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The article documents findings from a pilot study undertaken in 2012–2013 in a special needs secondary school in the England, that trialled the use of a multimedia advocacy tool, “The RIX Wiki”. The trial was part of the pathfinder programme, which aimed to reform existing Special Education Needs provision, from the system of statementing to one of developing education health care plans. The reforms became enshrined in the Children and Families Act (2014). The findings were overall positive and helped with person-centred planning processes. The discussion is framed within current and future policy directives. We argue that multimedia advocacy approaches and software tools, like the “RIX Wiki” will have a continued role to play in ensuring the needs, aspirations and choices of children and young people with learning disabilities remain central. 相似文献
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"The policy exists but you can't really use it": communication and the structuration of work-family policies 总被引:1,自引:0,他引:1
Although work-family benefits are increasingly important organizational policies, limited research addresses the impact of communication on benefit utilization. However, communication is significant because the perceived appropriateness of work-family benefits emerges through interaction. For example, when coworkers complain about "picking up the slack" for those using family leave, their discourse may impact future decisions of other workers regarding whether they utilize the work-family benefits available to them. We apply Giddens' (1984) Structuration Theory to examine organizational members' discursive responses to conditions (and contradictions) present in utilizing work-family benefits in a governmental organization. We argue the daily discursive practices of individuals can either reinforce or undermine formally stated work-family initiatives, and in turn discuss the implications of this "structuration" of policy. 相似文献
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Joël Pinson 《Journal of Sport Tourism》2017,21(2):133-152
ABSTRACTAlthough sports heritage is increasingly recognized as a potential catalyst of tourism, heritage sporting events (HSEs) are still an emerging concept in the academic literature. Notions that associate sports events and heritage remain rare, and are usually analysed through the scope of nostalgia sport tourism. This can be partly explained by an inclination to associate the notion of heritage with conventional ideas about folklore and traditional culture. Through a constructivist approach of heritage, this contribution argues that contemporary sports events, which would generally have competition as their primary focus, might also be perceived as HSEs. A comprehensive framework, built on a multi-disciplinary literature review, is presented to show the process that transforms an initial resource (a sports event) into an accomplished resource (a HSE), which might represent a competitive advantage for the territory. A qualitative–comparative analysis is conducted among 24 sports events in the French-speaking part of Switzerland, to observe the configurations of HSEs and understand which characteristics are necessary for the perceptions of a sports event as a heritage good. Interestingly, this contribution shows that if the event needs to be sustainable in the territory to be perceived as a HSE, it is not sufficient. Indeed, a differentiation strategy should be set up to distinguish the event from other more or less similar events, to be perceived as an authentic feature of the territory by the local population. 相似文献
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Cathy Atkinson 《Educational Psychology in Practice》2006,22(4):321-336
Recent developments in literacy teaching have tended to target the needs of primary, rather than high school pupils and focus on technical, rather than affective aspects of reading. This paper describes a questionnaire‐based study undertaken to identify perceptions and views held by Key Stage 3 readers of different ages, genders and abilities. Outcomes support previous research, indicating differences between boys and girls and older and younger pupils, particularly in relation to reading preferences. Reading engagement appears to be linked to reading ability. EPs are challenged to offer perspectives that can contribute to literacy development at casework and curriculum levels. 相似文献
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What makes marking reliable? Experiments with UK examinations 总被引:2,自引:0,他引:2