The More Things Change the More They Stay the Same? A Response to the Audit Commission's Report on Statutory Assessment and Statements of SEN     

Lani Florian 《British Journal of Special Education》2002,29(4):164-169

This article provides a response to some of the issues raised by Anne Pinney's summary, published in the September issue of BJSE , of the Audit Commission's report on statutory assessment and Statements of Special Educational Needs. In developing her critique, Lani Florian, lecturer in special and inclusive education at the University of Cambridge Faculty of Education and Editor of the Journal of Research in Special Educational Needs , asks a series of important and challenging questions. Can the broad notion of 'special educational needs' complement ideas about 'areas of need' or 'categories of handicap' and enable young people with severe, complex or long–term disabilities to have their needs met? Is SEN funding fairly distributed, among pupils with special educational needs in particular and across the education system in general? Should the relationship between the processes of formative and statutory assessment and Statements of Special Educational Needs be reconceptualised? Can the protection offered by the Statement be maintained in association with the development of good inclusive practices? And if there is to be a move away from provision designed to address children's individual difficulties, what forms of thinking, procedure and practice will enable staff to develop new ways of meeting the needs of all learners? I hope that the questions raised by this article will stimulate other commentators to contribute to the debate about our responses to special educational needs in the pages of BJSE  相似文献   

Teaching Subjects,Allocation of Time and Instructional Time in the Swedish School System     

Florian Waldow 《Prospects》2004,34(3):353-369

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Searching the literature on teaching strategies and approaches for pupils with special educational needs: knowledge production and synthesis     

Pauline  Davis  Lani  Florian 《Journal of Research in Special Educational Needs》2004,4(3):142-147

This paper considers the problems that were encountered in searching and using the literature (about practice) to answer questions about future directions for policy in teaching learners with special educational needs (SEN). It draws upon a recently completed scoping study on the effectiveness of different approaches and strategies used to teach pupils with a range of special educational needs ( Davis & Florian, 2004 ) which foregrounded issues of search strategy, knowledge organisation and synthesis. The paper argues that a literature review is historically, culturally and socially produced knowledge and is an important but limited piece of evidence. Guidance for undertaking a review of literature on teaching practice is offered.  相似文献   

Content Analysis of Mediated Associations: An Automated Text-Analytic Approach     

Florian Arendt  Narin Karadas 《Communication methods and measures》2017,11(2):105-120

Due to the fact that mediated associations are a central aspect of many mass communication theories, their measurement is of central interest for communication research. Mediated associations are defined as the repeated pairing of an object (e.g., social group, political party) with specific attributes (e.g., crime, economy). In this article, we introduce a recently developed, automated text-analytic technique. We present an application of this method in the media stereotyping domain via the content analysis of German news coverage of Islam. As predicted, the analysis revealed substantial mediated associations between Islam-related concepts and violence (e.g., “Koran + violence”), terror (e.g., “Islam + terror”), dehumanization (e.g., “Muslims + animal-related terms”), and general negativity (valence). We discuss the promises and pitfalls of this method, make software suggestions, and provide application-related information for speedy dissemination in communication research.  相似文献   

Editorial     

Lani Florian 《Cambridge Journal of Education》2006,36(1):7-9

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Preservice teachers’ evaluations of students’ achievement development in the context of school-track recommendations     

Klapproth  Florian  Fischer  Birthe Doreen 《European Journal of Psychology of Education - EJPE》2019,34(4):825-846

European Journal of Psychology of Education - We experimentally examined whether preservice teachers considered both the gender of primary school students and their development of GPAs, indicated...  相似文献   

Effective Inclusive Schools: a study in two countries     

Martyn Rouse  Lani Florian 《Cambridge Journal of Education》1996,26(1):71-85

Over the past several years a number of constituencies in the USA and the UK have advocated for the concept of the inclusive school as the placement of choice for students with disabilities. Such a school offers appropriate educational opportunities to all students regardless of type or severity of disability or difficulty. To determine the characteristic features of such a school, two separate studies of inclusive educational practices were undertaken in locations that shared a commitment to inclusive education but differed geographically and culturally. The first study focused on the implementation of a statewide policy on inclusion in a rural state in the USA. The second study was conducted in a densely populated London Borough also committed to inclusive education. Both studies utilised interviews with key personnel and observations of innovative practice. Results suggest that effective inclusive schools are diverse problem solving organisations and that there are different ways of achieving this goal that must reflect the cultural and social context. The barriers faced by schools are described and suggestions for policy makers, administrators and practitioners are presented.  相似文献   

