Embedding Interventions to Promote Self-Determination within Multitiered Systems of Supports     

Karrie A. Shogren  Michael L. Wehmeyer  Kathleen L. Lane 《Exceptionality》2016,24(4):213-224

Schools are increasingly exploring the implementation of multitiered systems of support. This article reviews the literature pertaining to efforts to promote self-determination to provide initial direction as to how interventions and supports to promote self-determination could be implemented within a tiered framework. The intent is to provide direction to the field on how such an approach can engage all students—including students with and without disabilities—in their learning across the lifespan to promote positive school and postschool outcomes. Specifically, we review interventions and supports that have been described in the literature pertaining to self-determination, organizing our review and analysis around the traditional three-tier approach. Implications for future research and development to promote the universal applicability of self-determination are discussed.  相似文献   

Analysing the experiences of casual relief teachers in Australian primary schools using practice architecture theory     

Minami Uchida  Michael Cavanagh  Rod Lane 《British Educational Research Journal》2020,46(6):1406-1422

This study examines the professional experiences of casual relief teachers (CRTs) and some of the challenges they face through the lens of practice architecture theory. Practice architecture theory considers human activity through the multi-layered lens of sayings, doings and relatings. A survey was used to collect responses from 104 CRTs who are teaching or have previously taught in Australian primary schools. The responses were examined using thematic content analysis to gain insights into their experiences of professional practice. In addition, the demographic information from the survey identified three main categories of CRTs which contributed to better understanding of distinct needs and experiences of each type of CRT. Results indicate that many participants saw casual teaching as a negative and alienating experience due to lack of access to school information, lack of support for accreditation and feelings of exclusion from school communities. The need for greater access to information about professional learning was also highlighted. However, others enjoyed the flexibility and sense of belonging they experienced as CRTs. The present study contributes to CRT research by identifying similarities and differences across the three CRT groups and applying practice architectures as a new theoretical lens through which to analyse their professional experiences.  相似文献   

Writing across the academic languages: introduction     

Silliman  Elaine R.  Bahr  Ruth Huntley  Wilkinson  Louise C. 《Reading and writing》2020,33(1):1-11

Reading and Writing -  相似文献   

The author as agent of information policy: The relationship between economic and moral rights in copyright     

Margaret Ann Wilkinson  Natasha Gerolami 《Government Information Quarterly》2009

A historical and theoretical analysis of the copyright environment demonstrates that both the economic rights associated with copyright and the moral rights often associated with copyright perform social functions. The latter have not been as universally embraced or adopted as the former. The lack of enthusiasm for moral rights is argued to be because the social utility of this aspect of the copyright regime has gone largely unrecognized. In fact, moral rights ensure that the information needs of the public are being met because they enhance the ability to assess the authority and reliability of information. While historically this has not been as important as enhancing the supply of information, a function performed by the economic rights of copyright, in the context of the new information environment, the role played by moral rights is becoming increasingly important. Our thesis also defines the appropriate scope of moral rights protection in copyright.  相似文献   

A tale of two women leaders: Diversity policies and practices in enterprise universities     

Jane Wilkinson 《The Australian Educational Researcher》2009,36(2):39-54

This paper explores the ways in which senior female academics’ leadership practices are informed and negotiated in relation to a multiplicity of fields. As part of the shift in the logics of practice underpinning the Australian academic terrain, there has been a movement from the implementation of equity policies to that of diversity in relation to the employment of academic staff, characterised by neoliberal discourses of new public management which favour the production of the individualistic, entrepreneurial academic identity as opposed to notions of collectivity and the public good. However, diversity policies are not the sole texts that inform the ways in which many women leaders operate, nor the most important in guiding the practices they produce. Drawing on a larger study of representations of women’s leadership in the media and academia, this paper examines how two leading female academics drew upon a range of logics of practices within the different fields of academia, feminism and Indigenous rights to inform their leadership practices. In so doing, the women contested the emergent logic of practice underpinning the contemporary Australian academic field. Such contestation can be considered one of the “subaltern” consequences of policy regimes and forms an integral part of policy fields.  相似文献   

Preschoolers Continually Adjust Their Epistemic Trust Based on an Informant's Ongoing Accuracy          下载免费PDF全文

