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Liv Randi Opdal Siri Wormnæs Ali Habayeb 《International Journal of Disability, Development & Education》2001,48(2):143-162
The present study explored teachers' opinions about the inclusion of students with disabilities and special needs in regular primary schools in a Palestinian context, and factors that influenced such opinions. The sample consisted of 90 teachers at six schools. Eighty-seven (97%) of them had students with disabilities or special needs in their classes. Fifty-four (60%) of the teachers were of the opinion that students with disabilities and special needs should have an opportunity to attend public schools. Opinion-related factors were identified and compared to results of previous studies. Eighty-one (90%) of the teachers expressed a need for changes in the public schools in order to meet the needs of students with disabilities and special needs. Their focus of interest for building their own competence was on knowledge and skills that could empower them as teachers, not on knowledge about the students' disabling impairments. 相似文献
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Siri Brorstad Borlaug 《普罗米修斯》2013,31(2):139-152
European universities have been increasingly pressured since the late 1990s to make a more visible contribution to economic development. This policy interest has produced an increasing focus on knowledge transfer generally, and more specifically on measures to promote a research culture which values patenting and firm formation. This paper presents results from an interview study of academic faculty views on knowledge transfer and commercialisation at five public universities in Sweden. Our results show that, despite the retention of inventor ownership at Swedish universities, there is a high degree of knowledge transfer of all kinds. The overriding driver of entrepreneurial behaviour among faculty appears to be the low level of direct funding for research in universities. We find that attitudes to firm formation vary from positive to ambivalent, and that faculty from the humanities and social sciences engage in a higher level of entrepreneurial and policy adaptive behaviour than they report. We conclude that faculty at Swedish universities perceive the role of public servant and entrepreneurial academic as conflicting. This perceived conflict may be one reason for reluctance to report instances of commercialisation of research. 相似文献
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Carol Siri Johnson 《Technical Communication Quarterly》2006,15(2):171-189
Examining the discourse surrounding the charcoal iron industry between 1760 and 1860 in North America, this article suggests that, prior to the industrialization of work, technical communication took place in a prediscursive setting, an oral and physical world that we can just manage to glimpse even as we watch it recede. The letters of Robert Erskine written in 1770 illustrate the prediscursive methods of technical communication. By the 1860s, a flood of governmental, professional, and commercial publications appeared, each signifying the disappearance of this prediscursive world. This transition from prediscursive to discursive methods may mark one of the largest changes in the history of technical communication. 相似文献
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Siri Schwabe 《Soccer & Society》2019,20(4):693-703
This article explores the relationship between soccer and diasporic resistance through an examination of Club Deportivo Palestino, a professional football club based in Santiago de Chile. The first ‘Club Sportivo Palestina’ was founded by Palestinian immigrants in the Chilean capital in 1916. Currently, Palestino plays in the Chilean first division and is among the top teams in the country. Meanwhile, the club is often claimed to represent the Palestinian people and has been a foundational pillar of a diasporic community to which the Palestinian struggle is a central mobilizing force. In this article, which is based on long-term fieldwork, I seek to show that the political potential in this kind of diaspora club lies first and foremost in representation, and, furthermore, that notions of resistance in this case are closely tied to a wider struggle for an enduring Palestinian presence. 相似文献
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In this study, concept map activities were used to trigger group discussions about inclusive education, with a focus on learners with disabilities. The participants were 226 Tanzanian student teachers. This article reports and discusses how the maps were analysed and what they indicate about the students’ thinking about certain aspects of inclusive education. The results also indicate that concept mapping as an activity in teacher education may be useful and engaging for students. It may help them to organise knowledge and make them aware of their own and others’ understanding of inclusive education practices. An analysis of concept maps constructed by student teachers may also help lecturers to identify views, misconceptions, knowledge gaps and insights about inclusion in education settings. 相似文献
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Siri Wormnæs 《International Journal of Disability, Development & Education》2008,55(3):205-225
The present study explored how cross‐cultural collaboration involving university lecturers from Norway (the North) and Egypt (the South), and student‐teachers from Egypt, can be an arena for facilitating student‐teachers’ reflection and for challenging student‐teachers’ preconceived beliefs and perspectives about disability and education. The findings, based on interview data, showed that an emphasis on reflection, exploration and evaluation rather than on drills and repetition was both unexpected and unfamiliar for most of the Egyptian student‐teachers. Some of the Egyptian and some of the foreign lecturers were able to encourage student‐teachers to reflect, although some of the foreign lecturers had a tendency to lecture as they had done at home. Lecturers who wanted to pursue teaching methods that enhanced reflection needed to prioritise time for this, even if the majority of the student‐teachers asked for more information, more facts and for presentations of “the right methods” for teaching learners with disabilities. As the findings in this study illustrate, the partner in the North carries a major responsibility for critically considering the request for expertise because the participants in the South may not necessarily question and challenge the authority of well‐educated professionals from the North. It may not be sufficient for lecturers and supervisors to be well‐qualified practitioners within their home culture. They should be context sensitive, have an inquiring and accepting attitude, and experience challenges, encounters and exposures in the project country over time. Competence in approaches in teacher education is also required, although this meta‐competence may not be explicitly requested by those concerned. 相似文献
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