Teacher perceptions of inclusive education in the Cook Islands     

Angela Page  Christopher Boyle  Kathy McKay  Sofia Mavropoulou 《Asia-Pacific Journal of Teacher Education》2019,47(1):81-94

  相似文献   

Understanding change in higher education: an archetypal approach     

Sofia Bruckmann  Teresa Carvalho 《Higher Education》2018,76(4):629-647

During the past three decades, higher education institutions have been changing, moving away from the traditional bureaucratic archetype towards a more managerialist one. Empirical research already demonstrated that organisations tend to be in a hybrid area of archetypal change. Considering the specific case of a government-imposed reform in Portugal, and using a case study approach of six public universities, this study aims to explore archetypal hybridism through the lens of two main dimensions: systems and structures and interpretive scheme. The theoretical background lies on academic literature on organisational change in higher education and specifically on archetype theory. The findings drawn from document analysis and interviews outline the main characteristics of the hybrid archetype that we chose to name efficient-collegiality.  相似文献   

“Orientation” in Spanish universities     

D. Benito Echeverria  D. Pilar Figuera  D. Sofia Gallego 《International journal for the advancement of counseling》1996,19(1):3-13

In the present period of change, the Spanish systems of secondary and higher education, too, are confronted with new challenges. People have realized that factors within and outside universities demand the development of effective helping services for students, particularly on the level of orientation. Two different models are described, one that relies on tutors, mainly; the other one employs orientation professionals. The article also describes the skills and the training experiences that are necessary for professionals in orientation services.Facultat de Psicologia i Pedagogia, Universitat Roman Llull  相似文献   

Facilitating teachers as action researchers and reflective practitioners: new issues and proposals     

Sofia Avgitidou 《Educational Action Research》2020,28(2):175-191

ABSTRACT

In this article I reflect on my experiences facilitating teachers as researchers and reflective practitioners and the importance of enhancing the dynamic and complementary relationship between theory, research, practice and reflection at every step of action research. Given the complexity of teachers’ participation in action research, I drew on a reflexive research-based account within a second-order process of action research to support a group of teacher-researchers to rethink their understanding of participatory education and transform their own practices. This research-based account describes the challenges faced, the decisions made, and the actions taken, all shaped by ongoing dialogues with teachers’ beliefs and practices, with the goals of action research, and with the processes of gradual transformations observed in both the teachers’ thinking and practice and in my own as a facilitator. The present study adds to the discussion of the interrelationships between theory, research, practice and reflection by providing an example of their enactment at every step of action research in order to support participatory education.  相似文献   

Learning objects and learning content management systems in engineering education: implications of new trends     

Ellen Sjoer  Sofia Dopper 《European Journal of Engineering Education》2006,31(4):363-372

Learning objects and learning content management systems are considered to be ‘the next wave in engineering education’. The results of experiments with these new trends in ICT in engineering education are described in this paper. The prospects were examined and the concepts of reusability of content for teachers and for personalized education using learning objects delivered on demand to students were put to the test. The hurdles that need to be overcome and the benefits of using learning objects and learning content management systems are discussed. This paper is concluded with a discussion of the findings for future developments in engineering education.  相似文献   

The Collective that Didn't Quite Collect: Reflections on the IALS     

Sofia Valdivielso Gomez 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,20(2):419-431

The concept and methodology of IALS obviously represent progress for literacy research. Nevertheless, this survey presents serious limitations. It prioritises the handling of data-based information as opposed to experiential and contextualized information, ranking at a higher position those who handle the first kind of information. The survey ignores how people solve problems in their life context. The competence of people cannot be understood merely through outside observation and a questionnaire situation. In the case of Poland, the interpretation of data manifests an ethnocentric Western attitude, tending to reduce cultural differences to a cultural deficit. Two IALS-inspired surveys conducted in Spain and Portugal mixed quantitative and qualitative methods in order to take into account the social relations in their cultural context. This article questions the role of research, which cannot be limited to the objectivation of reality, but should help to transform and improve it. The alternative model proposed is named "investigation action."  相似文献   

Pre-adolescents’ representations of multiple attachment relationships: the role of perceived teacher interpersonal behaviour     

Kyriakos Charalampous  Constantinos M. Kokkinos  Ekaterini Apota  Anastasia Iliadou  Maria Iosifidou  Sofia Moysidou  Ekaterini Vriza 《Learning Environments Research》2016,19(1):63-86

