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141.
Chris Forlin 《International Journal of Inclusive Education》2013,17(4):433-443
The education for learners with special education needs (SEN) in Macau (SAR), China, has gradually transitioned over the past 30 years from a completely segregated approach to a more inclusive one. Following a review of the development of special education and the transition towards inclusion in Macau, consideration is given to the enactment of inclusive education in mainstream schools. Interviews with the leaders in a primary and secondary mainstream government school in Macau outline the ways in which learners with SEN are included in mainstream schools. The discussion focuses on a range of issues regarding the inclusion movement in Macau, including management, schooling and the inclusive model that is applied. 相似文献
142.
The main factors associated with technology integration have been the subject of research for over a decade. However, the conditions which sustain technological developments have been less frequently investigated. This paper explores this issue in the context of the use of videoconferencing in schools in England. The research took a multiple case-study approach by returning to schools with a reputation for demonstrating innovative policy and practice in videoconferencing, which were the subject of an earlier investigation. Analysis of developments in the interim five-year period led to the construction of a five-level typology of change. Further analysis identified critical dimensions associated with the sustainability of videoconferencing. These included technical and structural factors, as well as policy frameworks and personnel status. The perceived usefulness and relevance of videoconferencing as a learning technology emerges as a central determinant of sustainability, with the conclusion that for policymakers and schools, videoconferencing has become an ‘orphan’ technology. 相似文献
143.
This paper argues that contingency theory offers a useful basis on which to consider the work of subject heads of department (HoDs) in secondary schools, particularly if they are pro-active in attempting to influence the quality of teaching and learning in their curriculum area. We have developed a provisional model which may shed more light on how HoDs actually work with other departmental staff. 相似文献
144.
Theo van der Zee Chris Hermans Cor Aarnoutse 《Educational Research and Evaluation》2013,19(3):271-293
So far scholars have researched beliefs about knowledge, knowing, and learning mainly in the areas of science and mathematics and among secondary school students. In this article, we explore primary school students' metacognitive beliefs about religious education. The article reports on a study involving 656 fifth- and sixth-grade students. We investigated their metacognitive beliefs, how these beliefs interrelate, and which students agree with which beliefs. In the minds of young students 7 categories are discernible: realistic learning, the transformative power of religion, social learning, intrinsic task value motivation, learning satisfaction motivation, the teacher's empathic orientation to learning, and the teacher's respect for students' contributions. These categories and their interrelationships open up new perspectives for the construction of a metacognitive beliefs system and for an interconnected network of beliefs across domains. We also outline implications for religious education in schools. 相似文献
145.
Chris Loynes 《Journal of Adventure Education & Outdoor Learning》2013,13(2):113-125
This research highlights the learning of female offenders on a 20-day tailor-made experiential adventure education course (Women in Action) delivered by Outward Bound New Zealand. The aims of the course were to increase self-awareness, to develop an understanding of the concept of choice and self responsibility, to improve communication skills and to effectively influence others. Twenty-seven women were interviewed immediately after the course and 14 of these, three months post-course. Most women indicated that their self-confidence had increased and they had become more self-aware. Key factors in facilitating learning opportunities for the women were the instructors and the course environment both physical and social. The holistic course approach provided physical, creative, emotional and reflective opportunities, enabling all the women to develop personally. The challenge of applying their learning on return to prison was highlighted by some participants.
Never did I think that My life could be changed In so many ways. But the challenges I've faced From being here Lord I Know That I can make it. Cos I gotta keep on Moving on in life Won't let my spirit fall Walk on walk on. Some people tell me I'd never change. But now I've seen the light More clear in every kind of way I'm alive today No more worries on my shoulders I'm gonna make it Oh yes I am. Cos I gotta keep on Moving on in life Won't let my spirit fall Walk on walk on. (Poem by T – Women in Action participant) 相似文献
146.
Jonathan Ferrier Joanna Horne Chris Singleton 《Journal of Research in Special Educational Needs》2013,13(1):66-78
Factors affecting the free writing speed of 11‐year‐old students were investigated using the Group and Individual Assessment of Handwriting Speed. Intelligence, gender, legibility and whether the student has special educational needs or speaks English as an additional language were all found to impact on writing speed to a significant extent. In one of the two schools studied, the students wrote significantly faster than the students in the other school. This ‘teacher effect’ was found to be independent of the other significant factors examined in the study and was attributed largely to instructional differences between schools and teachers. The average writing speed was 36% lower than published norms for this test, implying that 70.2% of the students would be eligible for extra time in examinations and raising doubts regarding the validity of these norms. It was concluded that vulnerability to teacher effects and other factors makes free writing an unreliable method of measuring writing speed, especially when group administered, and calls into question its use to justify the provision of examination access arrangements or accommodations. 相似文献
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149.
Alexander M. Dushkin 《Journal of Jewish Education》2013,79(1):17-22
My function is to analyze a survey of adult Jewish education and to present briefly some of my own views on the subject. The survey was planned and conducted under the direction of the National Advisory Council on Adult Jewish Education of the American Association for Jewish Education. The Advisory Council includes the directors or representatives of a number of important religious and lay national Jewish agencies which sponsor adult Jewish education. The responses to the questionnaires were analyzed and the Survey Report was written by Rabbi Samuel I. Cohen. 相似文献
150.