Challenging control: inclusive teachers’ and teaching assistants’ discourse on students with challenging behaviour     

Fernanda T. Orsati  Julie Causton-Theoharis 《International Journal of Inclusive Education》2013,17(5):507-525

Describing students with disabilities as presenting ‘challenging behaviour’ is common in US schools. The purpose of this paper is to reveal the discourse utilised by teachers in order to understand their beliefs and practices surrounding young students considered to present challenging behaviour. This study examines teachers’ language in four ways: which discourses they draw from, the consequences of engaging in the discourse on practice, what maintains the use of such discourse and finally the possibilities for change. The critical discourse analysis unpacked that teachers begin labelling the students as challenging, not the behaviour. Consequences of this thinking emerged as teachers excluded the students, or what they consider ‘the problems’ from the classroom. Exclusion was found to be the ‘necessary’ response when control is prioritised in the classroom. In sum, the discourse of control is available for shaping how teachers understand and support students. Developing a relationship with students empowers teachers to see past the labels, the control discourse, and truly support students in inclusive classrooms. Finally, implications for practice are shared to improve the experience of inclusive education for both student and teacher.  相似文献   

Girls Helping Girls: Assessing the Influence of College Student Mentors in an Afterschool Engineering Program     

Stephanie Holmes  Adrienne Redmond  Julie Thomas  Karen High 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):137-150

Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed.  相似文献   

Teacher Appraisal,Professional Development and School Improvement: a case study     

David Hopkins  Julie Howard  Iain Johnston  Barbara Glover  Sue Woodburn 《School Leadership & Management》2013,33(1):37-53

The paper argues that in respect of the day‐to‐day work activities required in being a headteacher, and in the work relationships involved in running schools, the occupational culture of headship has changed fundamentally. Using the accounts of 20 headteachers, interviewed in respect of their career histories in 1990 and followed up by means of a postal questionnaire in 1992, the paper illustrates the changes experienced and identified by this group of heads. It is argued that a new headteacher is required; that aspects of educational leadership have diminished dramatically in the work culture of headship.  相似文献   

Microstructural analysis of negative anticipatory contrast: A reconsideration of the devaluation account     

Rebecca L. Wright  Gary Gilmour  Dominic M. Dwyer 《Learning & behavior》2013,41(4):353-359

An animal’s appetitive behavior is not a fixed response to current stimulation but can be affected by the anticipation of future events. For example, rats regularly given access to a moderately valued solution followed by a higher value solution (e.g., 4 % sucrose → 32 % sucrose) consume less of the initial solution than in control conditions where the initial solution is not followed by a higher value solution (e.g., 4 % sucrose → 4 % sucrose). Previous analyses have suggested that this negative anticipatory contrast effect does not depend on the “expectation” of a valuable stimulus producing a functional devaluation of a currently available stimulus of lesser value. In a within-subjects anticipatory contrast procedure, this study revealed that both consumption and the mean size of licking clusters were smaller for a 4 % sucrose solution on days when it preceded 32 % sucrose than on days when 4 % preceded 4 %. Since lick cluster size typically bears a positive monotonic relationship with the concentration of palatable solutions, this reduction is indicative of a decrease in the palatability/hedonic value of the solution subject to contrast. As such, we provide direct evidence that negative anticipatory contrast does produce a functional devaluation of the solution, thus challenging prevailing theoretical assumptions.  相似文献   

Nonreinforced flavor exposure attenuates the effects of conditioned taste aversion on both flavor consumption and cue palatability     

Dominic Michael Dwyer  Patricia Gasalla  Matías López 《Learning & behavior》2013,41(4):390-401

Nonreinforced exposure to a cue tends to attenuate subsequent conditioning with that cue—an effect referred to as latent inhibition (LI). In the two experiments reported here, we examined LI effects in the context of conditioned taste aversion by examining both the amount of consumption and the microstructure of the consummatory behavior (in terms of the mean size of lick clusters). The latter measure can be taken to reflect affective responses to, or the palatability of, the solution being consumed. In both experiments, exposure to a to-be-conditioned flavor prior to pairing the flavor with nausea produced by lithium chloride attenuated both the reduction in consumption and the reduction in lick cluster sizes typically produced by taste aversion learning. In addition, we observed a tendency (especially in the lick cluster measure) for nonreinforced exposure to reduce neophobic responses to the test flavors. Taken together, these results reinforce the suggestion from previous experiments using taste reactivity methods that LI attenuates the effects of taste aversion on both consumption and cue palatability. The present results also support the suggestion that the failure in previous studies to see concurrent LI effects on consumption and palatability was due to a context specificity produced by the oral taste infusion methods required for taste reactivity analyses. Finally, the fact that the pattern of extinction of conditioned changes in consumption and in lick cluster sizes was not affected by preexposure to the cue flavors suggests that LI influenced the quantity but not the quality of conditioned taste aversion.  相似文献   

