraduate students to discover how they might go about learning from an 'ideal' computer-based environment. A system was created which preserved the appearance of a computer-based interaction, yet which freed itself from the constraints of current technology. The students, although not aware of this at the time, were in fact interacting with two human experts, backed up with appropriate documentation and computer files, via a computer screen. The results suggest a number of different learning strategies linked to relatively successful and less successful learning. Implications for the design of computer-based learning materials are discussed.  相似文献   

Understanding child sexual abuse: Thom. L. McGuire and Faye E. Grant. Butterworths, Toronto, 1991. 48 pp. $9.95     

Adrian Ford 《Child abuse & neglect》1992,16(6)

  相似文献   

Pointing teachers in the wrong direction: understanding Louisiana elementary teachers’ use of <Emphasis Type="Italic">Compass</Emphasis> high-stakes teacher evaluation data     

Timothy G. Ford 《Educational Assessment, Evaluation and Accountability》2018,30(3):251-283

Spurred by Race to the Top, efforts to improve teacher evaluation systems have provided states with an opportunity to get teacher evaluation right. Despite the fact that a core reform area of Race to the Top was the use of teacher evaluation to provide on-going and meaningful feedback for instructional decision making, we still know relatively little about how states’ responses in this area have led to changes in teachers’ use of these sources of data for instructional improvement. Self-determination theory (SDT) and the concept of functional significance was utilized as a lens for understanding and explaining patterns of use (or non-use) of Compass-generated evaluation data by teachers over a period of 3 years in a diverse sample of Louisiana elementary schools. The analysis revealed that the majority of teachers exhibited either controlled or amotivated functional orientations to Compass-generated information, and this resulted in low or superficial use for improvement. Perceptions of the validity/utility of teacher evaluation data were critical determinants of use and were multifaceted: In some cases, teachers had concerns about how state and district assessments would harm vulnerable students, while some questioned the credibility and/or fairness of the feedback. These perceptions were compounded by (a) the lack of experience of evaluators in evaluating teachers with more specialized roles in the school, such as special education teachers; (b) a lack of support in terms of training on Compass and its processes; and (c) lack of teacher autonomy in selecting appropriate assessments and targets for Student Learning Target growth.  相似文献