Teacher education for inclusion in Europe     

Verity Donnelly  Amanda Watkins 《Prospects》2011,41(3):341-353

Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities (2006) is gaining momentum and providing a force for change, supported by many communications both internationally and at European level that recognize how central education is in efforts to develop a more equitable society. In moving towards a more inclusive education system, there is a need to train all teachers to meet the diverse needs of all learners in their classrooms and to work collaboratively with colleagues. Drawing on key documents, this article outlines the policy context and reviews the available evidence supporting the move towards teacher education for inclusion across Europe. It presents the work of the European Agency for Development in Special Needs Education, to highlight some of the opportunities and challenges within its member countries in addressing teacher education for inclusion.  相似文献   

Muscle dysmorphia, gender role stress, and sociocultural influences: an exploratory study     

Tucker R  Watkins PL  Cardinal BJ 《Research quarterly for exercise and sport》2011,82(2):310-319

Our study explored the contribution of gender role stress (GRS) and sociocultural appearance demands to symptoms of muscle dysmorphia (MD) in a college sample of 219 women and 154 men. For women, five GRS subscales, sociocultural appearance demands, age, and frequency of aerobic exercise predicted MD symptoms (model R2 = .33; F(8,210) = 12.81, p < . 001); for men, only one GRS subscale, age, and sociocultural appearance demands predicted MD symptoms (model R2 = .40; F(3,150) = 9.52, p < .001). Post hoc analyses revealed that a small number of items explained a substantial portion of the variation, suggesting that MD may be more related to specific perceptions of pressure to attain an attractive body than to global gender role stress.  相似文献   

Evaluation of usage of virtual microscopy for the study of histology in the medical,dental, and veterinary undergraduate programs of a UK University          下载免费PDF全文

Margaret K. Gatumu  Frances M. MacMillan  Philip D. Langton  P. Max Headley  Judy R. Harris 《Anatomical sciences education》2014,7(5):389-398

This article describes the introduction of a virtual microscope (VM) that has allowed preclinical histology teaching to be fashioned to better suit the needs of approximately 900 undergraduate students per year studying medicine, dentistry, or veterinary science at the University of Bristol, United Kingdom. Features of the VM implementation include: (1) the facility for students and teachers to make annotations on the digital slides; (2) in‐house development of VM‐based quizzes that are used for both formative and summative assessments; (3) archiving of teaching materials generated each year, enabling students to access their personalized learning resources throughout their programs; and (4) retention of light microscopy capability alongside the VM. Student feedback on the VM is particularly positive about its ease of use, the value of the annotation tool, the quizzes, and the accessibility of all components off‐campus. Analysis of login data indicates considerable, although variable, use of the VM by students outside timetabled teaching. The median number of annual logins per student account for every course exceeded the number of timetabled histology classes for that course (1.6–3.5 times). The total number of annual student logins across all cohorts increased from approximately 9,000 in the year 2007–2008 to 22,000 in the year 2010–2011. The implementation of the VM has improved teaching and learning in practical classes within the histology laboratory and facilitated consolidation and revision of material outside the laboratory. Discussion is provided of some novel strategies that capitalize on the benefits of introducing a VM, as well as strategies adopted to overcome some potential challenges. Anat Sci Educ 7: 389–398. © 2013 American Association of Anatomists.  相似文献   

Don't waste your time     

Doug Leigh  Ryan Watkins 《Performance Improvement》2011,50(3):5-8

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A High Impact Practice that Works: Connecting Mentors From the Professional Community to Teacher Education Students     

Judy Brown-DuPaul  Joseph H. Davis  Melanie Wursta 《Community College Journal of Research & Practice》2013,37(11):807-815

A high impact mentoring program at a community college connected professionals from the special education and early intervention fields with small groups of teacher education students. Two federal grants from U.S. Department of Education funded tuition scholarships and mentoring for 76 Special Education students and 78 Early Childhood Education/Early Intervention students in associate degree programs. The mentor programs consisted of individual monitoring by project staff, consistent contact with a mentor from the professional community and with other students in mentor groups, and structured monthly dinner meetings. Students who participated in the mentoring programs showed increased persistence and higher grade point average when compared with the general population of similar majors. Within each grant-funded population, students who showed low participation in the mentor programming presented lower retention rates and lower GPA than grant-funded students who took full advantage of the mentoring program.  相似文献   

Supporting Professionalism,Diversity, and Context Within a Collaborative Approach to Gifted Education     

Dona Matthews  Joanne Foster  Deborah Gladstone  Jeannette Schieck  Judy Meiners 《Journal of educational and psychological consultation》2013,23(4):315-345

Educators concerned about gifted learners are moving toward an evidence-based perspective focusing on children with exceptionally advanced learning needs who require flexibly responsive educational attention. This article describes two system-wide implementation experiences, one in a mixed urban/rural public school board and the other in an urban board of affiliated parochial schools, designed to meet the educational needs of diversely competent students. The authors discuss the intersecting roles of consultants, teachers, administrators, and parents, and some creative applications they have implemented that illustrate a respect for (a) teachers' professionalism, (b) individual developmental diversity, and (c) context-specific opportunities and constraints. The authors discuss ways that this flexible collaborative approach to integrating consultative processes into board-wide practices addresses the diverse educational needs of gifted learners, and also encourages high-level outcomes in learners not formally identified as gifted.  相似文献   

The Development of Nuclear Physics Between the Wars     

Schloegel  Judy Johns 《Science & Education》2019,28(9-10):1267-1271

Science & Education -  相似文献   

The effectiveness of information and communication technology on the learning of written English for 5- to 16-year-olds   总被引：1，自引：0，他引：1  

Richard Andrews  Allison Freeman  Dan Hou  Nick McGuinn  Alison Robinson  Judy Zhu 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(2):325-336

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Reusable and Sustainable Science and Engineering Education   总被引：1，自引：0，他引：1  

Yehudit Judy Dori 《Journal of Science Education and Technology》2008,17(2):121-123

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Indigenization and University Governance: Reflections from the Transition to Yukon University     

Staples  Kiri  Klein  Rhiannon  Southwick  Tosh  Kinnear  Lacia  Geddes  Carol  Gingell  Judy 《Tertiary Education and Management》2021,27(3):209-225

Tertiary Education and Management - While literature on university governance in Canada has identified key challenges that need to be addressed, it largely overlooks calls for change towards...  相似文献