Special educational needs and inclusion,moving forward but standing still? A critical reframing of some key issues     

Alan Hodkinson 《British Journal of Special Education》2020,47(3):308-328

This article draws together my thinking in relation to special educational needs and inclusion that have dominated my practice. The article, through the concept of embodiment, revisits, reviews and reframes the key issues of the construction of special educational needs, inclusion and the ideology that binds them together. Through this exploration, I argue we often seem to move forward with policy while in reality standing still in ensuring the ‘success’ of all of our pupils. By critiquing and reframing taken‐for‐granted assumptions and the sacred words ‘success’ and ‘achievement’, this article maps out the future directions of inclusive education. It concludes with a reflection on my first days as a ‘teacher of special educational needs’ and my work to support Kenny, a student with cerebral palsy. This personal reflection maps out a different form of educational success that perhaps could provide a forward momentum to develop more successful inclusive education policy and practice.  相似文献   

Key somatic variables associated with,and differences between the 4 swimming strokes     

Alan M. Nevill  Yassine Negra  Tony D. Myers  Senda Sammoud  Helmi Chaabene 《Journal of sports sciences》2020,38(7):787-794

ABSTRACT

This study identified key somatic and demographic characteristics that benefit all swimmers and, at the same time, identified further characteristics that benefit only specific swimming strokes. Three hundred sixty-three competitive-level swimmers (male [n = 202]; female [n = 161]) participated in the study. We adopted a multiplicative, allometric regression model to identify the key characteristics associated with 100 m swimming speeds (controlling for age). The model was refined using backward elimination. Characteristics that benefited some but not all strokes were identified by introducing stroke-by-predictor variable interactions. The regression analysis revealed 7 “common” characteristics that benefited all swimmers suggesting that all swimmers benefit from having less body fat, broad shoulders and hips, a greater arm span (but shorter lower arms) and greater forearm girths with smaller relaxed arm girths. The 4 stroke-specific characteristics reveal that backstroke swimmers benefit from longer backs, a finding that can be likened to boats with longer hulls also travel faster through the water. Other stroke-by-predictor variable interactions (taken together) identified that butterfly swimmers are characterized by greater muscularity in the lower legs. These results highlight the importance of considering somatic and demographic characteristics of young swimmers for talent identification purposes (i.e., to ensure that swimmers realize their most appropriate strokes).  相似文献   

Identifying needs and enhancing learning about climate change adaptation for water professionals at the post-graduate level     

David Alan George  Poh-Ling Tan  Jeffrey Frank Clewett 《Environmental Education Research》2016,22(1):62-88

Using a participatory learning approach, we report on the delivery and evaluation of a climate change and risk assessment tool to help manage water risks within the agricultural sector. Post-graduate water-professional students from a range of countries, from both developed and emerging economies were involved in using this tool. Our approach included participative learning tools – group discussion, software, and risk matrices. The materials developed met the needs of the students, allowing these students to incorporate their learning and adapt the package of materials for use in their home countries. Analysis of evaluations show that the tools and materials are particularly useful and emphasizes the need for sound learning materials and tools, funding to deliver training, and policy support to accelerate education and adoption of authentic climate change adaptation practices. The expected benefits for water professionals about climate change will be translated into improved socioeconomic and environmental outcomes if adopted.  相似文献   

Stasis and change: the evolution of a philosopher     

Alan C. Love 《Metascience》2017,26(2):223-227

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Effects of tapering on physical match activities in professional soccer players     

Mohamed Saifeddin Fessi  Nidhal Zarrouk  Valter Di Salvo  Cristoforo Filetti  Alan R. Barker 《Journal of sports sciences》2016,34(24):2189-2194

ABSTRACT

This study aimed to examine: (i) the effect of decreasing training load (TL) during taper weeks on physical match activities in professional soccer players, and (ii) to disclose the relationship between weekly TL and physical match activities. Rating of perceived exertion was collected after each training session and match to quantify the TL in 19 professional players over 17 standard and 7 taper weeks during the season. Physical match activities were quantified by a computerised match analysis system and compared between standard training and taper weeks. Compared to standard weeks, the duration and frequency of training sessions during the taper weeks decreased (?21.7% and ?18.8%, respectively; P < 0.01) with no change in intensity (?4.8%; P = 0.09). Consequently, the weekly TL decreased during the taper weeks (?25.5%; P < 0.01). Increases in distance covered by intense running (+15.1%; P < 0.05), high-intensity running (HIR) (+15.7%; P < 0.01), number of sprints (+17.8%; P < 0.05) and number of high-speed runs (+15.7%; P < 0.05) were observed during the seven matches played after the taper weeks. High relationships were observed between TL and HIR distance covered, number of HIR and number of sprints (r = ?0.53; r = ?0.55; r = ?0.65, respectively; P < 0.01). Decreasing TL during taper weeks by reducing training duration and frequency but maintaining intensity was associated with an increase in physical activities during matches. However, it needs to be determined whether tapering or other match factors led to the changes in match activity.  相似文献   

Perceived Parental Influence on Mathematics Learning: A Comparison Among Students in China and Australia     

Zhongjun Cao  Alan Bishop  Helen Forgasz 《Educational Studies in Mathematics》2007,64(1):85-106

This paper explores the perceived parental influence (PPI) on mathematics learning among over 700 students across three year levels (Years 5, 7, 9) in China and Australia. It was found that the PPI of students was less strong as year levels increased in both countries. Students in China had stronger perceived parental encouragement and higher perceived parental educational expectation than students in Australia. The PPI of students from different home language backgrounds was also investigated. Students in China demonstrated stronger perceived parental encouragement and parental expectation than English speaking students and other language speaking students in Australia, and they also demonstrated stronger perceived parental expectation than Chinese speaking students in Australia, and similar perceived parental encouragement. Within the three groups of students in Australia, Chinese speaking students and other language speaking students demonstrated similar levels of perceived parental encouragement and expectation, but they both demonstrated a higher level of perceived parental encouragement and expectation than English speaking students. Possible reasons for the similarities and differences between the different groups of students were discussed.  相似文献   

‘Researchers are experienced readers’: on recognition,aspiration and obligation     

Alan Reid 《Environmental Education Research》2016,22(3):422-431

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BETTER EDUCATION FOR HANDICAPPED CHILDREN IN THE UNITED STATES     

Edwin W. Martin  Alan J. Weston 《International Journal of Disability, Development & Education》1970,17(2):68-74

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Leadership identity in a small island developing state: the Jamaican context     

Alan Floyd  Carol Fuller 《Compare》2016,46(2):251-271

While the role of leadership in improving schools is attracting more worldwide attention, there is a need for more research investigating leaders’ experiences in different national contexts. Using focus-group and semi-structured interview data, this paper explores the background, identities and experiences of a small group of Jamaican school leaders who were involved in a leadership development programme. By drawing on the concepts of culture, socialisation and identity, the paper examines how the participants’ journeys of becoming and being school leaders are influenced by national-level societal and cultural issues, experienced at a local level. The findings suggest that in becoming school leaders, the participants perceived that they had a strong sense of agency in attempting to change the social structures within the institutions they lead and in the surrounding local communities, which in turn, they hope, will have a lasting effect on the nation as a whole.  相似文献   

The psychologist as wordsmith: a questionnaire study of the writing strategies of productive British psychologists     

James Hartley  Alan Branthwaite 《Higher Education》1989,18(4):423-452

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