Holiday Play for Children with Disabilities in England: Access,Choice and Parents’ Views about Integration     

Wendy Parker  Annette Sterr  Peter Williams 《International Journal of Disability, Development & Education》2017,64(6):573-595

Families with children with disabilities can feel isolated during school holidays and concerns exist that they face greater difficulties than families of children without disabilities in finding enriching activities for their child. In the context of national policies that encourage integrated play, local service commissioners in England require evidence on what sort of short breaks parents and children prefer. The parents of 99 children with disabilities and 43 children without disabilities attending various holiday play schemes in summer 2010 completed mailed questionnaires. Parents of children with disabilities reported more difficulty getting information, less choice of schemes and further distances to travel than parents of children without disabilities. Although 72% of parents of children without disabilities and 55.5% of parents of children with disabilities stated integrated schemes would be suitable for their child, open text comments provided weaker support. Variety of provision is required to meet all needs and preferences.  相似文献   

Doing without believing – enacting policy in the English primary school     

Annette Braun  Meg Maguire 《Critical Studies in Education》2020,61(4):433-447

ABSTRACT

This paper explores how six English primary school teachers enact assessment and attainment-focused policy and asks what this performative policy work does and whether it shapes or requires a new kind of primary teacher subjectivity. The paper draws on a small study of policy enactments in two primary schools in Greater London in order to discuss two dimensions of policy enactment that emerged from our data: first, shifting assessment regimes in primary schools which create an enactment environment of second-guessing policy; second, a shift in focus from the individual child to targeted groups that raises questions about more traditional primary school values. The paper concludes with a reflection on the effects of contradictory values and practices and how this policy context creates a form of ‘doing without believing’ in the English primary school.  相似文献   

Current patterns of graduate employment     

Annette Kuhn 《Higher Education》1973,2(2):271-273

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Headship as policy narration: generating metaphors of leading in the English primary school     

Meg Maguire  Annette Braun 《Journal of educational administration and history》2019,51(2):103-116

ABSTRACT

This paper explores how doing headship may be considered as a form of policy narration. A key role of the headteacher as policy narrator is to tell/sell a story about their school to themselves, their staff and the outside world of parents, inspectors and other stakeholders. The accounts they construct will depend to some extent on their perspectives, commitments and personal-professional identities as well as an interplay between national priorities and situated contexts. They will also depend on who they are speaking to and what they take to be a ‘professional’ response in relation to their policy work in school. Drawing on in-depth interviews with two experienced English primary school headteachers, Hazel and George, and Lakoff and Johnson’s claim [1980. Metaphors We Live By. Chicago, IL: University of Chicago Press] that metaphors are not just linguistic devices, but technologies of reasoning and understanding, this paper explores the ways in which headteachers deploy different tropes to explain what it is that they do. Metaphors of leadership explored include headship as branding, persuasion and not dropping the ball as well as fighting and parenting although there is an absence of any direct political critique in these two accounts.  相似文献   

Who benefits from dyadic teacher–student interactions in whole-class settings?     

André Flieller  Annette Jarlégan  Youssef Tazouti 《The Journal of educational research》2016,109(3):311-324

To what extent can teacher–student dyadic interactions modify the hierarchy of student performances within a single class? To answer this insufficiently researched question, the authors conducted two parallel studies involving 33 Grade 5 classes in France (759 students) and 15 Grade 5 classes in Luxembourg (243 students). Interactions were observed during whole-class lessons. Posttest scores were analyzed using multilevel models controlling for five level-1 variables and two level-2 variables. The authors did not find any effect of dyadic interactions on relative student performance in mathematics or in language (French or German), in France or in Luxembourg. This result is interpreted in terms of both the public character of dyadic interactions in whole-class settings and the class management functions of these interactions.  相似文献   

Parent-child interaction as a dynamic contributor to learning and cognitive development in typical and atypical development / Influencia dinámica entre la interacción padre/madre-hijo y el aprendizaje y el desarrollo cognitivo en el desarrollo típico y atípico     