Less experienced mathematics teachers report what is wrong with their professional support system     

Julie Cwikla 《Teachers and Teaching》2013,19(2):181-197

Teachers with seven years of teaching experience or less (n = 10) participating in a large‐scale mathematics professional development program in the United States were interviewed. The goal of this qualitative study was to better understand less experienced teachers' reactions to professional development and professional support in the teaching profession. The interview data ­indicate that these less experienced mathematics teachers are not satisfied with their mentors orcollaboration in their department and would welcome opportunities for classroom observations. In addition, these teachers were disappointed and surprised at their more experienced peers' lack of mathematics content knowledge. The results of this study have direct implications for the structure and philosophy for professional development to better serve incoming and less experienced teachers.  相似文献   

Reading the Word and Reading the World: The Impact of a Critical Pedagogical Approach to the Teaching of Criminology in Higher Education     

Alana Barton  Karen Corteen  Julie Davies  Anita Hobson 《Journal of Criminal Justice Education》2013,24(1):24-41

Critical pedagogical approaches are underpinned by the principal that education is an inherently political process which should be concerned with enabling students to be reflective, independent, and critical thinkers. In this paper we argue that facilitating the development of a critical consciousness is an integral part of the teaching of critical criminology in higher education. We contend that it is essential if students are to recognize the broader social and political contexts of their own, and others’, lived experiences and thus be able to challenge political oppressions and domain ideologies. By drawing on a pilot study conducted with final‐year undergraduates from a university in the north west of England, the paper will demonstrate how a critical education (critical in terms of subject content, and teaching practice) can better enable students to develop both academically and, as importantly, with regard to their personal, social, and political consciousness.  相似文献   

The Impact of Criterion Writing Evaluation Technology on Criminal Justice Student Writing Skills     

Julie Schroeder  Bonnie Grohe  Rene Pogue 《Journal of Criminal Justice Education》2013,24(3):432-445

Criminal justice scholars recognize that skillful, articulate writing is critically important in criminal justice because of the responsibilities those practicing in the field assume. This paper adds to the current discussion and evidence related to improving college and university students’ writing skills. We report findings from an investigation that explores the utility and outcomes associated with using a specific web‐based teaching technology—Criterion Writing Evaluation in a criminal justice writing course.  相似文献   

Model Switching in a Learning Environment based on Multiple Models     

Julie‐Ann Sime 《Interactive Learning Environments》2013,21(1):109-124

The introduction of qualitative modelling techniques into learning environments, and intelligent training systems, requires not just the development of tools and techniques for modelling and simulation but also some guidance on how to use qualitative models in learning environments. This paper describes the rationale behind the design of a simulation based learning environment, the Model Switching PROcess rig Demonstration System (MS‐PRODS). Three qualitative and three quantitative simulations of the behavior of the physical system have been implemented using the ITSIE tools (Scott et al, 1990). The design of the learning environment is presented from the point of view of instruction and how the models are to be used to promote learning, in particular examining the model switching mechanism. This mechanism determines how to select and sequence the presentation of models to the learner during guided explorations of the domain. A knowledge based an alysis of the domain knowledge is combined with principles derived from Cognitive Flexibility Theory (Spiro 6 Jehng, 1990) to produce a generic design for a learning environment based on multiple models. The design and implementation of the learning environment is illustrated and a sample sequence of models presented. Finally, related work such as White & Frederiksen (1990) on model progression is discussed.  相似文献   

Mentoring in academe: Models for facilitating academic development     

Julie Kunselman  Christopher Hensley  Richard Tewksbury 《Journal of Criminal Justice Education》2013,24(1):17-35

Mentoring academics is an integral step in aiding their professional development. This commitment to mentoring is discussed by three criminal justice professors, each in a distinct phase of his career. Three distinct mentoring models are discussed: (1) continuing a mentoring relationship with a dissertation advisor or other mentor from graduate school, (2) developing a new mentoring relationship at an academic institution where one receives a position, and (3) developing a new mentoring relationship with an academic in the same field, but at a totally separate institution. The authors describe their advancement in the field of criminal justice as it relates to the existence of a mentoring model, focusing on identifying the strengths of each model.  相似文献