Pre-service education and attitudes towards inclusion: the role of the teacher educator within a permeated teaching model     

Jackie Lambe 《International Journal of Inclusive Education》2013,17(9):975-999

This study examines the role of teacher educators working within a permeated teaching model in Northern Ireland, and student teachers' attitudes towards special educational needs (SEN) and inclusion. A cohort of 125 student teachers representing eight subject areas responded to a survey exploring attitudes towards issues relating to inclusive education. Interviews conducted with the subject teacher educators examined their beliefs about inclusion, personal efficacy and the extent to which the outworking of a permeated model was an effective method of programme delivery. The findings indicate that while student attitudes towards the philosophy of inclusion were generally positive, those of the teacher educators were not necessarily reflected in the views of their subject group. The research evidenced a lack of uniformity in approach in promoting inclusion and inclusive practices across subjects, suggesting that the use of a permeated model did not always provide equity of student experience when selection of course content was the choice of the individual subject tutor. Teacher educators identified lack of personal knowledge, time restrictions within the pre-service programme and lack of resources as the main barriers to effective practice in supporting student teachers' learning in SEN and inclusion.  相似文献   

Strategic communication capital as an intangible asset     

Jackie Hartman  Margarita Maria Lenk 《媒体管理杂志》2013,15(3):147-153

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Covering Democracy's Forum: Canadian Press Treatment of Public and Private Broadcasting     

Scott Uzelman  Robert Hacket  Jackie Stewart 《Critical Studies in Media Communication》2013,30(2):156-169

A content analysis of Canadian press coverage of public service and private broadcasting conducted by NewsWatch Canada, a media monitoring project at Simon Fraser University, shows that the Canadian Broadcasting Corporation receives far more coverage than do private broadcasters. Moreover the institutional structures, mandates, and principles of private media networks tended to be excluded. These findings suggest that commercial media are viewed as private property and therefore outside the boundaries of legitimate political discussion. Both public and private broadcasters received more positive than negative coverage.  相似文献   

Children's Activity Rating Scale (CARS): Description and Calibration     

Jackie Puhl  Kathryn Greaves  Mary Hoyt  Tom Baranowski 《Research quarterly for exercise and sport》2013,84(1):26-36

Abstract

A five-level Children's Activity Rating Scale (CARS) was designed to categorize the intensity of physical activities and discriminate between levels of energy expenditure in young children. The CARS was used by trained observers over a 12-month period to assess physical activities of 3-4 year-old children during field observations. Agreement among observers using the CARS was 84.1% for 389 paired observation periods. The energy expenditure for each level was assessed by measuring VO₂s and heart rates of 5-6 year-old children (12 boys, 13 girls) while they performed eight activities representing the CARS levels. Mean VO₂s for the eight activities in Levels 1-5 ranged from 7.1 to 37.5 ml kg BW^?1 min^?1 (1 to 5.42 METS; 145% to 80.6% of VO₂max). Mean heart rates ranged from 89 to 183 b min^?1 for activities in Levels 1-5. VO₂s and heart rates at each level were significantly different from all other levels. These data demonstrate that the CARS encompasses a wide range of energy expenditures, discriminates between levels of energy expenditure, and can be used by trained observers to reliably evaluate physical activity and estimate energy expenditure of young children.  相似文献   

Intervening to improve the transfer to secondary school     

Jackie Bloyce 《Educational Psychology in Practice》2012,28(1):1-18

Evaluation data are reported on a Transfer Support Team (TST) intervention which supports pupils identified as vulnerable during secondary school transfer. Information about school concerns and broader adjustment measures were collected from TST supported pupils on three occasions and from a “typical benchmark group” on two occasions. Factors known to confer additional vulnerability around school transfer were also analysed: English as an additional language, free school meals eligibility and special educational needs. Findings indicate that this relatively brief transfer support programme impacts positively on targeted pupils’ levels of school concerns and illustrates the importance of differentiated monitoring of intervention outcomes.  相似文献   

What do GCSE examiners think of ‘thinking aloud’? Findings from an exploratory study     

Jackie Greatorex  W. M. Irenka Sütő 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):319-331

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Integrating assessment matrices in feedback loops to promote research skill development in postgraduate research projects     

Jackie Venning  Femke Buisman-Pijlman 《Assessment & Evaluation in Higher Education》2013,38(5):567-579

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Competencies Demonstrated by Municipal Employees During Adaptation to Climate Change: A Pilot Study     

Diane Pruneau  Jackie Kerry  Sylvie Blain  Evgueni Evichnevetski  Paul Deguire  Pierre-Yves Barbier 《The Journal of environmental education》2013,44(4):217-231

Since coastal communities are already subjected to the impacts of climate change, adaptation has become a necessity. This article presents competencies demonstrated by Canadian municipal employees during an adaptation process to sea level rise. To adapt, the participants demonstrated the following competencies: problem solving (highlighting components of the problem and identifying constraints), futures thinking, risk prediction, vulnerability analysis, local knowledge, planning, and communication. However, some competencies that could be potentially useful in adaptation were used less frequently by participants: developing solutions, knowledge of adaptation, math skills, hope, and self-efficacy.  相似文献   

Preparing early childhood preservice teachers for science teaching: aligning across a teacher preparation program     

Christine N. Lippard  Kristina Tank  Melissa C. Walter  Jackie Krogh  Karen Colbert 《Journal of Early Childhood Teacher Education》2018,39(3):193-212

In early childhood education and early childhood teacher preparation, science is often a challenging academic content area. However, young children are primed for science learning, and early science learning is important for later science achievement. The current study presents an embedded case study of one early childhood teacher preparation program that undertook a process of infusing and aligning science teaching preparation across a curriculum preparing preservice teachers to work with children ranging in age from birth through third grade. Major themes fell into the three categories—motivation for change; the process of improving and aligning across a program; and science attitudes, beliefs, and experiences in the midst of change. Implications are discussed in terms of improving preparation for teaching early science and aligning across courses in early childhood teacher preparation.  相似文献   

Developing and managing school human capital for information and communication technology integration: a case study of a school-based e-learning project in Hong Kong     

Vicky C. Tam  Jackie W. W. Chan  Sandy C. Li  Jacky Pow 《International Journal of Leadership in Education》2018,21(4):447-461

The application of information and communication technology (ICT) in education has been gaining attention worldwide. Educators and school administrators are interested in the myriad possibilities offered by new technologies to enrich teaching materials and to provide ubiquitous learning environments to enhance students’ learning. This case study examined the implementation of a school-based e-learning initiative in a primary school in Hong Kong by focusing on the development and management of forms of school human capital. The findings drew from interviews with 25 staff members in the case school and elucidated how school reform and transformation were effected through the development and management of intellectual, social, and organisational capitals. The interplay between these three forms of school human capitals highlighted the significance of shared vision, differentiated leadership as well as a culture of learning community in advancing towards ICT integration. Suggestions are made for establishing practices of distributed leadership and professional learning communities in the case school and other settings undertaking ICT integration.  相似文献