Attachment theory proposes that early parent–child relationships provide the basis for all future close relationships of the individual, through childhood and adolescence into later life. The purpose of the present study was to examine the relationship between parental attachment, peer attachment and students’ perceptions of their teacher’s interpersonal behaviour, in order to shed light on the channels through which these constructs relate. In doing so, we examined three proposed theoretical schemes of pre-adolescents’ representations of multiple relationships. As a side-goal, the psychometric properties of the Greek translations of the Revised Inventory of Parental and Peer Attachment (IPPA-R) and the Questionnaire on Teacher Interaction (QTI-G) were investigated. Two independent samples comprising 270 and 306 pre-adolescents (grades 5–7), respectively participated in the study. Results supported a four-factor structure of the IPPA-R and an elliptical shape for the Interpersonal Teacher Circle measured by the QTI-G. The integrative scheme regarding pre-adolescents’ multiple adult relationships was supported by the data. Parental attachment relationships were found to be an important determinant of students’ perceptions of their teacher interpersonal behaviour, which in turn mediated the relationship between parental and peer attachment relationships. Results are discussed in terms of their theoretical and practical implications.  相似文献   

Pedagogies of being with: Witnessing,testimonio, and critical love in everyday social movement     

Sofia A. Villenas 《International journal of qualitative studies in education》2019,32(2):151-166

This conceptual article explores education and the relational in everyday social movement. I highlight a single, local community event—a Speak Out—and travel with scholarship on public pedagogy, witnessing, and Latina feminist theories of coalition to articulate pedagogies of ‘being with’ in community activism for racial justice. My interpretive vignettes of the Speak Out are part of a larger ethnographic study focusing on a segment of a rural/small city community that moved with intention to teach and learn racial justice. While larger concrete goals were crucial and at the center of the community’s curriculum for justice, the various sites and forms of race-conscious pedagogy in public life—community forums, vigils, celebrations, mural projects—were also enactments of a profound commitment to the relational, to finding common ground in difficult solidarities. With a focus on the testimonios of three women of Color participants in the Speak Out, I show how witnessing and testimonio were at the center of pedagogies of ‘being with.’ In this work of education, the women (1) redefined community, accountability, and ally work, (2) exposed the fissures in social justice organizing across difference, describing commitment to social action with rather than for those most affected by institutional violence, and (3) affirmed the knowledge, histories, and self-determination of people of Color while challenging self-defeating stereotypes. Critical love sustained an ethics of openness to difference and facilitated the intentional work of creating race-conscious learning communities.  相似文献   

Here,There, and Back Again with the Social Foundations of Education: Tracing Conocimientos In/Toward Coalitional Journeys     

Sofia A. Villenas 《Educational Studies A Journal of the American Educational Studies Association》2018,54(1):109-113

This article narrates a parallel personal and professional journey of scholarly engagement with the field of the social foundations of education and its home in the American Educational Studies Association. It draws on Gloria Anzaldúa's (2000 Anzaldúa, G. E. (2000). Interviews/Entrevistas (A. Keating, ed.). New York, NY: Routledge. [Google Scholar]) notion of conocimiento as multileveled and connective knowings, and María Lugones's (2008 Lugones, M. (2008). From within germinative stasis: Creating active subjectivity,resistant agency. In A. Keating (Ed.), Entremundos/Among worlds: New perspectives on Gloria Anzaldúa (pp. 85–99). New York, NY: Palgrave Macmillan. [Google Scholar]) idea of coalitional journeys to describe the histories and possibilities for the field.  相似文献   

The development of children with down syndrome: the influence of maternal adaptation,mother-child interaction and early forms of support     

Júlia Serpa  Sofia Menéres 《欧洲特需教育杂志》2013,28(2):209-225

In this paper, we present a longitudinal case study involving four dyads with babies with Down syndrome from birth until the age of 7 years – the moment at which the children were observed for the last time before they began compulsory schooling. At each data collection point, the mother was given a semi-directive interview and we filmed a free interaction situation. The objective of our study was to carry out an indepth analysis of the ways in which mothers adapt to the birth of a ‘different baby’, the evolution of their expectations in relation to the child's development, mother–child interaction and early support for both the child and the family, and the way in which these aspects of the overall situation relate to the children's development. The data of our longitudinal study show that there is an interaction between children's development and family characteristics and patterns, particularly mother–child interaction and the way in which the mother deals with the stress factors associated with the fact that she has a disabled child. We found that the four dyads experienced different models of early support, which to some extent reflect what really does happen in Portugal in cases involving children with disabilities, and that the programmes' impact was not identical in every situation. The most successful was the one which best suited the family's wishes, and involved both the mother and later on the kindergarten teacher.  相似文献