School leadership and special education: challenges,dilemmas and opportunities from an Australian context     

Philip Garner  Fiona Forbes 《Support for Learning》2013,28(4):154-161

This article examines the personal and professional attributes of school leaders in relation to special educational needs and disability (SEND) and assesses the extent to which these might be sufficient to give such professionals the confidence necessary to be role models for their staff. Data were collected via a survey of a randomly selected set of Australian school leaders, in both special and mainstream schools. This included principals from all sectors of the Australian school system. The study was based on the premise that school principals place as much importance on the need to be instructional leaders as they do on being managers. The study was informed by an assumption that in order to be successful as a school leader in respect of SEND, a school principal requires a deep pedagogical knowledge and a clear understanding of children's developmental milestones. The study found that school leaders expressed a need to develop further understanding of how to differentiate the taught curriculum in order to identify and support school‐wide quality teaching and learning processes for students with SEND.  相似文献   

Do players and staff sleep more during the pre- or competitive season of elite rugby league?     

Johnpaul Caia  Tannath J. Scott  Shona L. Halson  Vincent G. Kelly 《European Journal of Sport Science》2017,17(8):964-972

This study establishes the sleep behaviour of players and staff during the pre- and competitive seasons of elite rugby league. For seven days during both the pre- and competitive seasons, seven rugby league players and nine full-time staff from one professional Australian rugby league club had their sleep monitored via wrist actigraphy and self-report sleep diaries. Two-way repeated measures analysis of variance determined differences between the pre- and competitive season in players and staff, with effect sizes (ES) used to interpret the practical magnitude of differences. Findings show an earlier bed time and wake time for players (?34 min, ES?=?1.5; ±0.5 and ?39 min, 2.1; ±0.5 respectively) and staff (?29 min, ES?=?0.8; ±0.3 and ?35 min, ES?=?1.7; ±0.4 respectively) during pre-season when compared to the competitive season. Despite this, no differences were seen when considering the amount of time in bed, sleep duration or sleep efficiency obtained between the pre- and competitive seasons. Our results suggest that early morning training sessions scheduled during pre-season advances wake time in elite rugby league. However, both players and staff can aim to avoid reductions in sleep duration and sleep efficiency with subsequent adjustment of night time sleep patterns. This may be particularly pertinent for staff, who wake earlier than players during both the pre- and competitive seasons.  相似文献   

Design of optimal strictly positive real controllers using numerical optimization for the control of flexible robotic systems     

James Richard Forbes  Christopher John Damaren 《Journal of The Franklin Institute》2011,348(8):2191-2215

The design of optimal strictly positive real (SPR) controllers using numerical optimization is considered. We focus on how to parameterize the SPR controllers being optimized and the effect of parameterization. Minimization of the closed-loop H₂-norm is the optimization objective function. Various single-input single-output and multi-input multi-output controller parameterizations using transfer functions/matrices and state–space equations are considered. Depending on the controller form, constraints are enforced (i) using simple inequalities guaranteeing SPRness, (ii) in the frequency domain or, (iii) by implementing the Kalman–Yakubovich–Popov Lemma. None of the parameterizations we consider foster an observer-based controller structure. Simulated control of a single-link and a two-link flexible manipulators demonstrates the effectiveness of our proposed controller optimization formulations.  相似文献   

‘Capitalizing on sport’: sport,physical education and multiple capitals in Scottish independent schools     

John Horne  Bob Lingard  Gaby Weiner  Joan Forbes 《British Journal of Sociology of Education》2011,32(6):861-879

This paper draws on a research study into the existence and use of different forms of capital – including social, cultural and physical capital – in three independent schools in Scotland. We were interested in understanding how these forms of capital work to produce and reproduce advantage and privilege. Analysis is framed by a multiple capitals approach drawing on and developing the work of Putnam and especially Bourdieu. We suggest that sport plays a role with important effects for strong bonding and for the production of symbolic capital in the form of branding by each school.  相似文献   

Understanding pedagogical design capacity through teachers’ narratives     

Elizabeth A. Davis  Carrie BeyerCory T. Forbes  Shawn Stevens 《Teaching and Teacher Education》2011,27(4):797-810

