Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork experiences     

Sarah Lisa Hopkins  Penny Norma Round  Karen Dawn Barley 《Teachers and Teaching》2018,24(8):915-930

Inclusive education requires restructuring educational provision so that mainstream schools are able to provide for the needs of all students in their communities. To help realise this goal, initial teacher education programmes need to better prepare new graduates for teaching students with complex special education needs, including students with intellectual disability. Concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms have led some teacher education institutions to develop supplementary fieldwork experiences. The current study involved an investigation into such an experience and looked at the benefits to pre-service teachers (PSTs) of tutoring a young adult with intellectual disability. The findings indicate that PSTs learned effective strategies for differentiating a programme of work and, in their first year of study, were developing a teacher identity. The importance of aligning experiences with coursework units is highlighted and the need for valid assessments of how well initial teacher education programmes are preparing beginning teachers for inclusion, and what these assessments may look like, is discussed.  相似文献   

Observer Perceptions of Movement Confidence     

Jack F. Keogh  Norma Sue Griffin  Robin Spector 《Research quarterly for exercise and sport》2013,84(4):465-473

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Creativity, Mathematizing, and Didactizing: Leen Streefland's work continues     

Norma Presmeg 《Educational Studies in Mathematics》2003,54(1):127-137

This reaction to the papers in this PME Special Issue of Educational Studies in Mathematics draws a wider perspective on the issues addressed and some of the constructs used in research in Realistic Mathematics Education (RME). In particular, it tries to show that while the problems addressed existed within the world-wide arena of mathematics education and were not unique to the Dutch educational system, the methods used at the Freudenthal Institute to address them were uniquely adapted to that system yet foreshadowed developments in the wider field of mathematics education. The predictive aspects of mathematizing, didactizing, and guided reinvention, in which models-of become models-for on various levels, resonate with trends in mathematics education in recent years, including those promoted by the National Council of Teachers of Mathematics in the USA. Research methodologies, too, have broadened to include more humanistic qualitative methods. Developmental research as epitomized in the RME tradition makes the distinction between quantitative and qualitative research obsolete, because there is no restriction on research methods that may be useful in investigating how to improve the teaching and learning of mathematics, and in the designing of mathematics curricula. Thus some aspects of this research resonate with what have come to be known as multitiered teaching experiments. However, in RME there is also a special content-oriented didactical approach that harmonizes with an emphasis on didactics (rather than pedagogy)in several other European countries. Some implications are drawn for future research directions. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献   

Editorial     

Norma Presmeg 《Educational Studies in Mathematics》2012,79(1):1-2

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Students’ use of evaluative constructivism: comparative degrees of intentional learning     

Lindsey Norma Conner 《International journal of qualitative studies in education》2013,26(4):472-489

Evaluative constructivism is used to describe how students derived learning intentions and made choices about what they would do during a unit of work in a final-year high school biology class, as they conducted an inquiry into the social and ethical issues associated with cancer. The context of the study, theoretical background and overview of students’ awareness of their learning strengths and needs are related to the level of achievement in the essays they wrote. The case studies illustrate the diversity in the extent of knowledge and use of learning strategies and the implications this has for the level of support teachers can provide to enable students to be more self-directed. The concepts outlined here have very wide application to multiple learning contexts.  相似文献   

The Education of English Gentlewomen 1540‐1640     

Norma McMullen 《History of education》2013,42(2):87-101

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Focus on dementia care: Continuing education preferences,challenges, and catalysts among rural home care providers     

Julie G. Kosteniuk  Debra G. Morgan  Megan E. O’Connell  Vanina Dal Bello-Haas  Norma J. Stewart 《Educational gerontology》2013,39(9):608-620

ABSTRACT

Home care staff who provide housekeeping and personal care to individuals with dementia generally have lower levels of dementia care training compared with other health care providers. The study's purposes were to determine whether the professional role of home care staff in a predominantly rural region was associated with preferences for delivery formats of dementia-specific continuing education (CE) programs, and challenges and catalysts to attending CE on any topic. From January through March, 2014, 82 of 111 eligible home care staff in one Saskatchewan health region completed a cross-sectional postal survey (73.9% response rate). The survey included 41 nurses/case managers (client care coordinators, assessors, and team managers) and 41 continuing care aides (home health aides). Nurses/case managers and aides were equally likely to report moderate to high interest in locally delivered CE and low interest in Internet-based and computer-based CE. Compared with nurses/case managers, aides were more likely to report challenges to CE attendance due to CE not being a requirement of their position or relevant to their work. Low staffing levels were the top challenge regardless of professional role. Nurses/case managers and aides were equally likely to identify locally offered programs and paid time off as the top two catalysts of CE attendance. Given the growing number of individuals with dementia receiving home care services, the current study suggests that continuing education should be offered locally and included in rural staff’s paid time in order to encourage attendance.  相似文献   

A comparative study of the learning style preferences among gifted African‐American,Mexican‐American,and American‐born Chinese middle grade students     

Norma J. Ewing  Fung Lan Yong 《Roeper Review》2013,35(3):120-123

The purpose of this study was to determine whether significant group, gender, and grade differences existed in the preferred learning styles of gifted minority students. The Learning Style Inventory (Dunn, Dunn, & Price, 1987) was administered to 54 African‐American (20 males, 34 females), 61 third‐generation Mexican‐American (26 males, 35 females), and 40 third‐generation American‐born Chinese (25 males, 15 females) students. A three‐way analysis of variance on the LSI raw scores of gifted African‐American, Mexican‐American, and American‐born Chinese students indicated significant group differences in preferences for noise, light, visual modality, studying in the afternoon, and persistence. Significant gender differences were found in preferences for the tactile modality and intake. Finally, significant grade differences were found in preferences for temperature (warm/cool environment) and mobility. Findings support and extend past research regarding the learning styles of gifted students.  相似文献   

Science Policy in Action: Policy and the Researcher   总被引：1，自引：0，他引：1  

Morris  Norma 《Minerva》2000,38(4):425-451

Government policies for science, usually incorporatingeconomic and social aims, are increasingly influencing the contentand management of university research. This essay discusses theinfluence of selected science policies on individual researchersand group leaders. Within the limitations of a case study, itargues that policies that steer the content of research have agreater influence on research behaviour, than do policies relatedto overall research management. Increasing pressures for compliancewith mission-objectives point to the need for closer discussionbetween those who make policy decisions, and the wider researchcommunity.  相似文献   

Effects of socio-economic class on self-concept of children     

Norma Trowbridge 《Psychology in the schools》1970,7(3):304-306

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