The experiences of pupils with SEN and their parents at the stage of pre-transition from primary to post-primary school     

Geraldine Scanlon  Yvonne Barnes-Holmes  Ciara McEnteggart  Deirdre Desmond  Nigel Vahey 《欧洲特需教育杂志》2016,31(1):44-58

The experiences of pupils with Special Educational Needs (SEN) and their parents at pre-transition from primary to post-primary school have received little attention in the literature. The current study investigated these experiences using a mixed methods approach within the Irish educational system. Thirty-two pupils with SEN and 42 parents of pupils with SEN participated in focus groups, and also completed a questionnaire which qualitatively complemented the parental focus groups. Emergent themes for pupils included: things I will miss; fitting in and performing as well as others; laying the groundwork: getting to know new people; and experiencing and talking about ‘going to the new school’. Emergent themes for parents included: losing ground?; information is critical: ‘I’m not asking for the moon, but a bit more information’; I’d like help but I don’t want to make trouble for my child; and challenge and support. Critical issues emerging from the data concerning pre-transition experiences for both pupils and parents are discussed.  相似文献   

PDAs as lifelong learning tools: an activity theory based analysis     

Jenny Waycott  Eileen Scanlon 《Learning, Media and Technology》2005,30(2):107-130

This paper describes the use of an activity theory (AT) framework to analyze the ways that distance part time learners and mobile workers adapted and appropriated mobile devices for their activities and in turn how their use of these new tools changed the ways that they carried out their learning or their work. It is argued that there are two key strengths in using an activity theory framework in this context. The first strength is the emphasis activity theory places on tools, including computer artefacts, as mediators of activity. This emphasis focuses attention on the activity itself rather than, for example, simply the interaction between the human and the computer. The focus is on the learner or user’s objectives and activities and the computer is the tool through which the user achieves her objectives. The second strength was referred to briefly above. The AT perspective also enabled analysis of an interactive dynamic process of users or learners and their tools—in this case personal digital assistants (PDAs). It revealed a two way process in which the user adapts the tools they use according to their everyday practice and preferences in order to carry out their activities; and how, in turn, the tools themselves also modify the activities that the user is engaged in. Three case studies illustrate these processes. The first case study is of distance learners’ use of e‐books on PDAs, to supplement their access to other static media such as books and computers. The second case study investigated how mobile workers in the energy industry used mobile devices to access information when away from the office. The third and final case study investigated the use of mobile devices in an art gallery. The paper concludes with a discussion of the information access needs that are apparent in each of these learning contexts, and highlights the pertinent issues in the use of mobile technologies to support lifelong learners’ information needs.  相似文献   

Parent-teacher conference communication: a guide to integrating family engagement through simulated conversations about student academic progress     

Joan M. T. Walker  Angela M. Legg 《师资教育杂志》2018,44(3):366-380

Abstract

Teachers regularly communicate with families, yet few candidates are well-prepared for this professional activity. This gap can hinder family–school partnership and pupils’ success. Given that candidates’ opportunities to learn about family engagement (FE) depends on the decisions and values of individual teacher educators, we illustrate how FE can be integrated into an existing educator preparation programme. Specifically, we describe how to design and use simulated parent–teacher conferences (PTCs) to: foster candidates’ conference communication skills; assess their understanding of content knowledge and their ability to plan instruction. Specifically, we designed two simulation tasks that required candidates’ to analyse and respond to a given student assessment profile and then share their interpretation of the information in ways that developed parent–teacher partnership. Modelled after simulation-based medical education, we describe three steps teacher educators can take to integrate simulated PTCs into their existing curriculum. To illustrate how and why simulations impact professional readiness, we also describe the advantages, sequence and psychological processes of simulation training. A sample of candidate profiles across the two tasks are shared to illustrate what candidates take away from their experiences and the kinds of findings faculty may encounter when integrating simulation pedagogy.  相似文献   

Selecting appropriate materials for very young children     

Joan M. Zeller  Suzanne L. McFarland 《Early Childhood Education Journal》1981,8(4):7-13

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Experiencing and evidencing learning through self-study: New ways of working with mentors and trainees in a training school partnership   总被引：1，自引：0，他引：1  

