A Systematic Review of Barriers and Facilitators of Disability Disclosure and Accommodations for Youth in Post-Secondary Education     

Sally Lindsay  Elaine Cagliostro  Gabriella Carafa 《International Journal of Disability, Development & Education》2018,65(5):526-556

This review critically appraised the literature on disability disclosure and accommodations for youth with disabilities in post-secondary education (PSE). Systematic searches of 8 databases identified 36 studies meeting our inclusion criteria. These studies were analysed with respect to the characteristics of the participants, methodology, results of the studies and quality of evidence. Five thousand, one hundred and seventy four participants (mean age 26.4) were represented across six countries. Barriers to disability disclosure and requests for accommodations in PSE included stigma, discrimination, lack of knowledge of supports and how to access them, type of course and instructor, coping styles, and nature of the disability. Facilitators included supports and resources, coping and self-advocacy skills, mentorship, and realising the benefits of disclosure. Factors affecting the process and timing of disability disclosure in PSE included the type of disability, and mode of disclosure. There was a lack of consensus on the timing of disclosure.  相似文献   

Structures, fictions, and the explanatory epistemology of mathematics in science     

Mark Balaguer  Elaine Landry  Sorin Bangu  Christopher Pincock 《Metascience》2013,22(2):247-273

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Quality assurance for distance education: a faculty peer review process     

Ross  Kathryn R.  Batzer  Lyn  Bennington  Elaine 《TechTrends》2002,46(5):48-52

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Sending Minnie the Minx Home: Comics and reading choices     

Elaine Millard  Jackie Marsh 《Cambridge Journal of Education》2001,31(1):25-38

This paper reports on aspects of two qualitative studies which focused on children's interests in comics. The earlier study (Millard, 1997) was part of a larger survey of 254 boys' and girls' reading interests, sampled at the point of transition between primary and secondary school. The second study, which forms the main body of this paper, explores the reactions to a home-school comic lending library based in three primary classrooms over a period of seven weeks. Results from both studies are discussed in this paper and the implications for the development of the primary school literacy curriculum explored.  相似文献   

The Routledge handbook of international education and development     

Elaine Unterhalter 《比较教育学》2017,53(2):304-306

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A rescue service for all Dyslexic children     

Elaine Miles 《Annals of dyslexia》1985,35(1):199-207

If help is to be available for all dyslexic children, it needs to be on an economical, cost-effective basis. The Dyslexia Unit at University College of North Wales, Bangor, has been running a teaching project in its own area for the past ten years to find out how this can be done. As a result some conclusions have emerged about the necessary conditions for success. Economies can be effected by using part-time teachers, but individual tuition for at least one hour a week from a trained specialist is considered essential. Efficiency can be improved by setting targets to be reached by the time of entry to Secondary School, by referring children as early as 7 years, by using structured phonic teaching methods and multisensory materials, by working closely with other teachers concerned with the pupil, and by involving parents.  相似文献   

Do teachers’ wages matter for proficiency? Evidence from a funding reform in Brazil     

Narcio Menezes-Filho  Elaine Pazello 《Economics of Education Review》2007,26(6):660

This paper uses the 1998 reform in the funding of fundamental education in Brazil (FUNDEF) to identify the effect of teachers’ wages on the proficiency of public school pupils. Wages are set by legislation at the local level and this reform established a floor on the share of expenditures on teacher wages out of total revenues in each Brazilian State and Municipality. The evidence using micro-data suggests that increases in relative wages within the public system brought about by the reform had a positive impact on the students’ proficiency.  相似文献   

Planning for Reform-Based Science: Case Studies of Two Urban Elementary Teachers     

Elaine Silva Mangiante 《Research in Science Education》2018,48(1):207-232

The intent of national efforts to frame science education standards is to promote students’ development of scientific practices and conceptual understanding for their future role as scientifically literate citizens (NRC 2012). A guiding principle of science education reform is that all students receive equitable opportunities to engage in rigorous science learning. Yet, implementation of science education reform depends on teachers’ instructional decisions. In urban schools serving students primarily from poor, diverse communities, teachers typically face obstacles in providing reform-based science due to limited resources and accountability pressures, as well as a culture of teacher-directed pedagogy, and deficit views of students. The purpose of this qualitative research was to study two white, fourth grade teachers from high-poverty urban schools, who were identified as transforming their science teaching and to investigate how their beliefs, knowledge bases, and resources shaped their planning for reform-based science. Using the Shavelson and Stern’s decision model for teacher planning to analyze evidence gathered from interviews, documents, planning meetings, and lesson observations, the findings indicated their planning for scientific practices was influenced by the type and extent of professional development each received, each teacher’s beliefs about their students and their background, and the mission and learning environment each teacher envisioned for the reform to serve their students. The results provided specific insights into factors that impacted their planning in high-poverty urban schools and indicated considerations for those in similar contexts to promote teachers’ planning for equitable science learning opportunities by all students.  相似文献   

Exploring Gender and Phenomenography     

Elizabeth Hazel  Linda Conrad  Elaine Martin 《高等教育研究与发展》1997,16(2):213-226

A critical feature of phenomenographic study is its generation of the “outcome space” which constitutes the results of the study. The central idea underlying this article is that women may be “lost in space" — the phenomenographic outcome space. First, women seem to be literally missing in the majority of phenomenographic studies. These studies have usually been in fields in which women are poorly represented and in research samples in which women have not been present. Second, the traditional disciplines of study, the values of which largely determine the structure of the typically hierarchical outcome space, are patriarchal. Without attention to the hidden as well as the explicit aspects of what learners are coming to know, the understanding that we gain from the outcome space may be distorted. Third, the outcome space tends to be defined in many studies in cognitive terms, excluding or neglecting the affective dimension often associated with women's ways of knowing. This article explores the implications of looking for and elaborating on women's experience in phenomenographic research and suggests several ways in which women's experience might be recognised: by ensuring that women are included in research; by questioning in gender‐sensitive ways; by collecting and analysing the data with attention to the gendered construction of disciplinary knowledge and gendered ways of knowing.  相似文献   

好东西是用来分享的     

Elaine 《广东第二课堂》2012,(3)

很早很早以前,没有网络的时候,如果我们看了有趣的书和文章,遇到了好看的电视剧,吃到了美味的食物,想和朋友分享时,是通过写信或者电话或者当面聊天,而且这种分享只能局限在几个亲密好友之间。但是有了网络之后,一切都不同了,可以写博客写QQ空间,可以发微博,而如今,有越来越多的分享性网站,可以让我们把自己所爱的东西与他人分享。  相似文献