Inclusive education in Spain: how do skills,resources, and supports affect regular education teachers’ perceptions of inclusion?     

Esther Chiner  Maria Cristina Cardona 《International Journal of Inclusive Education》2013,17(5):526-541

This study examined regular education teachers’ perceptions of inclusion in elementary and secondary schools in Spain and how these perceptions may differ depending on teaching experience, skills, and the availability of resources and supports. Stratified random sampling procedures were used to draw a representative sample of 336 general education teachers (68 kindergarten, 133 elementary, and 135 secondary teachers) from the province of Alicante. The results indicated the acceptance of the principles of inclusion, although teacher skills, time, material resources, and personal supports for inclusion were deemed insufficient. Kindergarten and elementary teachers showed more positive perceptions of inclusion than secondary education teachers, and so did teachers with more personal supports and material resources than those with less supports and resources. The results are discussed in terms of its implications for practice in order to promote more inclusive classrooms in Spain.  相似文献   

Teachers’ perception of mobile edutainment for special needs learners: the Malaysian case     

Anuar Mohd Yusof  Esther Gnanamalar Sarojini Daniel  Wah Yun Low  Kamarulzaman Ab. Aziz 《International Journal of Inclusive Education》2013,17(12):1237-1246

Study of Malaysian adoption of mobile learning (m-learning) is still in the early stages. However, there are numerous researchers in the country exploring the potential and application of m-learning in the Malaysian education system, including special education. A key question is whether teachers are prepared to incorporate mobile technology as part of their teaching tools or do teachers perceive mobile technology only as personal communication gadgets. This paper investigates teachers' perception of m-learning applications in special education classes. Interviews were conducted to collect related information on teachers' perceptions of m-learning in the selected schools. The teachers expressed that there are limited resources to cater to the attention of special needs learners and they believed edutainment technologies such as augmented reality, game-based educational software and animation projects could be the answer. The benefits and challenges of implementing blended learning for special education are also discussed. The paper concludes by summarising the current environment of m-learning in Malaysian special needs education, together with recommendations for future use of the technology.  相似文献   

The unfinished nature of rights-informed HIV- and AIDS-related education: an analysis of three school-based initiatives     

Esther Miedema  Claire Maxwell  Peter Aggleton 《Sex education》2013,13(1):78-92

Over the past 25 years, there has been growing investment in concepts of rights in the areas of HIV prevention, care and treatment, including HIV- and AIDS-related education delivered in schools. Despite this increasing commitment to the notion of rights, few efforts appear to have been made to understand the varying conceptions of rights that underpin different kinds of initiatives. Engaging with a multi-disciplinary body of literature on the issue of rights, and through a focus on three rights-informed HIV- and AIDS-related initiatives, this paper seeks to address this gap in the current literature. In so doing, it also examines a central tension within human rights discourse, namely between the construal of rights as shared and universally applicable to all human beings, while being created in and limited by the location in which they were elaborated, as well as by the language used to formulate them. More explicit engagement with the diversity of approaches made possible through a commitment to human rights may facilitate forms of HIV- and AIDS-related education that are more meaningful to young people.  相似文献   

Knowledge Integration While Interacting with an Online Troubleshooting Activity     

Edit Yerushalmi  Menashe Puterkovsky  Esther Bagno 《Journal of Science Education and Technology》2013,22(4):463-474

A troubleshooting activity was carried out by an e-tutor in two steps. First, students diagnosed a mistaken statement and then compared their diagnosis to a teacher’s diagnosis provided by the e-tutor. The mistaken statement involved a widespread tendency to over-generalize Ohm’s law. We studied the discourse between pairs of students working with the e-tutor to examine whether and how the activity attained its objective of engaging students in knowledge integration processes; namely to elicit students’ ideas, add scientifically acceptable or non-acceptable ideas and support them in developing criteria to sort out their ideas. We focus here on two case studies involving a pair of students with high prior knowledge and a pair with poor prior knowledge. The micro-analysis of these two pairs shows how the activity triggered students to explicate multiple alternative interpretations of the principles and concepts involved and attempts to align conflicting conceptions. We discuss how successive emendations gradually culminated in the elaboration of the students’ understanding of these concepts.  相似文献   

PTSD symptom cluster profiles of youth who have experienced sexual or physical abuse     