Student Teachers’ Understanding of the Terminology, Distribution, and Loss of Biodiversity: Perspectives from a Biodiversity Hotspot and an Industrialized Country     

Florian Fiebelkorn  Susanne Menzel 《Research in Science Education》2013,43(4):1593-1615

The loss of biodiversity is one of the most urgent global environmental problems of our time. Public education and awareness building is key to successful biodiversity protection. Knowledgeable and skilled student teachers are a key component for the successful implementation of biodiversity education in schools. Yet, little empirical evidence exists on teachers’ detailed understanding of biodiversity. This study aimed to assess student teachers’ conceptions of the terminology as well as their understanding of the distribution and loss of biodiversity. Data were collected from a qualitative in-depth interview study of student biology teachers from Costa Rica and Germany (n?=?24). Both verbal and visual methods were used to elicit responses. The results show that participants from both countries equated biodiversity with species diversity and had misconceptions about genetic diversity. Costa Rican student teachers seemed to have a more local perspective on biodiversity and unanimously described their local biodiversity as high, and under threat. In contrast, German teachers showed a more global view and were mostly uncertain about the level and threat status of local biodiversity. Prevailing associations explaining the global distribution and loss of biodiversity were heavily based on everyday assumptions, such as the presence/absence of humans, cities, and industries. Additionally, the transnational character of many of the socioeconomic drivers causing biodiversity loss was largely neglected. Although most participants were unfamiliar with the scientific concept of biodiversity hotspots, they implicitly used a naive biodiversity hotspots concept to explain the distribution and loss of global biodiversity. The results are discussed in terms of the educational implications.  相似文献   

Informed Grounded Theory     

Florian Waldow 《Scandinavian Journal of Educational Research》2013,57(3):243-258

The relationship between education and the economy is a basic component of the educational policy‐making discourse. This article analyses the changes that occurred in the construction of this relationship in Sweden from 1930–2000. Based on a large sample of government committee reports, the paper investigates two explanatory hypotheses for the changes in the construction of the relationship between education and the economy: (1) the influence of structural cycles of economic development (as proposed by economic historian Lennart Schön) and (2) the influence of the international educational reform discourse as produced by organisations such as the Organisation for Economic Co‐operation and Development (OECD). It is shown that economic cycles may have a certain influence in the beginning of the period studied, although later the empirical results do not fit the hypothesis derived from the cycle model. At the same time, there is a surprisingly strong degree of isomorphism between the Swedish and the international discourse throughout the entire period, although most actors do not realise this, or at least do not make it explicit.  相似文献   

Human handedness in interactive situations: Negative perceptual frequency effects can be reversed!     

Jörg Schorer  Florian Loffing  Norbert Hagemann  Joseph Baker 《Journal of sports sciences》2013,31(5):507-513

Abstract

Left-handed performers seem to enjoy an advantage in interactive sports. Researchers suggest this is predominantly due to the relative scarcity of left-handers compared with right-handers. Such negative frequency-dependent advantages are likely to appear in inefficient game-play behaviour against left-handed opponents such as reduced ability to correctly anticipate left-handers' action intentions. We used a pre–post retention design to test whether such negative frequency-dependent perceptual effects can be reversed via effective training. In a video-based test, 30 handball novices anticipated the shot outcome of temporally occluded handball penalties thrown by right- and left-handed players. Between the pre- and post-tests, participants underwent a perceptual training programme to improve prediction accuracy, followed by an unfilled retention test one week later. Participants were divided into two hand-specific training groups (i.e. only right- or left-handed shots were presented during training) and a mixed group (i.e. both right- and left-handed shots were presented). Our results support the negative frequency-dependent advantage hypothesis, as hand-specific perceptual training led to side-specific improvement of anticipation skills. Similarly, findings provide experimental evidence to support the contention that negatively frequency-dependent selection mechanisms contributed to the maintenance of the handedness polymorphism.  相似文献