In-service teachers’ attitudes,concerns, efficacy and intentions to teach in inclusive classrooms: an international comparison of Australian and Italian teachers     

Umesh Sharma  Paola Aiello  Erika Marie Pace  Penny Round  Pearl Subban 《欧洲特需教育杂志》2018,33(3):437-446

The paper examined whether in-service teachers from Australia to Italy differ in terms of their attitudes, concerns, efficacy beliefs and intentions to include learners with disabilities in their classrooms. An attempt was also made to determine predictors of the participants’ intentions to include learners with disabilities in their classrooms. Participants for the study consisted of 153 Australian and 156 Italian in-service teachers. Results revealed that Italian teachers had significantly more positive attitudes, lower degree of concerns and higher level of intentions to implement inclusion in their classrooms. In both countries, attitudes and efficacy emerged as significant predictors of participants’ intentions to include learners with disabilities in regular classrooms. Reasons that could explain differences in the teachers’ beliefs from the two countries are explained using historical-cultural and legal frameworks prevalent in Australia and Italy. Implications of the findings for policy-makers, university teachers and researchers are presented that may have relevance in guiding the implementation of inclusive education in Australia, Italy and beyond.  相似文献   

Indebted: how families make college work at any cost,     

Nicola Ingram  Sylvia Nissen  Penny Jane Burke 《British Journal of Sociology of Education》2020,41(5):733-742

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Feuerstein’s Instrumental Enrichment Programme: Important issues in research and evaluation     

Robert Burden 《European Journal of Psychology of Education - EJPE》1987,2(1):3-16

The key elements underlying Feuerstein’s Instrumental Enrichment Programme are described together with the programme’s aims. Suggestions are made as to appropriate ways of evaluating the programme’s effectiveness and a summary of most of the available large and small scale research prior to 1986 is given. This research is itself evaluated in the light of previous suggestions and found to be deficient on a number of counts. Nevertheless, a degree of cautious optimism with regard to the potential effects of FIE is considered warranted. Suggestions are made as to how future research might overcome the pitfalls of earlier studies by the application of alternative evaluation strategies.  相似文献   

Relationships Between First and Second Language Phonological Processing Skills and Reading in Chinese‐English Speakers living in English‐Speaking Contexts     

Alexandra Gottardo  Penny Chiappe  Bernice Yan  Linda Siegel  Yan Gu 《教育心理学》2006,26(3):367-393

The relationships between phoneme categorisation, phonological processing, and reading performance were examined in Chinese‐English speaking children in an English‐speaking environment. Second language (L2, i.e., English) phonological processing but not phoneme categorisation was related to L2 reading. First language (L1) oral language skills were related to Chinese reading with L1 phonological processing being related to the Chinese reading task with a strong phonological component (pseudocharacter reading). L1 phoneme categorisation skill was not strongly related to L1 reading. These findings suggest that phonological processing is related to reading tasks with heavy phonological demands, such as reading in an alphabetic orthography or pseudocharacter reading in a nonalphabetic orthography. Exposure to L1 reading might influence processes used by Chinese‐speaking children in an English‐speaking environment.  相似文献   

II. The Development of Children with Disabilities and the Adaptation of their Parents: Theoretical Perspectives and Empirical Evidence     

Penny Hauser-Cram  Marji Erickson Warfield  Jack P. Shonkoff  & Marty Wyngaarden Krauss 《Monographs of the Society for Research in Child Development》2001,66(3):6-21

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A reply to Peter Doble     

Penny Thompson 《British Journal of Religious Education》2007,29(2):179-183

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I. Introduction     

Penny Hauser-Cram  Marji Erickson Warfield  Jack P. Shonkoff  & Marty Wyngaarden Krauss 《Monographs of the Society for Research in Child Development》2001,66(3):1-5

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Integration of Preschoolers with Severe Disabilities into Daycare     

Patricia L. Pickett  Penny L. Griffith  Diana Rogers-Adkinson 《Early education and development》1993,4(1):54-58

A diary study was conducted over a 15-week period during which six preschoolers with severe disabilities made weekly visits to a daycare center. The intent was to describe successful examples of interactive or imitative play and to note what events prompted these interactions. The results indicated that very little spontaneous cooperative play occurred between daycare children and children with disabilities. An increase in social and play skills was noted in individual students with disabilities. Anecdotal evidence is presented to support these observations.  相似文献   

Practitioner-centred research and the Ph.D.     

Tom Bourner  Penny Simpson 《Action Learning: Research and Practice》2005,2(2):133-151

This paper is about Ph.Ds, practitioner-centred research and action learning. The aim of this paper is to help develop a framework for those completing doctorates based on action learning. The paper explores relationships between the personal learning of action learning participants and the public knowledge associated with conventional research. It concludes that the new professional doctorates based on action learning offer a way of integrating evidence-based practice with practice-based evidence.  相似文献   

Exploring mobile learning in the Third Space     

Sandy Schuck  Matthew Kearney  Kevin Burden 《Technology, Pedagogy and Education》2017,26(2):121-137

Mobile learning is enabling educators and students to learn in ways not previously possible. The ways that portable, multi-functional mobile devices can untether the learner from formal institutional learning give scope for learning to be conceptualised in an expanded variety of places, times and ways. In this conceptual article the authors articulate this notion by using the metaphor of the Third Space to envision what can be achieved with mobile learning. They outline their use of the metaphor, consider how it extends notions of twenty-first century learning and use a previously established Mobile Pedagogical Framework to provide a context for the discussion. They conclude with implications of learning in the Third Space for teachers and students. These implications suggest that roles of teachers and students and structure of the curriculum need to change to ensure we leverage the potential of mobile learning.  相似文献