An ‘at‐risk’ curriculum for ‘at‐risk’ students? Special educational needs and disability in the new Australian Curriculum          下载免费PDF全文

Philip Garner  Fiona Forbes 《Journal of Research in Special Educational Needs》2015,15(4):225-234

The number of students who are ‘at risk’ including those with special education needs and or disabilities is increasing rapidly worldwide in all schools. This has prompted widespread debate regarding the impact of initiatives in Curriculum, Assessment and Reporting for this group of students. Teachers, parents and administrators need to have further information to enable them to contribute to the development of content, assessment and reporting processes in the curriculum that are inclusive, relevant, reliable and valid. This paper explores some of the issues and dilemmas raised by recent policy discussions regarding the inception of a first national Australian Curriculum. It draws purposively on literature relating to developments in England and Wales, where national curriculum provision has existed for over 25 years, as well as the responses of a group of stakeholders (teachers and leaders) from both England/Wales and Australian schools and settings. These data highlight both tension and opportunity in this area of work.  相似文献   

Navigating plurilingual learning: An inclusive education approach     

Fiona Smythe 《European Journal of Education》2023,58(2):299-313

Language experiences and linguistic knowledge of teenage migrants can be valuable resources for their continued language learning. Yet, home languages and existing plurilingual skills are often framed as obstacles to learning that tag young migrants as at risk of school failure in the context of monolingual education systems. This article draws on a comparative education study carried out in Aotearoa New Zealand and France in 2017–2019, observing young migrants' use of their languages in classroom learning. A total of 42 secondary students from a mix of asylum-seeker, refugee, and migrant backgrounds participated, originating from 22 different countries and speaking 24 different languages. All of the students were in their first year of schooling in New Zealand or France at the time of the study. Findings draw on observations of how students made use of their existing knowledge of languages to (1) access learning in the language-of-schooling, (2) learn interactively through their home languages, and (3) navigate unfamiliar styles of teaching and learning, thus engaging with the unknown and developing behaviours for successful learning. Patterns across the cohort show that young migrants are adept at drawing on their existing language resources in learning. This suggests a re-framing of success at school as not only outcomes, but also as defined by effective learning processes that young migrants put in place. As a result, this study suggests ways that teachers can work inclusively with young migrants through their languages, to support processes of learning that could lead to better educational outcomes.  相似文献   

BMI-referenced cut-points for recommended daily pedometer-determined steps in Australian children and adolescents     

McCormack GR  Rutherford J  Giles-Corti B  Tudor-Locke C  Bull F 《Research quarterly for exercise and sport》2011,82(2):162-167

The purpose of this study was to establish sex-specific criterion-referenced standards for pedometer-determined physical activity related to body mass index (BMI)-defined weight status among youth. We analyzed data from 7-16-year-old boys (n = 338) and girls (n = 337) and used pedometer-assessed physical activity and anthropometric data to derive average steps/day and BMI. Sex-specific criterion-referenced standards for steps/day relating to healthy weight and overweight/obese were determined using the contrasting groups method. Healthy weight children took more steps/day than overweight or obese (boys: 14,413 vs. 12,088, and girls: 12,562 vs. 10,114, respectively; p < .001). The optimal BMI-referenced cut-point emerging flom our sample was 16,000 steps/day for both boys and girls. Our results and those reported elsewhere suggest that youth take insufficient pedometer-determined steps/day to avoid becoming overweight.  相似文献   

The development of a blended learning approach to delivering information skills training to large health related student audiences with limited staff resource     

Ware F 《Health information and libraries journal》2011,28(3):230-236

This feature considers the challenges that academic librarians are increasingly being faced with in the delivery of information skills training to large student numbers with limited time and staff resources. A case study is presented of how an academic liaison librarian used a blended learning approach and innovative teaching practice to successfully deliver information skills training to large student numbers within the Faculty of Health and Social Care at Hull University.  相似文献   

Counterpart personnel: A review of the literature with implications for education and development     

Fiona Leach 《International Journal of Educational Development》1993,13(4)

Despite the large sums spent annually by donors on the provision of project-based expertise and training, surprisingly little attention has been paid in the Technical Cooperation literature to the importance of the roles and relationships that develop between individuals on projects, and in particular their impact on project implementation. This is true of projects across all development sectors. However, the human dimension of project work becomes especially important when institution-building and the development of human capacity are involved. This is the case with much education-based Technical Cooperation. This paper offers a cross-sectoral review of the literature on counterpart personnel, with the aim of drawing some major implications for the implementation of education projects.  相似文献   

