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Órla Ní Bhroin 《British Journal of Special Education》2013,40(3):114-123
In the context of rapid policy transformation from segregation to inclusion in the education of children with special educational needs in Ireland, a study was conducted to investigate the interplay between policy and principles of inclusion, resource teachers' and class teachers' interpretations of this and the manner in which policy and principle is enacted in their practice. Based on nine resource teachers and nine class teachers each paired in a particular school, interviews to elicit teachers' interpretations combined with observations to document the detail of practice generated data from which nine case studies were crafted. Findings revealed that teachers' interpretations and constructions of inclusive practice are grounded in the central tenets of communicative routines, attunement and coherence‐fragmentation. As such, the pedagogical practices central to facilitating inclusion are as follows: teachers' use of questions to assess learning and mediated talk; transactional teaching–learning interactions contributing to transformational teaching‐learning episodes; and optimal interfacing of resource teachers and class teachers. This article, by Órla Ní Bhroin of St Patrick's College, Dublin City University, focuses on teachers' use of questioning to assess learning as a communicative routine for inclusion. 相似文献
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CRISTÓBAL BELLOLIO 《Journal of Philosophy of Education》2020,54(1):62-80
In the US and elsewhere, creationist groups have challenged the mandatory science curriculum because it introduces the theory of evolution as the true story of biodiversity. This paper disaggregates this challenge in two distinctive levels. On the substantive level, creationists claim that Darwinian evolution is not value-neutral, as most scientists portray it, but it works as a philosophically-loaded theory that amounts to naturalism, which is a comprehensive doctrine that undermines traditional theism. Creationists then contend that its exclusive teaching violates the liberal promise of religious neutrality. To restore metaphysical fairness, they propose to include non-naturalistic theories into the official curriculum as a way of balance. On the epistemic level, creationists criticise liberal institutions—from courts of justice to educational boards and executive officials—that demarcate science in a way in which supernatural hypotheses can never compete for the best factual explanation. Under the guise of a purely methodological naturalism, they argue, liberals are opting for a cognitive filter that is biased against the belief that God intervenes in cosmic history. To restore epistemological fairness, they propose that theories that suggest supernatural agency should be rehabilitated and eventually included in the science curriculum. In these two distinct levels, the creationist claim is advanced as a logical implication of political liberalism's purported commitment to religious impartiality. 相似文献
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JULIANA ACOSTA LÓPEZ DE MESA 《Journal of Philosophy of Education》2018,52(2):246-261
Charles Sanders Peirce did not present a full account of a philosophy of education in his open‐ended conception of a philosophical system. However, he did have multiple and scattered reflections on the subject that can be used for addressing and criticising our conceptions of education. This article has been conceived as part of a broader project that aims to make a phenomenological approach to the subject of education and that tries to undercover the main features of how education can be undertaken and understood according to Peirce's categoriology. As I see it, this can be done by conceiving an education applied to Peirce´s normative sciences, aesthetics, ethics and logic. The present text will address the first part of this project, that is, the possibility of conceiving a pragmaticistic aesthetic education, which, in my point of view could and should work as base and framework of any kind of pedagogical endeavour. 相似文献
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Educational opportunities based on the university-industry synergies in an open innovation framework
Óscar Lucia José M. Burdio Jesús Acero Luis A. Barragán José R. Garcia 《European Journal of Engineering Education》2012,37(1):15-28
Collaboration between Industry and University is becoming more important in order to improve the competitiveness of the research and development activities. Moreover, establishing synergies to bridge the gap between the academic and industrial spheres has demonstrated to be advantageous for both of them.
Nowadays, Industry is moving towards an open innovation structure, in which external agents as universities play a key role. Besides, University is also seeking a more active learning methodology to improve the education of students for the real world. Considering this framework, a special effort should be done to take advantage of the collaborative work between Industry and University.
The aim of this paper is to present the collaborative framework and the benefits obtained of the educational activities as a consequence of the long-term collaboration established between the University of Zaragoza and the Bosh and Siemens Home Appliances Group. The key stones of the collaboration are presented, and the positive outcomes for the students are highlighted. The strengths, weaknesses, opportunities, and threats of the proposed program are also discussed. 相似文献
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Margaret Ó HÓgartaigh 《Irish Educational Studies》2013,32(2):55-64
Abstract This paper discusses the role of female primary teachers in the development of a national system of education. Their preparation at the various training colleges as well as the academic and cultural environment of these institutions is examined. More specifically, the role of extra‐curricular activities, particularly sporting endeavours, in the formation of female primary teachers is assessed. The paper suggests that the traditional picture of restrictions on females in the sporting arena may have to be modified. Finally, the importance of teachers in passing on cultural and sporting traditions is discussed. 相似文献
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‘Drawing and playing are not the same’: children’s views on their activities in Icelandic preschools
Sara M. Ólafsdóttir Jóhanna Einarsdóttir 《Early Years: An International Journal of Research and Development》2019,39(1):51-63
Play is an important part of early childhood education and has been defined from different perspectives and paradigms. However, definitions of play have been studied more from adults’ perspectives than from those of children themselves. This ethnographic research, with children aged three to five years and built on sociological constructs, will explore children’s views on play in two preschool settings in Iceland. Video-stimulated recordings were used to support children’s conversations about their different activities in the settings, to explore which activities they considered play. Most of the children said that they were playing when they took on roles and could decide what to do with the material. When the children were preparing the play or were drawing, they usually said they were not playing. These findings add to the understanding of play from children’s perspectives and are valuable to the research field and for educators working with young children. 相似文献