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91.
S. Anthony Thompson 《International Journal of Inclusive Education》2013,17(10):985-1000
The purpose of this paper to present two approaches intended to support the social lives of those typically on the borders of school life. Circles of friends (CoFs) was designed to assist students labelled with disabilities, while Gay-straight alliances (GSAs) addresses needs of supporting students who identify as lesbian, gay, bisexual, transgender, two-spirited (gay/lesbian/bisexual First Nations people), queer and/or those questioning their sexual identity (LGBTTQQ). In laying out these approaches side by side, I argue that CoFs constitute a dis/abling pedagogy breed acquiescence, further pathologise students and create essentialised identification for all students. GSAs, in contrast, are constitutive of a queer pedagogy and promote active, agentive, healthy more complex identities. In short, CoFs are critiqued through GSAs and implications for inclusive schooling are explored. 相似文献
92.
Ken Reid 《School Leadership & Management》2013,33(1):45-51
This article is concerned with the development of provision for pupils in a comprehensive school with special educational needs. Its main focus is on the organization and administration changes which were undertaken in connection with the recommendations of the Warnock Report, the 1981 Education Act and the development of knowledge and expertise within the school in helping such pupils. It concentrates on five aspects: the communication of information about those pupils within the school, the curriculum available to them in the upper school, the deployment of staff, the name of the department to best fit its changing role in the school and the issues which need to be taken into account in monitoring those developments. 相似文献
93.
94.
Jessica Thompson 《学习科学杂志》2013,22(3):392-446
What does it mean for ethnic minority girls, who have historically been marginalized by schools, to “see themselves” in science? Schools fail to create spaces for students to engage their identity resources in the learning of science or to negotiate and enact new science-related identities. This study investigates relationships among identity, engagement, and science discourse and provides a conceptual argument for how and why underserved ethnic minority girls engage in collective identity work, with science learning as a valued byproduct. The primary context for the study was Lunchtime Science, a 4-week lunchtime intervention for girls failing their science courses. There were 4 distinct ways the girls engaged in learning during Lunchtime Science: gleaning content for outside worlds, supporting the group, negotiating stories across worlds, and critiquing science. Each pattern had a signature profile with variations in the sociohistorical narratives used as resources, the positioning of one another as competent learners, and the type of science story critiqued and constructed. These findings indicate that when the girls were given opportunities to engage their personal narratives, and when science was open to critique, ethnic minority girls leveraged common historical narratives to build science narratives. Moreover, the girls’ identity work problematizes the commonplace instructional notion of “bridging” students’ everyday stories with science stories, which often privileges the science story and the composing of “science” identities. It also challenges researchers to investigate how the construction of narratives is broader than 1 community of practice, broader than 1 individual, and broader than 1 generation. 相似文献
95.
Neighborhood schools engender the idea that schools can be integral community centers, with learning facilitated by the personal relationships developed among teachers, administrators, students, and parents. Neighborhood schools also have represented stigmatized segregated spaces located in communities with high poverty rates, low high school graduation rates, and little opportunity for social mobility. Drawing from print and online media sources related to the closure and reopening of D.C. Virgo Middle School (Virgo), a racially- and economically-segregated middle school in an urban, southern community, this study uses conceptual content analysis to examine the competing discourses surrounding Virgo. The authors conclude that the public discourse examined herein represents the tension between public schools as stigmatizing beloved spaces. As a stigmatizing space, the school can transfer the stigmatized identity to associated students and personnel. As a beloved space, the school can nurture possibility and hope. 相似文献
96.
Mia Ocean Robbie Allen Carrie Thompson Keston S. Lyman 《Community College Journal of Research & Practice》2013,37(12):897-900
ABSTRACTCommunity colleges continue to face accountability pressures without an increase in funding, requiring creativity to meet their goals. Collaborating across departments can maximize communication and minimize waste. Team-based course design is one way to encourage interdepartmental work. Within this article, a diverse team—composed of individuals representing not only faculty, but also staff and administrators from the library, student tutoring services, and distance education departments— explains best practices based on their experience with team-based course design. 相似文献
97.
How responsible community colleges can help determine the degree to which they are serving the educational needs of minorities is the focus of this paper. The authors illustrate the importance of using US Census data and enrollment characteristics to assess how well colleges are serving the needs of all their constituencies. An example of how these data have been used for community colleges in one state is presented. The methodology discussed is seen as effective, however, only when such an assessment is used as the foundation upon which a complete package of services is provided to meet the needs of all students 相似文献
98.
Samuel B. Green Marilyn S. Thompson Jennifer Poirier 《Structural equation modeling》2013,20(1):113-126
Two Lagrange multiplier (LM) methods may be used in specification searches for adding parameters to models: one based on univariate LM tests and respecification of the model (LM‐respecified method) and the other based on a partitioning of multivariate LM tests (LM‐incremental method). These methods may result in extraneous parameters being included in models due to either sampling error or the model being misspecified. A 2‐stage specification search may be used to reduce errors due to misspecification. In the 1st stage, parameters are added to models based on LM tests to maximize fit. Second, parameters added in the 1st stage are deleted if they are no longer necessary to maintain model fit. Illustrations are presented to demonstrate that errors due to misspecification occur with the LM‐respecified method and are even more likely with the LM‐incremental approach. These illustrations also show how the deletion stage can help eliminate some of these errors. 相似文献
99.
Amanda W. Harrist Stacy D. Thompson Deborah J. Norris 《Early education and development》2013,24(2):305-336
Multiple perspectives regarding the definition of quality child care, and how child care quality can be improved, were examined using a focus group methodology. Participants were representatives from stakeholder groups in the child care profession, including child care center owners and directors (3 groups), parents (3 groups), child caregivers (3 groups), policy makers (1 group), and social service providers (1 group). Qualitative analysis revealed 6 components of quality that were consistently discussed across all participant groups: (a) communication and rapport, (b) caregiver practices, (c) staff characteristics, (d) finances and resources, (e) visibility and involvement, and (f) professionalism. Analyses highlighted differences among stakeholder groups and the complex interplay among quality components. Findings are compared to previously documented perspectives on child care quality, and a conceptual model is presented that (a) summarizes findings about how proximity to child impacts definitions of quality and (b) highlights the central role played by child care center directors. Implications for child care practice and policy are discussed. 相似文献
100.
Ken Hillis 《Culture, Theory & Critique》2013,54(1):73-89
Iconographic avatars in web-based graphical chat environments work to create a ‘shattered’ sense of self through the use of emblematics (the bringing together of text and image) coupled with a reformulated use of free indirect discourse, a style of indirect address found in the modern bourgeois novel. Free indirect discourse, or ‘middle voice’, is crafted by the novelist but takes on the characteristics of the person described, even as the difference between novelist and character creates an ironic distance directed at both the character and the reader who may be encouraged by the style to identify with the character. Avatar-driven graphical chat suggests a synthesis of the value of an avatar external to oneself and that of the ironic distance provided by free indirect discourse. The ‘middle ground’ of iconographic graphical chat environments exemplifies how images reformulate and seemingly mitigate the tensions inherent in text-based free indirect discourse – with its suggestion of ‘experience without a subject’ – to create greater ambiguity, irony and abstraction of the self and others. This mirrors how various forces of global capital work to reformulate the subject. 相似文献