Melissa K. Runyon  Esther DeblingerRobert A. Steer 《Child abuse & neglect》2014

The research examined whether youth (6–17 years old) who were referred for treatment due to sexual, physical, or both types of abuse presented with distinct profiles of PTSD DSM-IV-TR symptom clusters. When examining data for the 749 youth participants, five PTSD symptom cluster profiles were identified with each profile representing approximately 20% of the youth. The five profiles were also differentiated with respect to being referred for physical or sexual abuse, age, parental ratings of internalizing symptoms, and self-reported depression. The youth referred for treatment in the aftermath of child sexual, physical, or both sexual and physical abuse presented with different profiles of PTSD symptom clusters thereby suggesting a need for individualized tailoring of evidenced-based treatments. Two cognitive behavioral approaches, designed for traumatized children and either their nonoffending or offending parents, were described for treating youth with the distinct PTSD profiles.  相似文献   

Creating a flexible fund structure to meet the needs and goals of the library and its users     

Wyoma vanDuinkerken  Jane Smith  Jeanne Harrell  Leslie J. Reynolds  Sandra Tucker  Esther Carrigan 《Library Collections, Acquisitions, and Technical Services》2008,32(3-4):142-149

This paper describes the Texas A&M University (TAMU) Libraries' new and innovative approach to monograph collection development using a re-engineered internal funding structure and a process that reflects the needs and goals of the library and its users. The paper discusses the goals of the new fund structure, the experience of implementing it, and the results after one year in use.  相似文献   

On Coping with the Stresses of Teaching     

Esther Tan 《Asia Pacific Journal of Education》1985,7(2):40-48

Stress is a concept which is much talked about but little understood. We are exposed to it every day of our lives and our response to it often determines the quality of our life and health. Hans Selye (1976), the acknowledged father of stress research, defines stress as the nonspecific response of the body to any demand and a stressor as an agent which produces stress at any time. The stressor may be a demánd for physical activity or an environmental exposure to potential toxins such as heat or noise. It may be an emotional difficulty that produces distorted perceptions of ordinary circumstances or the psychological impact of such significant events as the death of a loved one. Social stressors may arise out of an individual's work, family roles or interpersonal relationships with others.  相似文献   

Micro productive failure and the acquisition of algebraic procedural knowledge     

Ziegler  Esther  Trninic  Dragan  Kapur  Manu 《Instructional Science》2021,49(3):313-336

Instructional Science - Productive failure has shown positive effects on conceptual and transfer measures, but no clear effects on procedural measures. It is therefore an open question whether, and...  相似文献   

The Influences of School and Home Factors on the Career Development of Secondary School Students     

Esther Tan 《Asia Pacific Journal of Education》1988,9(1):37-47

This study examined the level of career maturity of 324 secondary school students and the impact of career guidance and parental involvement on the career development of these students. The results showed that students who had been exposed to some form of career guidance in school scored higher on the Career Attitude Scale. Those who had received home support in the form of parental involvement in career planning and availability of career role models also showed a higher level of career maturity in terms of career planfulness and work orientation. Although career attitude was found to mature with age, there was no significant sex differences in the career development of these students. Such findings highlighted the importance of career guidance in school and home support in enhancing the career maturity of our students.  相似文献   

Tablet computers in Philippine public schools: school-level factors that influence technology management and use     

Jedaiah Joel Lumagbas  Wally Smith  Esther Care  Claire Scoular 《Technology, Pedagogy and Education》2019,28(1):73-89

Many developing countries are investing in large-scale initiatives to deploy information and communications technology in schools. However, merely equipping schools with hardware and software does not guarantee that the technology is used effectively to improve learning outcomes. This study aims to identify factors that influence the use of technology in schools in a developing-country context. It investigates this through a multiple-case study of the Australian AID tablet computer programme in the Philippines, in which 1000 tablets were given to nine public schools for student use. Focusing specifically on the impact at a whole-school level, the study revealed factors affecting outcomes that were specific to a developing-country context, as well as confirming the relevance of more general factors identified in the literature. The study also brings to light tablet-specific benefits and issues in this context. These results have implications for the effective school-level implementation of technology programmes in developing countries. Recommendations that proceed from these are presented for policy-makers and school administrators looking to use these devices in schools.  相似文献