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81.
Joy Jarvis Sue Lamb 《Early Years: An International Journal of Research and Development》2001,21(2):129-138
This article considers the role of adult-child interaction in the communication development of children under two. It specifically investigates the situation of a family with twins, where it may be more difficult to undertake sustained, supportive interactions with two children at the same time. The study identifies strategies used by the family to support the children's language development and suggests that these could be used in care settings where early years practitioners may be working with under twos in small group contexts. 相似文献
82.
Sally Tomlinson 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):513-528
ABSTRACTIn countries that have developed special education (SE) provision, whether in segregated settings or ‘included’ in mainstream, racial, ethnic and immigrant minorities continue to be disproportionately represented. Explanations for placement in SE programmes continue to centre round assumptions of deficiencies in student abilities to learn and ‘behave’, their family backgrounds and communities. Many policy-makers, politicians, schools and teachers ignore or are ignorant of the historical background and social contexts in which these students are expected to learn. The article overviews some of this history and policy responses concerned with SE, low attainment and troublesome school behaviour in England, including recent evidence and current explanations for the placement of the students. A premise here is that research, policy and literature are still separating what is happening in ‘special’ education from other areas of education. This cannot continue, as world-wide moves towards inclusive education have meant that mainstream schools and colleges now incorporate (or still exclude) a range of students regarded as having learning difficulties or disabilities, and all young people are now expected to acquire some kind of qualification or be prepared for independent living. 相似文献
83.
The purpose of this study was to examine the effectiveness of a whole school behaviour management programme on teachers’ use of encouragement in the classroom. Given that the performance of the school has become an important dependent variable in school effects research, it follows that interventions which address behaviour management and the improvement of academic performance, have also taken on a school‐wide focus or orientation. In Australia, where this study was conducted, there has been an increased interest in the use of school‐wide behaviour management and discipline programmes, which are characterized by their focus on improving teachers’ classroom management skills. In the present study randomly selected teachers from schools involved in a school‐wide behaviour management programme participated in an experimental evaluation of the effects of the programme. Continuous data collection indicated that the majority of teachers made increases in their use of encouragement over the course of the intervention. However, observations conducted during a follow‐up phase revealed reductions in levels of encouragement following the withdrawal of the intervention. 相似文献
84.
Sally Tomlinson 《Journal of Educational Change》2003,4(3):213-230
This article explores some of the major continuities and changes in policy and practice concerning the inclusion of racial and ethnic minorities ineducation and economic placement in a global economy. It refers to papers given at five sessions of the International Sociological Association's (ISA)four-yearly world congresses, held between1986-2002. In particular it notes educational changes and disadvantages affecting minorities in Britain over twenty-five years. A major conclusion is that education within acompetitive global economy can encourage newforms of racial and social exclusion. 相似文献
85.
86.
The Implementation of Progress Files in Higher Education: Reflection as National Policy 总被引:1,自引:0,他引:1
Progress files, involving personal development planning (PDP), are becoming a feature of many higher education systems internationally.
In the UK they will become mandatory for all undergraduate students from 2005. This presents a major implementation challenge,
because while reflection has been a cornerstone of practice in some areas of higher education for a considerable time, its
generalisation as national policy changes its discursive location. The paper presents findings from a case study of the implementation
of PF in one UK Higher Education Institution (HEI). It reports on how staff in one institution understand PF in the context
of national policy, and on how they interpret the challenges they face in facilitating reflection for all students. The paper
argues that pedagogical innovations take on a different meaning when applied to the system as a whole. 相似文献
87.
Brown Scott W. Boyer Mark A. Mayall Hayley J. Johnson Paula R. Meng Lin Butler Michael J. Weir Kimberly Florea Natalie Hernandez Magnolia Reis Sally 《Instructional Science》2003,31(4-5):255-276
The GlobalEd Project employs a technology richenvironment for high school students who wishto participate in a simulation of internationalrelations and negotiation. A simulationconsists of negotiations on a variety ofinternational policy issues conducted bystudents from 10–15 schools through anInternet-based interface. This study reportsthe findings of 234 high school participants'changes in academic and technologyself-efficacy skills, as well as knowledge,attitudes and behaviors related to academicpreparation and performance, the use ofeducational technology, and associated outcomesfrom participating in a simulation ofinternational relations. The results arediscussed in terms of the current literature onself-efficacy and gender differences incognitive process. 相似文献
88.
Disruptive behaviour, as assessed by teachers, is reported as being consistently related to low base heart rates and low reactivity to mild stress. To date, most investigations have used mainstream school samples of boys within the 11‐16 age range approximately. It has been suggested that the predicted low base heart rates for antisocial children may be reversed in younger children. Present findings do not confirm such a trend in boys aged 7 to 9 years. Their responses were similar to those of older children. The implications for further research and the management of children in school are discussed. 相似文献
89.
90.
Although clinical educators make an important and irreplaceable contribution to the education of students undertaking qualifications that will enable them to practise as health professionals, little is known about the day‐to‐day experiences of clinical educators and the complexities of clinical education that may contribute to the problems or to the successes of clinical educators. This paper reports on one aspect of a study that sought to increase the understanding and appreciation of the roles and responsibilities of being a clinical educator. The lived experiences of clinical educators in speech pathology 1 were explored in depth, over a sustained period of time, in an attempt to understand what it is like to be a clinical educator. This paper uses narrative data to illustrate dilemmas faced by clinical educators in our study, and discusses implications pertinent to clinical educators in a range of health disciplines in higher education. 相似文献