Sexually Abused Children: The Importance of the Schools Role in Providing On-going Support     

Anne New 《Pastoral Care in Education》2013,31(2):21-28

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Open educational resources: an analysis of Minnesota State Colleges and Universities student preferences     

Anne Gaskell  Roger Mills 《Open Learning》2013,28(3):190-205

The cost of college tuition and textbooks continues to rise and can function as a barrier to education for many students. This study evaluated Minnesota State Colleges and Universities students’ attitudes towards different types of learning material (e.g. commercially printed textbooks, eBooks and open educational resources (OERs)) and class type preferences (e.g. on-campus, hybrid and online). In addition, students indicated that they had ever chosen not to purchase a required textbook as well as how much they pay on average for a single textbook and approximately how much they paid for textbooks in the most recent semester. Cost was noted as a common deterrent; however, a more frequent reason provided by students for not buying a textbook was being able to adequately complete assignments without the textbook. This indicates that instructional method might be more of an issue than cost. OERs would lower these costs, but few students have been exposed to this kind of learning material and the overall impact on teaching quality is still largely unknown. The differences between two-year institutions and four-year institutions are examined and ideas to remedy the problem are noted.  相似文献   

The school meals service: a necessity or a luxury good?     

Anne Goldthorpe 《教育政策杂志》2013,28(3):213-227

This article looks at the school meals service and argues that it is an important topic which lies at the interface of educational and social policy. It reviews the history of the service as one of changing ideas and emphases, particularly, but not exclusively, influenced at various times by changing knowledge about the relationship between nutrition and health. It discusses when, and under what circumstances, school meals are seen as a legitimate part of social and educational policy. It discusses the impact of current policies in relation to nutrition and health, with particular reference to changing modes of provision. Finally, using a small piece of empirical research done in Yorkshire, it discusses the impact on the domestic economy of family households of policy since the 1980 Act.  相似文献   

Students ‘at‐risk’ policy: competing social and economic discourses     

Linda Audrey Joy Mosen‐Lowe  Lesley Vidovich  Anne Chapman 《教育政策杂志》2013,28(4):461-476

Within a context of global reform agendas that promote economic ideologies in education the discourses surrounding ‘school failure’ have shifted from ‘individual risk’ to ‘a nation at‐risk’. Enhancing the quality of schooling through improving educational outcomes and standards for all, and thereby reducing ‘school failure,’ is simultaneously constructed as enhancing both social justice and a nation’s economic advantage in the global marketplace. Within this broader context, this research explores the complexity of issues related to policy for students at educational risk through an analysis of the Education Department of Western Australia’s ‘Making the Difference: Students at Educational Risk Policy.’ This research adopted a theoretical framework of a ‘policy cycle’ (that allowed for an exploration of power relations within the policy process. Primarily, consideration is given to the competing social and economic discourses found within the policy text and subsequent tensions reflected and retracted throughout the policy process from macro (system), to meso (district) and finally to micro levels within the schools and classrooms.  相似文献   

Rethinking the role of open and distance teaching institutions     

Anne Gaskell Editor 《Open Learning》2013,28(2):81-83

This investigation compared outcomes in disabled and non‐disabled students taking courses by distance learning with the Open University UK in 2003. Students with mental health difficulties showed poorer course completion than non‐disabled students. Students with restricted mobility and students with other disabilities showed lower pass rates than non‐disabled students. Students with dyslexia or other specific learning difficulties showed lower pass rates and poorer grades than non‐disabled students. Finally, students with multiple disabilities showed poorer course completion, lower pass rates and poorer grades than non‐disabled students. Accommodations to support disabled students in distance education need to be focused on different groups of students with particular disabilities.  相似文献   

Martians in the playground: researching special educational needs     

Anne Pirrie  George Head 《牛津教育评论》2013,39(1):19-31

This article offers a critique of what has become known as ‘inclusive education’ under the New Labour administration. The initial impetus for the article was a research project designed to ascertain the impact of the ‘presumption of mainstreaming’ contained in Section 15 of the Standards in Scotland’s Schools etc. Act 2000. This stipulates that the needs of disabled children and others with ‘additional support needs’ should be met in mainstream schools. The authors reflect on the implications of this change in terminology, and examine the consequences of the attendant ‘disappearance of disability’. They also explore how ‘inclusion’ became a largely self‐referential concept that has generally failed to attract critical scrutiny. The authors argue that a highly politicised and ideologically‐charged ‘mission inclusion’ has had the unfortunate effect of tightening the boundaries between ‘us’ and ‘them’. This, they argue, is demonstrated by the emergence of a significant new ‘‐ism’—disabilism—at a time when inclusion was already firmly embedded in New Labour policy.   相似文献   

Teacher development and educational change: empowerment through structured reflection     

Anne Ryan 《Irish Educational Studies》2013,32(2-3):179-198

Reflection and change are pivotal themes in this paper, which outlines the rationale, methodology and principal findings of a research undertaking on teacher development in Ireland. The study was based on the premise that teachers’ practices are guided in large measure by a ‘tacit knowledge’ of education, formed in response to personal and contextual factors. It was held that sustained teacher and school development relate primarily to acquiring an awareness of and engaging in ongoing reflection on this implicit theory. Participants were facilitated in structuring such reflection through images—as subjective knowledge structures which capture their latent understandings of teaching and learning processes. It was an enlightening and empowering experience for the teachers involved, who, as a consequence, could both envision and initiate necessary improvements in their educational practices. The findings have notable implications for pre-service and in-service teacher education.  相似文献   

HISTORY MATTERS: AN INVITATION TO REFLECT ON AN ORGANIZATION'S STORY     

Anne E. Streaty Wimberly 《Religious education (Chicago, Ill.)》2013,108(4):521-534

The Centennial Anniversary of the Religious Education Association is a historic event that situates us at the crossroads between a past and a future. At this juncture, we are rightly called to recount the unfolding story of a movement begun in 1903 which first drew focused attention to the inextricable connection between education and religion. This history matters! And, the process of historical reflection on it is an essential one. Most especially, our reflection on the story of the REA- on the organization's story- is important because it can make possible the formation of a picture of the life course of the organization. For some this is occasion for recalling and re-experiencing our ardent participation in and contributions to the organization. For others this may provide a new or renewed awareness of a neglected past. As we read this volume, we are invited to discover what is revealed to us about the REA.  相似文献   

PROVIDENCE CONVENTION     

Edric Weld  Sister Anne Catherine C.S.J  Judah Pilch  Dorothy T. Spoerl  Matthew J. O'Connell S.J.  Meir Ben‐Horin 《Religious education (Chicago, Ill.)》2013,108(5):411-416

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University of the West of England,Bristol: A Family History     

Anne Parfitt 《History of education》2013,42(5):688-690

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