Inclusion in South Korea: The current situation and future directions     

Hyunsoo Kwon 《International Journal of Disability, Development & Education》2005,52(1):59-68

Inclusion has occupied the centre of attention in education in many countries for the past few decades, and it is the same in South Korea. Although most researchers and educators agree that inclusion is necessary for equal educational opportunities and social participation of students with disabilities, there are debates about the most effective and appropriate services for these students and how teachers should deliver these services. The purpose of this article is to introduce the educational system and the unique cultural situation in South Korea to the reader and to suggest future directions for successful inclusion. Inclusion can grow and be meaningful in South Korea if it is based on the thoughtful and sustained efforts of people who have the passion and compassion that inspires others to listen to different opinions. Finally, successful inclusion can come about when the government supports changes in the community and schools.  相似文献   

Indigenous Australian women and sport: findings and recommendations from a parliamentary inquiry     

Hazel Maxwell  Megan Stronach  Daryl Adair  Sonya Pearce 《Sport in Society》2017,20(11):1500-1529

Researchers have consistently pointed to positive links between sport, physical activity, health and wellbeing amongst marginalized population groups. This paper concentrates on a group about which little is presently known in terms of these links – Indigenous women in Australia. The catalyst for this focus is twofold: demographic data that, while sparse, suggests that this group has very low levels of participation in sport and associated physical activity; and second, a recent parliamentary inquiry into Indigenous sport in which the participation of women featured in several submissions. Both data sets confirm that Indigenous women are significantly underrepresented in the Australian sporting landscape. There is no systematic knowledge about why this is so. The present study contributes to that small body of literature by considering (a) evidence about participation rates of Indigenous women in sport; and (b) the aspirations of sport organizations to attract Indigenous women into their programs.  相似文献   

The sociocultural adjustment of Chinese graduate students at Korean universities: A qualitative study     

Yangyi Kwon 《Int J Intercult Relat》2013

Although 21% of all Chinese students studying at Korean universities are in graduate schools (Korean Educational Development Institute, 2008), little is known about their sociocultural adjustment. This study explores Chinese graduate students’ perceptions regarding their sociocultural adjustment experiences and capture the essence of the influences on their sociocultural adjustment during their early cross-cultural transition. The study is based on interview data from nine Chinese graduate students who attended three universities in Seoul in 2009. The model of sociocultural adjustment is employed as a conceptual framework to explore the perceptions of Chinese graduate students regarding their sociocultural adjustment. The four main themes emerged from the in-depth interview sessions were perceived cultural distance, language competency, low level of interaction with host nationals, and biased stereotypes.  相似文献   

A Measure of Skills and Information Developed through Home Economics Instruction in the Secondary Schools of Oklahoma     

Hazel Frost 《Journal of Experimental Education》2013,81(4):377-384

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Implementing the Code of Practice for Special Educational Needs     

Hazel Bines  Andrew Loxley 《牛津教育评论》2013,39(4):381-394

Abstract

This article explores the provenance and features of the new Code of Practice for special educational needs and then reports on research on the implementation of the Code in one Local Education Authority. It is argued that the Code has managerial, curricular and consumer dimensions, all of which have a number of implications for policy and practice, for both LEAs and schools. In particular, the Code can be seen as a mechanism for controlling and targeting resource allocation as well as a means of increasing accountability in relation to provision and partnership with parents. The Code is also closely linked to the changing role of LEAs and is therefore likely to affect the relationship between LEAs and schools.  相似文献   

Supervision to enhance educational and vocational guidance practice: A review     

Hazel L. Reid 《International Journal for Educational and Vocational Guidance》2010,10(3):191-205

Supervision to support the work of career practitioners is evident in many countries, but is not universal. This author presents a literature review, intending to emphasise the prime importance of developing supervision for guidance work. The author also considers the issues facing those training to develop the role of supervisors in southeast England. It is hoped the issues discussed will be pertinent for educational and vocational guidance services in other countries where supervision is a marginal or developing activity.  相似文献   

Integrating Reform‐Oriented Math Instruction in Special Education Settings     

Brian A. Bottge  Enrique Rueda  Perry T. LaRoque  Ronald C. Serlin  Jungmin Kwon 《Learning disabilities research & practice》2007,22(2):96-109

This mixed‐methods study assessed the effects of Enhanced Anchored Instruction (EAI) on the math performance of adolescents with learning disabilities in math (MLD). A quasi‐experimental pretest–posttest control group design with switching replications was used to measure students' computation and problem‐solving skills on EAI compared to control conditions. Scores on the curriculum‐aligned and standardized measures showed improved problem‐solving skills but results were mixed for computation. To augment the numerical data, a qualitative inquiry captured day‐to‐day classroom activities. The findings showed that problem‐based curricula such as EAI have the potential for helping students with MLD develop deeper understandings of math concepts but that considerable effort is required to structure and teach these concepts in ways students with MLD understand.  相似文献   

What Teachers Should Know about AIDS     

Hazel L. White 《Clearing house (Menasha, Wis.)》2013,86(5):343-345

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‘Recasting the pantheon'? Women and the French revolution     

Hazel Mills 《Culture, Theory & Critique》2013,54(1):89-105

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Third Culture Kids: Growing up with mobility and cross-cultural transitions     

Jungmin Kwon 《Diaspora, Indigenous, and Minority Education》2019,13(2):113-122

The study reported in this paper focuses on the narratives of six adult Third Culture Kids (TCKs) who lived in multiple countries during developmental years. It explores their childhood experiences with mobility and the impact that multiple shifts in location, culture, and language have had on their adult lives. The results indicate that they come to terms with their identities, which are closely connected to multiple cultures and countries. Participants reported a desire to maintain nomadic lives, which may have been impacted by the multilingual competence and nuanced cultural understanding they gained through mobile upbringings. They also commonly expressed a desire to build social relationships with other individuals with migrant backgrounds. The results demonstrate the necessity of supporting the growing community of TCKs in maximizing the potential benefits of cross-cultural experiences while helping them navigate the challenges of identity, transition, and relocation.  相似文献