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101.
102.
Kerstin Göransson Gunilla Lindqvist Nina Klang Gunnlaugur Magnússon Lena Almqvist 《International Journal of Inclusive Education》2013,17(6):559-574
ABSTRACTPrior research shows that special needs educators (SNEs) have had problems defining their occupational roles and jurisdiction, particularly regarding inclusive education. There are two occupational groups of SNEs in Sweden, namely special educational needs coordinators (SENCOs) and special education teachers. In this paper, we use the collective name SNEs to refer to both groups. Here, results from a total population study of Swedish SNEs are presented (N?=?3367, response rate 75%). The aim is to explore differences in SNEs’ interpretation of school difficulties and if these differences are influenced by SNEs’ employment in different parts of the school organisation. Statistical cluster-analysis was used to categorise SNEs into five distinct groups based on how they view the problems of pupils in school difficulties. Key concepts employed in the analysis are, primarily organisational vs occupational governance in relation to professional jurisdiction. Findings suggest that SNEs are less unanimous in their views of school problems, than prior research indicates. The variance is partly due to where they work in the school organisation, but we also find indications that different groups of SNEs experience different forms of governance with regard to their professionalism. The results are important due to the scope of the data and method of analysis as well as the illustrated variance of professional values and situations of SNEs and the potential consequences for the development of inclusive education. 相似文献
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104.
Tamara G. Halle Elizabeth C. HairLaura D. Wandner Nina C. Chien 《Early childhood research quarterly》2012
This study uses the Family and Child Experiences Survey (FACES) data from 1997 to investigate the degree to which child, family, classroom, teacher, and Head Start program characteristics are related to children's school readiness and continued development over the four-year-old Head Start year. Latent class analyses were used to examine the constellation of school readiness competencies within individual Head Start children in both the fall and spring of the four-year-old Head Start year. Multinomial regression analyses examined patterns of association between demographic and program characteristics and profile membership over time. Four distinct developmental profiles were found in the sample in the fall, and three were found in the spring. Furthermore, a substantial proportion of Head Start children (43%) moved from a developmental profile including some risk to a strengths profile between the fall and spring of the Head Start year. Child age, family structure, parental educational attainment, classroom quality and teacher's level of educational attainment emerged as important factors associated with stability and change in profile membership over the four-year-old Head Start year, but receipt of social services through Head Start was not associated with stability or change in profile membership. 相似文献
105.
This article presents a self-reflexive analysis of the situatedness of the author and her work - research and writing - as a woman of color in the academy. The author critically examines self-reflexivity in relation to her research by drawing on her lived experiences as academic Self-woman of color Other, first as an international doctoral student and now as a junior faculty member. Drawing on critical and feminist perspectives, she argues that such self-reflexivity allows for an openness which eliminates the apparent dichotomy of Self-Other and offers new spaces for re-presenting difference(s). In particular, she construes her writing as a self-renewing site of activism and resistance to Othering and her teaching as praxis and self-assessment. She concludes that cutting-edge research and writing, when rigorously self-reflexive, are beyond "cool" and "hip," allowing us to maintain integrity and agency as educators and researchers. 相似文献
106.
Michael Bassey Nina Hatch 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):131-137
A procedure has been developed in which (a) a teacher records her classroom speech on a carried cassette recorder, (b) subsequently replays the recording and codes each utterance in terms of seven categories and the name of the child or children spoken to, and (c) reflects on her classroom practice as revealed by the coding analysis, using evaluative guidelines. This procedure has been tested successfully with 11 teachers of infant children, working in informal classrooms. 相似文献
107.
Facilitating Teachers' Participation in School‐Based Health Promotion—A Qualitative Study 总被引:1,自引:1,他引:0
Nina Grieg Viig Corresponding author Bente Wold 《Scandinavian Journal of Educational Research》2013,57(1):83-109
The focus of this article is on examining Norwegian teachers' perception of what factors at the school's organisational level have facilitated their participation in a school‐based health promotion project. The study is based on 12 semistructured interviews with teachers from two of the pilot schools participating in the European Network of Health Promoting Schools. The findings indicate that there are a number of conditions at the organisational level facilitating the implementation process and the teachers' participation in the project. These conditions are common goals, good leadership, sufficient and available resources, competence and cooperation inside the school and with the local community. The results from this study also indicate that working with the Health Promoting Schools Project helped the teachers in fulfilling many of the goals of the new Norwegian National Curriculum (L97), and in the longer term, also contributed to the implementation of the new reform. 相似文献
108.
In this classroom intervention study, reciprocal teaching (RT) of reading strategies was combined with explicit instruction in self-regulated learning (SRL) to promote the reading comprehension of fifth-grade students (N = 306). Twelve intact classes were randomly assigned either to an RT + SRL condition or to an RT condition without explicit instruction in self-regulation. Three additional classes served as a no-treatment comparison group. Strategies instruction was delivered by trained assistants in conventional German language lessons. Students practiced the application of these strategies in small groups. Both at posttest and at maintenance (8 weeks after the intervention), students in the two intervention conditions (RT and RT + SRL) outperformed comparison students in measures of reading comprehension, strategy-related task performance, and self-efficacy for reading. Relative to RT students, students in the RT + SRL condition were better able to maintain training-induced performance gains over the follow-up interval. A moderated mediation analysis revealed that this difference in the sustainability of the two treatments was (a) mediated by the successful mastery of the learned strategies and (b) most evident among students with poor reading fluency skills. 相似文献
109.
This article introduces readers to some of the cultural characteristics of education and educational development in Russia. Action Research is as yet a new influence on Russian educational thinking, and so this article makes a beginning by tracing the connection between the ‘Action Research’ approach and Russian ‘Activity Theory’ in the teacher training process. The assumption of the Russian participants in an international project devoted to action research in teacher training was that the facilitation of the ‘Activity Theory’ approach would make a relevant contribution to an understanding of action research. The practical implications of this link in various different contexts are described in the article. 相似文献
110.
In the current study (a) maternal insightfulness into the experience of the child and (b) resolution with respect to the child's diagnosis and their associations with children's security of attachment were examined in a sample of 45 preschoolers (mean age = 49 months) with autism spectrum disorders (ASD). It was hypothesized that mothers who were insightful and resolved would be more likely to have securely attached children than mothers who were neither insightful nor resolved. The findings supported this hypothesis. The implications of insightfulness and resolution for child attachment in the context of ASD are discussed. 相似文献