Teachers need to develop the ability to adapt curriculum materials. Two elementary teachers, Maggie and Catie, were asked to write narratives about their use of and changes to particular reform-oriented science lesson plans. Maggie drew on her knowledge of and experiences with students, as well as other knowledge, experiences, and resources, to make productive changes to account for her students’ prior knowledge and abilities. Catie based her curricular adaptations on her learning goals—but these were not aligned with the learning goals of the curriculum materials. The paper discusses implications for teacher education, professional development, and educative curriculum materials.  相似文献   

Slippage and/or symbolism: gender,policy and educational governance in Scotland and Sweden     

Joan Forbes  Elisabet Öhrn  Gaby Weiner 《Gender and education》2011,23(6):761-776

This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries’ response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and the idealisation of the child. Gender is thus marginalised within a range of factors contributing to social in/equality. In Sweden, in contrast, gender has higher visibility in policy and governance as both an indicator of democracy and a means of preserving social democratic consensus and prosperity. However, recently its privileged position has come under attack. We draw on social capital, gender, and policy theory to analyse the range of influences on gender and educational governance in the two countries including that of the social capital of organised feminism.  相似文献   

Empirical validation of integrated learning performances for hydrologic phenomena: 3rd‐grade students' model‐driven explanation‐construction          下载免费PDF全文

Cory T. Forbes  Laura Zangori  Christina V. Schwarz 《科学教学研究杂志》2015,52(7):895-921

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Trapped in our past: the price we have to pay for our cultural disability inheritance     

Joan Forbes 《International Journal of Inclusive Education》2013,17(6):565-580

This paper opens with an introduction to the current Scottish legislation and policy context relating to the integration of children’s services. It offers the view that integrated service policy is framed by the concept of social capital and the notion of social capital building and goes on to introduce the concepts of types of social capital as tools with which to examine professional networks and identities. The article sets policy documentation concerning the specific teacher and speech and language therapist working relation within wider Scottish policy that seeks better integrated children’s services through the roll‐out of the Integrated Community Schools (ICS) programme. Finally, the paper identifies some of the difficulties inherent in ICS transformations, and suggests that practitioners and their leaders and managers need new conceptual tools such as types of social capital with which to examine professional connections if they are to change children’s services and achieve the policy goals of social justice and inclusion.  相似文献   

Peer mentoring in the development of beginning secondary science teachers: three case studies     

Cory T. Forbes 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):219-239

In this study, the researchers examined the effectiveness of a reflective model of peer mentoring in the professional growth of early‐career science teachers. The study was carried out over one academic year with three beginning secondary science teachers. The public school teachers in this study reported that participation in peer mentoring provided a support mechanism through which they developed confidence in risk‐taking and experienced professional growth. Results indicate teachers gained insight into each of the four broad domains of teacher responsibility that were measured, including specific issues relevant to curriculum structure, managing student behavior and classroom safety, utilizing new instructional approaches and negotiating relationships with various stakeholders as part of their professional responsibilities. This study has relevant implications for teacher education and provides a model for peer mentoring that could be considered for implementation as a means of initial support to beginning science teachers.  相似文献   

Psychosocial Adjustment Over a Two–Year Period in Children Referred for Learning Problems: Risk,Resilience, and Adaptation     

Lisa G. Sorensen  Peter W. Forbes  Jane H. Bernstein  Michael D. Weiler  William M. Mitchell  Deborah P. Waber 《Learning disabilities research & practice》2003,18(1):10-24

Children with learning difficulties have an increased prevalence of psychosocial adjustment problems. We hypothesized that within the context of a risk and resilience model contextual variables influence adjustment, over and above any effects of academic performance. The Behavior Assessment System for Children (BASC) was used to evaluate the relationship between psychosocial adjustment, changes in academic skills, and contextual factors longitudinally over a two–year period in 100 children (ages 7 to 11) referred for learning problems. Although there was little improvement in academic skills, contextual factors contributed to observed psychosocial outcome. Different factors were salient for parents, teachers, and children. Context–derived vulnerability and protective factors can be important determinants of adjustment in children with learning problems, even though the academic difficulties can remain chronic.  相似文献