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M. A. Gale Macleod 《Journal of Research in Special Educational Needs》2006,6(3):125-133
This paper presents an analysis of a survey of separate provision for pupils with social, emotional and behavioural difficulties (SEBD) in Scotland conducted in October 2002. First, the purpose of this study was to provide a map of separate provision for pupils with SEBD in Scotland. The findings raise concerns about a climate of uncertainty in separate provision linked to the context of the dominant inclusion agenda. Second, the type of curriculum on offer and perceived advantages and disadvantages of different approaches were investigated. Once again the findings point to the impact of the inclusion agenda on schools in this sector and what they feel able to offer. This paper argues that the findings can be interpreted, at least in part, as a consequence of a defensive stance adopted by separate schools in response to the current ideological climate. 相似文献
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Morgan Polikoff Robert W. Danielson Gale M. Sinatra Julie A. Marsh 《Journal of research on educational effectiveness》2018,11(2):217-239
Given the dearth of high-quality curriculum materials aligned with the new standards (NGSS and CCSS) and low student persistence in STEM fields, we sought to develop and test a STEM curriculum that would improve student knowledge, interest, and emotions. A cluster randomized control trial was conducted to assess the impact of Speedometry, a two-unit STEM curriculum that uses familiar toy cars to explore math and science concepts. A total of 1,615 fourth-grade students across 48 classrooms and 17 schools in an urban district participated in the study. Using a 3-level multilevel model (students nested within teachers and schools) and controls for student and teacher characteristics, we found that Speedometry led to significant increases in student knowledge and positive emotions such as excitement. Speedometry also led to significant decreases in negative emotions such as boredom, frustration, and confusion. The curriculum was implemented with high fidelity as evidenced by classroom observations and teacher self-reports. 相似文献
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Kristin A. Gansle George H. Noell Amanda M. Vanderheyden Natalie J. Slider Leila D. Hoffpauir Ernest L. Whitmarsh Gale M. Naquin 《Psychology in the schools》2004,41(3):291-300
Curriculum‐based measures have been validated for use in evaluating reading, mathematics, and writing skills (Marston, 1989). Despite its common use by school psychologists (Wilson & Reschly, 1996), the relationship between the Woodcock Johnson‐Revised and curriculum‐based measures of writing has not been evaluated. This study investigated the relationship between the Woodcock Johnson‐Revised Writing Samples subtest and alternate curriculum‐based measures of written expression. In addition, the sensitivity of the measures to the effects of a short group writing intervention was assessed. Forty‐five third and fourth graders participated in an intervention that consisted of brainstorming ideas, presenting those ideas on a dry‐erase board, and writing a complete sentence on paper with writing quality feedback before completing a CBM (curriculum‐based measurement) writing passage. Numbers of words written as well as five alternate measures of writing samples were used to assess the effects of the intervention. The intervention had a positive effect on total words written. Total punctuation marks, simple sentences, and words in complete sentences emerged as the best predictors of the Woodcock Johnson‐Revised Writing Samples subtest scores in regression analyses. The implications of the analyses, limitations of the study, and directions for future research are discussed. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 291–300, 2004. 相似文献
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ABSTRACTThis paper claims a central role for school leaders (principals or head-teachers) in the enactment of social justice policy in schools, who act as key agents or ‘gate keepers’ for what counts as social justice in their contexts of practice. Social justice means different things in different contexts depending on where leaders – who use policy as an opportunity to advance what they think is achievable within the limits of available resources – are positioned in the field and how that defines their stances. Drawing on qualitative data generated through in-depth interviews with ten secondary school principals in two Australian cities, the paper analyses the engagement of school leaders with nationally prescribed equity-related policies. Our analysis shows that, depending on the institutional ethos and resources of schools and their own social justice dispositions, school leaders tend to take different stances towards nationally defined equity agendas. Their responses range from compliance to compromise to contest. The paper suggests that doing social justice in schools can never be unilateral, as policy documents suppose, but is characterised by context-informed policy translation, mediated by a range of interactive forces and interests. 相似文献