The courts, the ADA, and the academy     

David D. Cope 《Academic Questions》2005,19(1):37-47

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Dyslexia policy and practice: cross‐professional and parental perspectives on the Northern Ireland context          下载免费PDF全文

Gillian J. Beck  Donna Hazzard  Therése McPhillips  Barbara Tiernan  Ann‐Marie Casserly 《British Journal of Special Education》2017,44(2):144-164

This article considers policy and practice in relation to dyslexia provision in Northern Ireland since the 2002 Task Group Report. Using interviews with original and current stakeholders, this research, funded by SCoTENS (Standing Conference on Teacher Education, North and South), examined the extent to which recommendations have been met in the intervening years. Perspectives of interviewees indicated that while pockets of good practice have existed, this has been inconsistent. Despite the Department of Education (Northern Ireland) promoting and funding a significant and replicable model of teacher education and making efforts to monitor its efficacy, concerns remain regarding the optional nature of training, the maintenance of the discrepancy model of dyslexia identification, the need for early multi‐disciplinary identification, whole‐school policy development and post‐primary provision. In addition, stakeholders questioned the sustainability of funding and advocated enhanced transparency for parents, whose voices, it would appear, can still go unheard.  相似文献   

The Annual Report of the General Secretary     

Henry F. Cope 《Religious education (Chicago, Ill.)》2013,108(4):212-216

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Early education and day care: in search of a policy     

Gillian Pugh 《教育政策杂志》2013,28(4):301-316

This paper examines policy issues in the provision of services for children under five and their families. It argues that services have developed in response to political and economic factors rather than in response to the needs of children and their parents. It shows how the separate strands of development that have led to the current confused situation reflect different ideological and philosophical approaches which tend to militate against a more coherent and co‐ordinated service provision. In the absence of a national policy on services for children under five, the paper examines the attempts by some local authorities to rationalize their own services on a local basis. It considers some of the areas in which a policy is required, including the organizational structure of services, flexibility and responsiveness of nurseries and centres to the needs of families, the quality of day care and education, the involvement of parents, equal opportunities, the relationship between the vouluntary and statutory sectors, pay and conditions of pre‐school workers, and initial and in‐service training.  相似文献   

Book Reviews: the challange for teachers     

Gillian Klein 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):58-60

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Leading educational change wisely     

Gillian Forrester 《Journal of educational administration and history》2011,43(3):277-279

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Speaking Out: Where is the “Real” Problem?     

Gillian Plummer 《Clearing house (Menasha, Wis.)》2013,86(5)

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Schools That Make a Difference to Post-Compulsory Uptake of Physical Science Subjects: Some comparative case studies in England     

Judith Bennett  Fred Lubben  Gillian Hampden-Thompson 《International Journal of Science Education》2013,35(4):663-689

This paper presents the findings of the qualitative component of a combined methods research study that explores a range of individual and school factors that influence the uptake of chemistry and physics in post-compulsory study in England. The first phase involves using the National Pupil Database to provide a sampling frame to identify four matched pairs of high-uptake and low-uptake schools by salient school factors. Case studies of these eight schools indicate that students employ selection strategies related to their career aspirations, their sense of identity and tactics, and their prior experience. The school factors influencing subject choice relate to school management, student support and guidance, and student empowerment. The most notable differences between students in high-uptake and low-uptake schools are that students in high-uptake schools appear to make a proactive choice in relation to career aspirations, rather than a reactive choice on the basis of past experience. Schools with a high uptake offer a diverse science curriculum in the final two years of compulsory study, set higher examination entry requirements for further study and, crucially, provide a range of opportunities for students to interact with the world of work and to gain knowledge and experience of science-related careers.  相似文献   

The Impact of Teacher Classroom Practices on Student Achievement during the Implementation of a Reform‐based Chemistry Curriculum     

Gillian Roehrig  Shauna Garrow 《International Journal of Science Education》2013,35(14):1789-1811

Evidence of a gap in student understanding has been well documented in chemistry: the typical student holds an abundance of misconceptions. The current expectation is that educational reform will foster greater student achievement via inquiry teaching within classrooms. Using assessments involving both conceptual and algorithmic knowledge of gas behaviour, gas laws, and phase changes in chemistry, this study aims to determine the relationship between inquiry teaching and student achievement. The topics were tested in the context of a unit from a reform‐based curriculum that features inquiry, hands‐on activities, and cooperative learning. This curriculum provides step‐by‐step guidance for each lesson in the teacher materials, in order to promote quality inquiry teaching. Two schools were involved in this study, with two high school chemistry teachers from each school. Each teacher participated in professional development and implemented this curriculum with sufficient training and guidance to develop reform methods. Student achievement was found to positively correlate with the use of inquiry teaching about the assessed concepts, regardless of teacher experience or school context.  相似文献   

University-based initial teacher education: Institutional re-positioning and professional renewal     

Jon Nixon  Peter Cope  James McNally  Susan Rodrigues  Christine Stephen 《International Studies in Sociology of Education》2013,23(3):243-261

The emphasis on 'partnership' in initial teacher education is a matter not just of organisational structure but of professional practices and purposes. If universities are to remain key players in initial teacher education, they must support the occupational group that represents the sector's interests and values: university-based initial teacher educators. Currently, however, this occupational group is awkwardly positioned between competing sets of accountability demands and institutional requirements. This article argues that only by encouraging and sustaining the professional renewal of university-based initial teacher educators will the university earn itself a continuing place in the evolving story of initial teacher education. That renewal is dependent, in other words, not only on the institutional re-positioning of the university but also on its re-commitment to initial teacher education as a core activity; a re-commitment which, it is argued, must recognise professional learning as a major 'field' of study across professional domains.  相似文献