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This article explores notions of support and collaboration between teachers and teaching assistants (TAs) in two secondary schools in England. In particular it reviews how team members created opportunities and established collaborative practices aimed at including each other in the task of providing support for children who are described as having difficulties in learning. The data from the ethnographic study, which were collected through a variety of methods and were generated with the support and participation of teachers, heads of departments, special educational needs co‐ordinators (SENCOs) and teaching assistants, suggest that the successful inclusion of students is dependent on how schools as organisations and communities are able to support the inclusion of adults as well. 相似文献
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CRISTINA VARSAVSKY 《European Journal of Engineering Education》1995,20(3):341-345
The Mathematics Department at Monash University, Caulfield Campus, has the responsibility of designing and implementing the mathematics curriculum for the Bachelor of Engineering (Applied) course. In an attempt to answer the question of what mathematical skills are most needed by the engineering students and at what point in their course, a survey to all coordinators of engineering subjects was conducted. Findings indicate that to achieve cohesion and to make the course more meaningful to students, the design of the mathematics curriculum must be done in close collaboration between the mathematics department and the engineering faculty. 相似文献
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