Salamanca Statement and IDEA 2004: possibilities of practice for inclusive education     

Paula Frederica Hunt 《International Journal of Inclusive Education》2013,17(4):461-476

This article offers a comparative analysis of the Salamanca Statement and Framework for Action, and the Individuals with Disabilities Education Improvement Act, within a critically discursive framework. The author creates the notion of possibilities of practice, and analyses each policy document as to how these are created, by means of interdiscursive, intertextual and recontextual analyses. In turn, the author demonstrates how each policy differs in the textual dimensions that represent themes of social representation/construction, such as: how pupils are constructed; how schooling is constructed; how inclusion/exclusion is constructed; how teacher preparation is constructed; and how resource allocation is constructed (or constricted). Finally, the author discusses the policy that best allows for possibilities of practice that promote the inclusion of ALL children.  相似文献   

FEDERAL ACTION AGAINST PASADENA SCHOOLS     

Paula Wolfe 《Equity & Excellence in Education》2013,46(1):57-58

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SUSTAINING FEATURES DEPARTMENT     

Kimberley Alkins  Linda Banks-Santilli  Paula Elliott  Nicole Guttenberg  Mieko Kamii 《Equity & Excellence in Education》2013,46(1):65-73

On November 16, 1972, U. S. District Judge John H. Pratt ruled in Adams v. Richardson. Following is the complete text of the decision.  相似文献   

The Women's Educational Equity Act Resources for Ongoing Efforts     

Paula M. Fleming 《Equity & Excellence in Education》2013,46(1):87-90

This article discusses how an experimental social science curriculum has influenced Latina/o students' perspectives of their potential to graduate high school and attend college. The curriculum, which is called the Social Justice Education Project (SJEP), requires students to adopt a serious academic subjectivity to analyze and address social conditions that may undermine their future opportunities. The curriculum reflects graduate-level seminars in critical theory and participatory action research. Many students in the first cohort to participate in the program were labeled “at risk” of dropping out. These students not only graduated but also excelled with the advanced-level course work. Their exposure to advanced-level work was the best measure for preventing their premature departure from high school as well as preparation for college. The article concludes with recommendations for how universities can work with local schools to foster the type of academic climate that is conducive to success.  相似文献   

Contextual e-learning evaluation: A preliminary framework     

Christian Voigt  Paula Swatman 《Learning, Media and Technology》2004,29(3):175-187

The evaluation of solutions is a major unresolved issue for all those involved in e-learning. In this paper we illustrate the importance of context by means of a qualitative comparison of two e-learning prototype implementations--an action research case undertaken in conjunction with a major German insurance company; and a more experimental approach undertaken during an undergraduate university course, where a variety of learning strategies were tested. Despite the apparent difference of the two prototypes, we believe that evaluators from both sides can learn from one another's experiences--and that the differences lie in the ranking of the evaluation categories, rather than in their in/exclusion. We conclude that we can learn from other evaluation projects--not in terms of operational evaluation criteria, but in terms of understanding evaluation categories and their integrated nature within the e-learning organisation.  相似文献   

The impact of feedback on school performance     

Paula Hammond  Tilaye Yeshanew 《Educational studies》2007,33(2):99-113

Over the past few years Research Data Services (RDS), part of the National Foundation for Educational Research (NFER), has led numerous large‐scale, longitudinal projects. Feedback to schools has been provided for all of these projects, and has been in the form of sets of tables and charts and electronic files illustrating pupil performance and progress in each school compared with national norms. This study sought to establish what differences the ongoing provision of feedback has made to the participating schools. The main thrust of the study was a statistical analysis of the most current National Pupil Dataset. Using this dataset, the overall impact on pupil performance in the participating schools of their participation in projects where feedback is used could be examined. In general, the findings presented in this paper suggest that school feedback does have an impact on key stage 2 performance.  相似文献   

Book review     

Paula A. Cordeiro 《Educational Assessment, Evaluation and Accountability》1996,10(2):191-192

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Engaging Education: Developing Emotional Literacy, Equity and Co-education By Brian Matthews     

Paula  Mountford 《British Journal of Educational Studies》2007,55(1):104-105

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Response to ACCEL: Emphasize Development,Domains, and Application     

Paula Olszewski-Kubilius  Rena F. Subotnik  Frank C. Worrell 《Roeper Review》2017,39(3):199-202

In this article, we provide a response to the Active Concerned Citizenship and Ethical Leadership (ACCEL) model put forward by Sternberg (2017). Our commentary focuses on four critical areas that do not receive sufficient attention in Sternberg’s proposed model: (a) the developmental nature of giftedness; (b) that giftedness is domain specific, particularly at later stages in the talent development process; (c) the challenge in applying ACCEL in the real world of schools; and (d) whether the arts and other performance areas are compelled to have an ethical theme in order to be valuable.  相似文献   

Assess the climate of your center: Use the early childhood work environment survey     

Paula Jorde-Bloom 《Early Childhood Education Journal》1988,15(4):9-11

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