Collaborative Learning with Young Children     

Fiona Hockaday 《Educational studies》1984,10(3):237-242

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Reading with vocabulary intervention: evaluation of an instruction for children with poor response to reading intervention     

Fiona J. Duff  Elizabeth Fieldsend  Claudine Bowyer‐Crane  Charles Hulme  Glynnis Smith  Simon Gibbs  Margaret J. Snowling 《Journal of Research in Reading》2008,31(3):319-336

Interventions combining phonically based reading instruction with phonological training are generally effective for children with reading (decoding) difficulties. However, a minority of children respond poorly to such interventions. This study explored the characteristics of children who showed poor response to reading intervention and aimed to improve their literacy and language skills via a new theoretically motivated intervention. Twelve 8‐year‐old treatment poor responders with severe and persisting reading difficulties participated. A 9‐week reading intervention incorporating reading, phonological and vocabulary training was implemented. Before the intervention began the children showed almost no progress over 6 months of regular classroom education, on measures of oral language and literacy. Over the intervention period improvements were made on measures of reading, phonological awareness and language skills, which were maintained 6 months later. Although the intervention was effective, it should be noted that most children remained poor readers and require ongoing remediation.  相似文献   

Supervisors’ experiences in supervising higher education students from culturally and linguistically diverse backgrounds during work-integrated learning of health and non-health courses     

Lee  Den-Ching A.  Newton  Fiona  Yu  Mong-Lin  Morphet  Julia  Kidman  Gillian  Maloney  Stephen  Grieve  Averil  Shlonsky  Aron  Haines  Terry P. 《Higher Education》2021,81(4):665-683

The growing number of students who are culturally and linguistically diverse (CALD) relative to the host university undertaking fieldwork placements raises questions about how to best support their needs and the needs of their fieldwork supervisors so as to maximize the experience for both parties. This research aims to quantify and compare fieldwork supervisors’ perceptions of CALD versus non-CALD students’ performance during placements, the areas and levels of concern they experience in providing this supervision. Placement supervisors from health and non-health courses affiliated with an Australian University were randomly assigned to a survey containing question sets relating to their experiences in supervising CALD (n = 153) or non-CALD students (n = 168). The survey comprised Likert scale questions assessing “pressure points” to supervision and open-ended questions including strategies fieldwork supervisors typically used to assist students. Using univariate ordinal logistic regression analyses, “speaking” (coefficient, 95% CI 2.1 (1.56, 2.65)), “writing” in English (1.69 (1.17, 2.20)), and “adapting to culture of workplaces” (1.20 (0.71, 1.69)) were perceived by placement supervisors as the top “pressure points” in supervising CALD students. Interaction effects demonstrated that “difficulties in assessing CALD students’ competency” (coefficient, 95% CI?1.14 (?2.27, ?0.01), “feeling competent in supervising students for placements” (1.35 (0.26, 2.45)), and the “perception of lack of support” from either the university or employing organization (?1.70 (?2.83, ? 0.56)) were evident within fieldwork placement of health courses only. These results can assist universities and placement organizations to prioritize resources to address the key areas affecting CALD students’ performance on placements, and to improve supervisors’ experience in supervising CALD students on placements in health courses.

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Assessing Research Performance of University Academic Staff: Measures and Problems     

Fiona Q. Wood 《高等教育研究与发展》1989,8(2):237-250

Under the federal government's current policy on funding university research, institutions which can best identify and encourage the higher performers amongst their academic staff will fare better than others. However, in order to secure a strong position in competing for these government funds universities will need to know more about the research activity of their academic staff and how staff in different disciplines are likely to respond to the increased use of performance indicators. This paper reports the views of staff from one Australian university on such issues. One of the main findings is that potential research output is influenced by a range of factors including the differences in research styles, methods and strategies and the degree of dependence on funds. Such findings favour the differential use of performance measures depending on the nature of the research undertaken rather than the use of measures which are intended to standardise research output within or across disciplines.  相似文献   

Finding Voice: Debating in Secondary School English     

Fiona Stockdale 《Changing English: An International Journal of English Teaching》2020,27(3):285-294

ABSTRACT

This essay explores the place of debating, talk and group work in the Secondary English classroom. It discusses the ways in which pupils in one student teacher’s year 7 class thrive in the dialogic classroom against the backdrop of curricular and attitudinal change. It considers the importance of talk and debate amongst the ‘communities of practice’ in schools and universities in empowering teachers to challenge and navigate policies, theories and practices. In exploring the role of play, student experiences and different forms of talk, this essay highlights their vital importance in relation to teaching and learning in English and in the formation of English teachers.  相似文献