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The purpose of this article is to understand the Learning in Regular Classrooms (LRC) initiative for inclusive education in China. First, the paper reviews the policy, legislation, and practice in relation to the LRC. It then goes on to explore the specific social–political context of the LRC, and compares the Chinese LRC with the Western approaches to inclusion and integration. The authors then discuss the challenges posed by the attempt to further promote the LRC or inclusive education in the collectivist culture and socialist political context of modern China. 相似文献
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Logical connectives are words or phrases which serve as links between sentences, or between propositions within a sentence,
or between a proposition and a concept. The Logical Connectives in Science Project has identified about 200 such terms commonly
use in school science text material, and has prepared over a thousand test items in order to measure secondary school students’
comprehension of these terms. The primary aim of the research is to identify students’ specific difficulties; a secondary
aim is to explore the relationships between students’ ability to comprehend logical connectives and other variables of interest
to educational researchers.
The research is still in progress; the present paper reports on recent work in four areas: (1) early findings on pupils’ difficulties
with logical connectives, based on data obtained from the trial testing of the items; (2) the relationship between logical
connective ability (LCA) and socio-economic status (SES); (3) the relationship between LCA and cognitive preferences; and
(4) the relationship between LCA and attitudes to a textbook (PSSC Physics) which makes extensive use of a wide range of logical
connectives. Significant correlations were found between LCA and SES; however, LCA was found to be uncorrelated with either
cognitive preferences or with attitudes to the PSSC text. 相似文献
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Body donation is important for medical education and academic research. However, it is relatively rare in Hong Kong when compared with many Western countries. Comprehensive research has been performed on the motivation for body donation in Western countries; however, there is still insufficient research on body donation in Hong Kong to provide information on how to increase the body‐donation rate. To understand the factors involved in the decision to donate one's body, the authors interviewed a registered donor and the daughter of another donor in Hong Kong. The authors interpreted the information collected in light of the available published reports, which mostly focus on body donation in Western countries. Despite the consistency of some demographic factors and motivations between the participants in our study and those investigated in the published reports from Western countries, there are differences in education level and socioeconomic status between the donors in our study and those from Western studies. The authors also suggest that Confucianism and Buddhism in Chinese culture may motivate potential body donors in Hong Kong. Other important factors that influence the body‐donation decision may include family members' body donation, registration as organ donors, and good doctor–patient relationships. Although case report studies have their limitations, this study allows us to explore the complexity of events and establish the interconnectivity of factors involved in body donation, which could not be achieved in previous survey‐based studies. © 2012 American Association of Anatomists. 相似文献
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Sara Price Paul Davies William Farr Carey Jewitt George Roussos George Sin 《British journal of educational technology : journal of the Council for Educational Technology》2014,45(1):160-170
Enhanced capabilities of modern smartphones offer the potential to design tools that support new forms of teaching and learning. Increased access to mobile‐networked environments and geospatial systems provide opportunities for developing new educational experiences that support a geospatial approach to science, fostering new ways of thinking about science. However, designing effective innovative educational mobile applications remains a challenge. Applications need to be accessible to teachers that are not tech‐savvy as well as those that are, foster active learning pedagogies, enable flexible and creative use, as well as fit within the curriculum. This paper describes a smartphone application developed together with pre‐service science teachers, designed to be customisable by teachers while supporting a geospatial approach to science education. The design process and trial illustrate application use, how it supports a geospatial approach to science education and raises issues around mobile technologies, teacher pedagogies and adoption. 相似文献
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Participation in educational and social research helps to develop understanding of how young people learn and to consider wider aspects of their lives to enable their voices to be heard and acted upon. Research also facilitates the articulation and sharing of methodologies across a range of professional practices. We assert that theory and practice in educational youth work offers a position of strength from which to undertake research. In making this assertion, we suggest cross‐disciplinarity between youth work and research practices in order to build research mindedness among youth workers who, through this nexus, are well‐placed to engage in practice based research. Drawing on discourses about young people, youth work and youth participation, we identify five elements of youth work practice that can be aligned with research processes: reflexivity; positionality and bias; insider cultural competence; rapport and trust; power relationships. The article examines how these elements are present in youth work and a range of research settings. We identify youth work methods and dispositions as enhancing research capacity which could also be useful in building participatory research methods in disciplinary areas beyond education. Yet, in making these connections, we also identify a range of factors that show this nexus as complex and contestable. Reflecting on the lessons learned from our experiences as youth work practitioners and academic researchers, we propose that finding nexus, which in this instance is between youth work and research paradigms, could inform educational research practices and contributes to developing a meaningful praxis. 相似文献
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Increasingly, children with Down Syndrome are attending mainstream schools, but evidence suggests that these children are more prone to peer rejection and other problems when compared with their non‐disabled counterparts. However, relatively little is known about children's attitudes toward their peers with moderate to serious learning disabilities, including Down Syndrome. This study assessed the attitudes of non‐disabled primary school children (n = 118) in mainstream education toward their peers with Down Syndrome. A secondary aim was to assess whether exposure to audiovisual material promoting inclusion had any immediate effects on overall attitudes. A cross‐sectional, questionnaire‐based survey was administered in four rural‐based schools. The results showed that female participants over 10 were the most sociable. Overall attitudes toward inclusion were consistently and statistically significantly more negative than those toward sociability. Other factors, such as contact with peers with Down Syndrome, were not related to attitudes. Neither was there any change in overall attitudes following exposure to the promotional material. Further work is needed to identify factors underpinning the attitudes of non‐disabled children to their peers with Down Syndrome and how best to promote inclusion in mainstream schools. 相似文献
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The study sought to (1) investigate whether international students differ from domestic students in their information needs and barriers encountered, and (2) test the relative importance of students' domestic/international status against their gender and level of study. A survey was used to collect data from international and domestic undergraduate and graduate students in a US public university. The study collected 1259 responses. Regression analysis was used for analyzing the data. International and domestic students were found to be similar in their top-ranked needs (e.g., career information) and barriers (e.g., irrelevant and non-credible information). Compared to their gender and level of study, students' domestic/international status resulted in fewer significant differences in their needs and barriers. However, for the areas where domestic/international status was significant, its effect size was often prominent. Differences between domestic and international students are more notable in the barriers than in the information needs. Based on the findings, six propositions were developed. The implications for research and practice are discussed. 相似文献
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