Tayana Soukup-Ascençao  Dean D’Souza  Hana D’Souza  Annette Karmiloff-Smith 《Infancia y Aprendizaje》2016,39(4):694-726

Abstract

Converging evidence suggests that parent-infant interaction is one of the most crucial formative influences on child development. In neurodevelopmental disorders, however, different timings and trajectories of development may add a layer of difficulty to the existing challenges of dyadic interaction. The current study therefore set out to compare the specific aspects of dyadic interaction (i.e., responsiveness, directiveness, attentiveness, positive affect, liveliness, mutuality and engagement) between parent-infant dyads with Down syndrome, Williams syndrome and typical development. Video clips of parent-infant play interaction were rated using a validated tool, namely, the Social Interaction Measure for Parents and Infants. Significant effects emerged with respect to infant group on the quality of dyadic interaction, with the multiple comparison tests revealing differences between atypically and typically developing infant-parent dyads. The findings are discussed in relation to the effects of dyadic interaction on the linguistic and socio-cognitive development of atypical children.  相似文献   

An interdisciplinary analysis of microteaching evaluation forms: how peer feedback forms shape what constitutes “good teaching”     

Marie Annette Vander Kloet  Brige Paul Chugh 《Educational Research and Evaluation》2013,19(6):597-612

Microteaching, a standard method for developing teaching skills, places high importance on peer feedback, which is guided by post-session feedback forms. This paper focuses on how feedback forms can shape what becomes understood as important to teaching. A sample of 10 microteaching evaluation forms drawn from North American postsecondary education institutions were examined using both qualitative and quantitative methods. Through a mixed-methods, interdisciplinary approach combining quantitative form classification based on distinct teaching elements with qualitative analysis drawing on Foucauldian and post-structural feminisms, key challenges are identified in the way that peer feedback forms may shape perceptions of what constitutes “good teaching”. We interpret that the close attention paid to the management of the body and the disproportionate focus on presentation and style may foreclose other modes of teaching beyond a conventional lecture-based class. This leads to a discussion on the ways in which the evaluation forms can be enhanced to provide a more effective educational tool.  相似文献   

Lernen im Museum – theoretische Perspektiven und empirische Befunde     

Annette Noschka-Roos  Doris Lewalter 《Zeitschrift für Erziehungswissenschaft》2013,16(3):199-215

In this paper, the authors want to relate the issue of “learning in museums” with “aesthetic education”. The contribution is focused on the voluntary and self-organized learning in museums. The objects and the variety of their presentations in regard to the visitor are analyzed, focusing the polymorphism of learning processes, related to aesthetic experiences. This heterogeneous field is reflected from the perspective of visitor research, museology and educational psychology by reflecting the conceptualization of learning processes, their identification by empirical research and the intersection of the different perspectives. Finally, open questions and perspectives for further research concerning learning in museums are discussed.  相似文献   

Kulturelle und ästhetische Bildung: Einführung in das Themenheft     

Annette Scheunpflug  Manfred Prenzel 《Zeitschrift für Erziehungswissenschaft》2013,16(3):1-5

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Online Media and Political Participation: The Case of Malaysia     

Lars Willnat  W. Joann Wong  Ezhar Tamam  Annette Aw 《Mass Communication and Society》2013,16(4):557-585

This study is based on a survey of 526 adult Malaysians who were interviewed shortly before the 2008 national election about online media use, levels of political participation, and voting intentions. The goal was to document the role of online media in a society that controls political information in traditional media and, in turn, compels citizens to seek alternative news sources online. As predicted, the findings indicated that online media use was positively associated with higher levels of political participation among Malaysian voters. The use of and exposure to social networking sites, political blogs, political online videos, party websites, and political ads on cell phones showed strong associations with political activism. However, the use of political online media did not predict voters’ likelihood of voting.  相似文献