Examining key issues underlying the Audit Commission Reports on SEN Policy Paper 1 (5th series)     

Brahm Norwich  Chris Beek  Penny Richardson  Peter Gray 《Journal of Research in Special Educational Needs》2004,4(2):98-112

This book is the first publication in the fifth series of seminars organised by the SEN Policy Options Steering Group to examine policy issues to do with special educational needs. The aim of the seminar was to examine in depth several underlying issues raised by the recent Audit Commission Reports on special educational needs. The seminar provided a distinctive perspective and analysis of these reports. The focus was on (1) assurance for parents: alternatives to statements? (2) justifying common national definitions of difficulties and SEN and (3) managing inclusion. Papers were presented by: Peter Gray, SEN Policy Consultant, on common national definitions of difficulties and SEN; Penny Richardson from Nottinghamshire Local Education Authority (LEA) on assurance for parents: alternatives to statements? and Chris Beek from Capita Strategic Education Services on managing inclusion. The main purpose of this publication is to provide policy makers at all levels of the education system with an examination of relevant and practical policy options in the field of special educational needs. The book raises crucial issues and outlines ways forward.  相似文献   

Men accessing education: Masculinities, class and choice   总被引：1，自引：0，他引：1  

Tom Woodin  Penny Jane Burke 《The Australian Educational Researcher》2007,34(3):119-134

This paper draws on an Economic and Social Research Council (ESRC) funded research project on men (aged 18–54) participating in pre-university access and foundation programs in four London further and higher education colleges. Men’s educational choices and decisions are analysed and discussed within current policy debates about widening participation and lifelong learning. These choices are placed within a framework which focuses on masculinity in terms of classed and racialised identifications. For working class and ethnic minority students choices tend to be constrained by mix of material, institutional and emotional forces. For middle class ethnic minority students these factors are only partially alleviated.  相似文献   

The 1997 Bishop and LeFanu Memorial Lecture. ‘The tragedy of childbed fever’ given by Dr Irvine Loudon. Institute of Child Health, 3 November 1997     

Penny Bonnett 《Health information and libraries journal》1998,15(3):209-209

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Professional development and understanding children’s perspectives     

Penny Munn 《International Journal of Early Years Education》2009,17(3):177-178

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Ten suggestions for including gifted education in preservice teacher education     

Pamela R. Clinkenbeard  Penny Button Kolloff 《The Teacher Educator》2013,48(3):214-218

Abstract

New teachers have usually had little or no preparation for teaching the gifted students they will all encounter. Undergraduate education programs are crowded, and courses in special education do not usually focus on students who are academically advanced. The authors present ten suggestions for weaving information on gifted students into a variety of experiences, including other education courses, separate workshops or short courses, and opportunities outside the classroom. These suggestions can help prepare teachers for a type of diversity that is often overlooked.  相似文献   

Children as active participants in their own development and ECE professionals as conscious actors     

Penny Munn 《International Journal of Early Years Education》2010,18(4):281-282

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Gender Differences in Children's Throwing Performance: Biology and Environment     

Jack K. Nelson  Jerry R. Thomas  Karyn R. Nelson  Penny C. Abraham 《Research quarterly for exercise and sport》2013,84(4):280-287

Abstract

This study evaluated the influence of biological and environmental variables on the differences between the throwing performance of 5-year-old girls and boys. A total of 100 children (48 girls, 52 boys) were tested on throwing for distance and rated on two components of throwing form—trunk rotation, and foot action. Children were evaluated on eight biological characteristics—height, weight, body mass index, ponderal index, sum of four skinfolds, body diameters, arm and leg girths, and somatotypes—and four environmental characteristics—older brother, older sister, presence of adult male, and playing with older children. Results indicated that boys threw farther than girls and exhibited more mature form. Boys had greater joint diameters than girls, a smaller sum of four skinfolds, and more estimated arm muscle. Boys were more likely to play regularly with older children. Girls' throwing performance was only 57% that of boys, but when throwing was adjusted for a linear composite of biological variables, girls' throwing performance increased to 69% of boys'. Thus, while the differences in most motor performance tasks between boys and girls prior to puberty have been attributed to environmental factors, some of the differences in throwing performance appears to reflect biological characteristics, even as early as 5 years of age.  相似文献   

Talk of a number: self‐regulated use of mathematical metalanguage by children in the foundation stage     

Penny Coltman 《Early Years: An International Journal of Research and Development》2006,26(1):31-48

How can I know what I think until I hear what I say? (Sir Huw Wheldon (1916–1986). (Attenborough, 2002 Attenborough, D. 2002. Life on air: memoirs of a broadcaster, London: BBC Books.  [Google Scholar])

This paper presents the findings of a study exploring the self‐regulated use of mathematical metalanguage in the early years. Young children were filmed on two occasions in the naturalistic context of their eight foundation stage settings, including both nursery and reception classes. The children were engaged in mathematical activities designed by practitioners to facilitate self‐regulated learning. ‘Events’, or vignettes of conversation were identified and the verbal interactions recorded in these were analysed for indications of metacognitive thinking. Findings were that the young children did indeed show evidence, through their talk, of emergent metacognitive processes, indicating both metacognitive knowledge and strategic awareness in relation to their mathematical tasks.  相似文献   

Pre‐service teachers’ open‐minded thinking dispositions,readiness to learn,and attitudes about learning and behavioural difficulties in students     

Nezihe Elik  Judith Wiener  Penny Corkum 《欧洲师范教育杂志》2010,33(2):127-146

This self‐report study investigated 274 pre‐service teachers’ attitudes toward students with learning and behavioural difficulties (LBD) and the factors that predict their attitudes. Using four scenarios describing students with LBD, we investigated the degree to which pre‐service teachers’ open‐minded thinking dispositions, readiness to learn about students with LBD, beliefs about the role of regular classroom teachers in providing for these students, and emotions in relation to dealing with these students’ difficulties predict their likelihood of engaging in punitive reactions (e.g., giving a timeout) and planned behaviours (e.g., adapting instruction). Teachers with more open‐minded thinking dispositions and readiness to learn about students with LBD reported a higher likelihood of adapting instruction. Pre‐service teachers’ negative emotions partially mediated the relationship between their beliefs and punitive reactions and fully mediated the relationship between their open‐minded thinking dispositions and punitive reactions.  相似文献   

Comparison of performance and attitude in traditional and computer conferencing classes     

Hui‐Chuan Cheng  James Lehman  Penny Armstrong 《The American journal of distance education》2013,27(3):51-64

Abstract

A 1992 survey of the thirty‐five Oklahoma schools that received satellite downlinks as part of the 1988–1990 Midlands Consortium Star Schools grant investigated the extent to which schools were continuing to use the equipment and the impact of satellite access on their educational programs. Four schools did not use their downlinks in 1991–92, and two of the four also did not use the equipment in 1990–91; thirty‐one schools were continuing to use the equipment to receive student and/or staff development programming. Sixty‐one percent of thirty‐three respondents believe satellite access has very significantly or significantly improved the educational program for students at their school; 39% believe it has very significantly or significantly improved their overall staff development program. Forty‐eight percent of respondents reported a decrease in use since the first year of operation; 76% of respondents anticipate an increase in use in the future.  相似文献