Joan Whitehead  Bernie Fitzgerald 《Teaching and Teacher Education》2007

This paper uses self-study to analyse the development of a generative, research-based approach to mentoring initial teacher training students in a Training School/university partnership and its contribution to redefining teacher education practice. It focuses on the ontological values and co-learning of the authors as they work collaboratively with mentors to develop a democratic form of social practice and relations. The use of video to record the teaching and situated learning of mentors and trainees is explored as are the qualities and conditions which helped foster the shift in power relations between participants as they engaged in reflective dialogue and inquiry. Issues of sustainability and embedding such practices are addressed as is the contribution of practitioner-research accounts to the professional knowledge of other teacher educators, teachers and trainees.  相似文献   

If you can't measure it—it doesn't exist     

Joan Freeman 《High Ability Studies》2007,18(1):65-66

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The Impact of Changing Roles on Relationships between Professionals in Inclusive Programs for Young Children     

Joan Lieber  Paula J. Beckman  Marci J. Hanson  Susan Janko  Jules M. Marquart  Eva Horn  Samuel L. Odom 《Early education and development》1997,8(1):67-82

As inclusion of young children with disabilities into preschool programs has become more prevalent, there have been concomitant changes in the roles assumed by the professionals and paraprofessionals in these programs. In this paper we examine the ways in which inclusive models influence the roles assumed by the program staff and the factors that affect the ability of staff members to assume these roles. Data, which included interviews, participant observation and document analysis, were collected as part of a multi-site national study of inclusive education programs and practices. From these data, themes emerged regarding the changing roles and relationships of staff members in inclusive early childhood programs. These themes are discussed as both facilitators of and barriers to successful inclusive programs.  相似文献   

Being a Student on a Part-time Early Years Degree     

Anne Hughes  Joan Menmuir 《Early Years: An International Journal of Research and Development》2002,22(2):147-161

This paper offers a critical examination of the student experience of a new part-time degree in Early Childhood Studies. The current Scottish Executive emphasis on encouraging lifelong learning through improved access, extended participation and the provision of opportunities for progression has created a climate where studying part-time while continuing to work is receiving active government support. The degree examined in this paper offers Early Years staff the opportunity to continue their personal development as they work and it fits well with the increasing recognition of the need for a more valued and qualified workforce in Early Years. Data on student experiences was collected at the end of the first calendar year of the course through structured student evaluation of the modules delivered and through student responses to a 'Support for Learning Agenda'. The agenda was used twice during the year to encourage reflective comment about ongoing participation in the course and also as the basis for discussion with a personal tutor. Results from the two sets of data highlighted the complexity of balancing work, personal and study commitments in part-time study. The issues which emerged for discussion and further investigation included expectations of the learning environment, the difficulties of making transitions from one type of learning environment to another and a number of issues related to combining study and work. The paper concludes by considering the implications for policy and practice.  相似文献   

Hemispheric object naming and interhemispheric transfer functions in reading disordered subjects     

Joan N. Kaderavek  Michael P. Rastatter 《Reading and writing》1996,8(2):161-169

This study measured unilateral, tachistoscopic naming reaction times of normal and reading disordered children to objects representing two levels of picture vocabulary age. Results of an ANCOVA procedure on the latency data showed main effects for group and stimuli, but not visual field. The latency results suggested parallel, central picture naming operations for each group, with the reading disordered children evidencing significantly longer naming reaction times to each level of stimuli. Arc Sine transformed error data were submitted to an analysis of co-variance procedure and showed a significant stimuli x group interaction. Post hoc tests showed accelerated error rates following right hemispheric stimulation, suggesting anomalous interhemispheric transfer of visual images in the present group of reading disordered children. In addition, left hemispheric stimulations produced significantly more naming errors for the reading disordered subjects as compared to the normal children. Such findings may suggest that a group of higher-ordered processing operations may accompany reading disorders.  相似文献   

Entering and exiting a teacher preparation program: What happens in between?     

Kay?M.?SagmillerEmail author  Joan?Marioni  Younghee?M.?Kim 《Asia Pacific Education Review》2003,4(1):51-66

In determining whether graduates of the Master of Arts in Teaching (MAT) Program at Southern Oregon University were developing the necessary knowledge, skills, and dispositions to teach, faculty members found themselves examining their own practice. This is just what Goodlad (1988) suggested we do: clarify our own beliefs in order to better understand our teacher preparation program. We discovered that the development of the MAT program is primarily shaped by the people who teach within the program. Who we are as people, influences who we are as teachers and, who we are as teachers influences the nature of the teacher preparation program. This discovery underscored the importance of our efforts to steward the development of our students’ personhood as well as their knowledge and skills.  相似文献