Inclusion at risk? Push- and pull-out phenomena in inclusive school systems: the Italian and Norwegian experiences     

Kari Nes  Heidrun Demo 《International Journal of Inclusive Education》2018,22(2):111-129

The main objective of this article is to explore and compare research data on pull-out and push-out phenomena within inclusive school systems, discussing if and how they represent a risk for inclusion. The terms pull-out and push-out refer to situations in which some groups of students in regular schools learn in settings apart from their peers. Typically, the terms push out and pull out refer to students with disabilities or other special-education needs, but the phenomenon does not refer to these groups exclusively. Italy and Norway are among the European countries that first established inclusive school systems through laws that explicitly refer to what later was to become global inclusive education ideas. Both countries have a reputation for inclusive education and a history of addressing segregation of students with disabilities. However, in both countries, recent data have shown an increase in the removal of students with disabilities and other SEN from regular classrooms. Our aim is to describe and analyse these phenomena through national statistics and data from different independent research projects. Results indicate that, contrary to intentions, special-education-school-type solutions persist along with flexible adaptations within whole-class and group settings for all children.  相似文献   

Novice in secondary school – the coin has two sides     

Marit Ulvik  Kari Smith  Ingrid Helleve 《Teaching and Teacher Education》2009

The aim of this study is to gain an insight into novice teachers’ diverse experiences. The study is conducted among nine beginning teachers in upper secondary school in Norway, and the research instrument was semi structured interviews. The main findings indicate that there are two sides of the coin of being a new teacher, positive as well as less positive aspects. The beginning teachers want to be recognised as who they are, new to the job, and on the other hand, they want to be accepted as fully qualified teachers. The two contradictory perceptions of themselves as professionals represent two sides of the same coin.  相似文献   

Evaluating e-learning accessibility by automated and student-centered methods     

Kari L. Kumar  Ron Owston 《Educational technology research and development : ETR & D》2016,64(2):263-283

  相似文献   

Learning from the past to shape the future     

Kari Smith 《欧洲师范教育杂志》2017,40(5):630-646

Abstract

This paper is a personal narrative of a journey from teaching to teacher educator, and researcher. The first part of the paper tells the professional story which at first glance is a rather common trajectory into teacher education, whereas changing contexts has formed development, perceptions and actions. The story is followed by a discussion of the underlying principles that have served as a personal guide throughout my career. Next, the paper briefly presents some of the lessons learned from the long experience before finally some views on future directions for teacher education are mentioned. The main argument throughout the paper is that limiting the discussions to the structure of teacher education is not enough. Building strong relations through collaborations in the near and far context is essential to all working to improve education.  相似文献   

Teachers’ assessment experiences and perceptions in the practical-aesthetic subjects     

Elizabeth Oltedal  Ole M. Kleivenes  Kari Ryslett  Thorstein Vasset 《Scandinavian Journal of Educational Research》2016,60(6):649-662

A challenge for the practical-aesthetic subjects is the perception that they are less important than theoretical knowledge subjects. These subjects are among the non-core subjects receiving highest grades in Norwegian lower secondary schools, but also represent the highest number of complaints about grading. This study investigates teachers’ experience and perceptions of assessment in the practical-aesthetic subjects, through the response to an open-ended questionnaire from 28 teachers, and individual semi-structured interviews with four of these teachers. Results suggest that teachers of the practical-aesthetic subjects promote low status for these subjects, through their teaching and assessment practice.  相似文献   

Reframing the field of gender and nursing education     

Kari Nyheim Solbrække  Betty-Ann Solvoll  Kristin M. Heggen 《Gender and education》2013,25(5):640-653

The aim of this article is to explore how male students learn to practice nursing and the role of technology in their training process. The study is inspired by Bruno Latour's understanding of social interaction as an interplay between humans and technology. The students' use of the washcloth and the stethoscope, two significant nursing tools, is examined. Data were gathered using participant observation and informal conversation with a group of male Norwegian nursing students and their male teacher in a skills laboratory at University College. The article contributes a renewed understanding of gender and nursing education as well as a deepened understanding of how men adjust to a historically female profession such as nursing.  相似文献   

Monitoring Reading Growth: Goal Setting,Measurement Frequency,and Methods of Evaluation     

Joseph Jenkins  Kari J. Terjeson 《Learning disabilities research & practice》2011,26(1):28-35

This study examined effects of goal setting, frequency of progress monitoring, and method of evaluating progress on the number of instructional change prompts generated by reading‐curriculum‐based measurements (CBM). Participants were 31 high‐incidence special education students in grades 2–6 selected from 8 schools. Following baseline measurements, researchers administered grade‐level CBM passages every 2 weeks for 8 weeks. Comparisons included 3 goal levels (0.5, 1.0, or 1.5 word growth per week), 3 monitoring/evaluation schedules (every 2, 4, or 8 weeks), and 2 methods for evaluating progress (points below the aim line or slope). Overall, more ambitious goals, less frequent monitoring, and using slope to evaluate progress generated more instructional change prompts. Results favored less frequent monitoring and using slope to evaluate progress.  相似文献   

Student perceptions of classroom feedback     

Siv M. Gamlem  Kari Smith 《Assessment in Education: Principles, Policy & Practice》2013,20(2):150-169

Feedback to students has been identified as a key strategy in learning and teaching, but we know less about how feedback is understood by students. The purpose of this study is to gain more insight into lower secondary students’ perceptions of when and how they find classroom feedback useful. This article draws on data generated through individual interviews with 11 students representing four lower secondary schools (grades 8–10, aged 13–15) in Norway. Feedback types are identified from students’ perceptions, coded and indexed. A feedback typology is designed to provide a framework which can be used to reflect on useful classroom feedback based on lower secondary school students’ perceptions.  相似文献   

Between ‘Market’ and ‘State'? engendering education change in the 1990s     

Kari Dehli 《Discourse: Studies in the Cultural Politics of Education》1996,17(3):363-376

  相似文献   

‘Paradoxical health education’: learning about health in Kenyan teacher training colleges     

Kari Kragh Blume Dahl 《Compare》2014,44(4):634-654

This paper suggests the term ‘paradoxical’ to understand how health education (HE) is carried out and experienced as contradictory and inconsistent by student-teachers who learn about health in Kenyan teacher training colleges (TTC). The claim is that students, apart from formal HE lessons, also learn about health in non-curricular HE, which influences their actions in tangible ways. Bourdieu, medical anthropology and critical educational theory were used to understand processes of cultural negotiation, the production of HE discourses and how learning appears to be a mix of moralities and action competence. This long-term fieldwork used ethnographic methods, including participant observation, interviews and focus-group discussions conducted in three TTCs in Central and Eastern Kenya. The study concludes that regardless of institutional HE norms, student-teachers develop critical awareness and action competencies, learning to deal with health in more active, concrete and practical ways than those conveyed in HE lessons.  相似文献