Samuel Ronfard  Jonathan D. Lane 《Child development》2018,89(2):414-429

Children aged 4–7 years (N = 120) played four rounds of a find‐the‐sticker game. For each round, an informant looked into two cups and made a claim about which cup held a sticker. At the end of each round, children guessed the sticker's location, and then the sticker's actual location was revealed. For three of the rounds, the informant accurately reported the sticker's location. But critically, for one round—either Round 1, 2, or 3—she was inaccurate. Children continually adjusted their trust in the informant as they obtained more information about her accuracy. Relations between the informant's pattern of accuracy and children's trust were robust, neither mediated nor moderated by children inferences about her intent or traits.  相似文献   

Editorial     

Jane Wilkinson 《Journal of educational administration and history》2018,50(3):131-132

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The uses of (digital) literacy     

Julian McDougall  Mark Readman  Philip Wilkinson 《Learning, Media and Technology》2018,43(3):263-279

This article shares research facilitated by a multinational technology provider, converging mobile networked technology (tablets) used across school and home, a technology enhanced community ‘third space’ providing workshops for students aged 6–9 with their parents/carers. The approach taken avoids the instrumental measurement of functional digital literacy competences, but instead seeks to negotiate a more nuanced and complex understanding of the ‘uses of literacy’ [from Hoggart, R. 1957. The Uses of Literacy. London: Pelican] in digital contexts and in a deeply situated, specific local setting. Working with our findings, we later put Amartya Sen’s concept of capability [Sen, A. K. 2005. “Human Rights and Capabilities.” Journal of Human Development 6 (2): 151–166; Sen, A. K. 2008. “Capability and Well-Being.” In The Philosophy of Economics, edited by D. M. Hausman, 3rd ed., 270–293. Cambridge: Cambridge University Press] to work on our data in order to provide a discussion on how the digital literacy community might distinguish digital competences as functionings from the ‘uses’ of such competences for a broader range of capabilities.  相似文献   

Delivery Method: Does it Matter? A Study of the North Carolina Developmental Mathematics Redesign     

Tammy J. Bishop  Nara Martirosyan  D. Patrick Saxon  Forrest Lane 《Community College Journal of Research & Practice》2018,42(10):712-723

In 2009, the North Carolina Community College System (NCCCS) began the process of redesigning developmental mathematics (DMA) courses. The first classes were offered in 2012 with final state implementation in fall 2013. The purpose of this study was to examine the subsequent gateway course success rates achieved by former DMA students in relation to the delivery method (i.e., teacher-centered, student-centered, and computer-centered) used in the redesigned North Carolina DMA courses. Students included in this study took a gateway math course and a developmental math course during the same or previous academic year. Students who participated in student-centered and computer-centered instruction in their DMA course had a statistically significant pass rate in subsequent gateway courses compared with students receiving teacher-centered instruction. Along with the findings, this paper discusses considerations for redesign, including the choice of delivery methods and instructional techniques, and recommendations for further research.  相似文献   

Confirmatory factor analysis of the Test of Performance Strategies (TOPS) among adolescent athletes     

Andrew M Lane  Chris Harwood  Peter C Terry  Costas I Karageorghis 《Journal of sports sciences》2013,31(9):803-812

The aim of the present study was to examine the factorial validity of the Test of Performance Strategies (TOPS; Thomas et al., ) among adolescent athletes using confirmatory factor analysis. The TOPS was designed to assess eight psychological strategies used in competition (i.e. activation, automaticity, emotional control, goal-setting, imagery, negative thinking, relaxation and self-talk,) and eight used in practice (the same strategies except negative thinking is replaced by attentional control). National-level athletes (n?=?584) completed the 64-item TOPS during training camps. Fit indices provided partial support for the overall measurement model for the competition items (robust comparative fit index?=?0.92, Tucker-Lewis index?=?0.88, root mean square error of approximation?=?0.05) but minimal support for the training items (robust comparative fit index?=?0.86, Tucker-Lewis index?=?0.81, root mean square error of approximation?=?0.06). For the competition items, the automaticity, goal-setting, relaxation and self-talk scales showed good fit, whereas the activation, emotional control, imagery and negative thinking scales did not. For the practice items, the attentional control, emotional control, goal-setting, imagery and self-talk scales showed good fit, whereas the activation, automaticity and relaxation scales did not. Overall, it appears that the factorial validity of the TOPS for use with adolescents is questionable at present and further development is required.  相似文献