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This article follows an earlier publication highlighting the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. School‐based action research undertaken by a teacher studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) is featured in the article; a strategic review of resource allocation increased the availability and quality of interventions for students with special educational needs and disabilities (SEND). The commentary which frames the study acknowledges that many SENCos are not yet members of a senior school management team (SMT) despite their mandated strategic whole‐school remit. Featuring the process through which one SENCo has strived to enhance SEND provision and develop context‐specific key performance indicators brings official guidance on the SENCo's role in strategic change management into sharp focus, raising questions that should concern both SMTs and non‐SMT SENCos. 相似文献
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Maha Bali Maureen Crawford Rhonda Jessen Paul Signorelli Mia Zamora 《Educational Media International》2015,52(2):100-115
Imagine the challenge of being immersed in a dynamic learning network where you play brinkmanship with being overwhelmed by a plethora of information, comments, and conversations on a topic of intense interest to you. Through adept facilitation, the comments and encouragement of fellow participants, and your own perseverance, you develop a network of personal connections which serve as metaphorical flying buttresses creating enough stability that you are able to learn in a new, yet profoundly meaningful way – the connectivist massive open online course (cMOOC) way. Through the lens of autoethnography, five seasoned educators collaboratively reflect on their motivation for participating in their initial cMOOC. They analyze their lived experience, what they found most engaging, and most importantly, they grapple with why cMOOC communities often endure past official end-dates. This article attempts to provide insight into the thrill and depth of learning and connection possible through participation in cMOOCs. 相似文献
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Kimberly R. Osborne Ashley A. Walsdorf Mia A. Smith-Bynum Samantha Redig Dawn Brinkley Margaret Tresch Owen Margaret O’Brien Caughy 《Child development》2023,94(1):219-236
Guided by the Theory of Racial Socialization in Action (TRSA; Smith-Bynum in press), this study examined observed caregiver-provided ethnic-racial socialization in response to a school-based discriminatory dilemma. Forty-five Black and 36 Latinx caregivers (88% mothers) with low-income and their children (Mage = 11.09, SD = 0.29; 46.3% female) participated in Dallas, Texas from 2018 to 2019. Dyads responded to a hypothetical scenario in which a school counselor makes a discriminatory comment to the child. Results of a factor mixture analysis suggested that caregivers engaged in the dialogue using one of four approaches: Low-engaged, Legacy, Racial Literacy, or High-engaged. Profiles were found to differ significantly by the race/ethnicity and language of caregivers and were associated with youth’s concurrent behavioral engagement (R2 = .04). 相似文献
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民族传统体育,是中华文化的重要组成部分,蕴涵着中华民族特有的精神价值、思维方式、想象力和文化意识,也是中华民族重要身份象征。然而,作为国家非物质文化遗产的遂溪醒狮,在经济全球化和社会现代化时期却能不断发展扩大,走市场化运作的道路。本文采用文献资料法、实地考查法、类比法等方法对遂溪醒狮的市场进行研究。遂溪醒狮的市场化运作是社会文化的需要,通过自身不断努力打响了品牌,政府的选择提供良好的平台,通过创新来适应社会,通过多途径来解决资金问题,给其它民族传统体育发展提供范例。 相似文献
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本文利用VB6.0和Access数据库技术,开发了热工基础考试系统,并简要介绍了该系统的设计思想、主要功能及实现方法,并给出了部分程序代码。 相似文献
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Mia Ocean Robbie Allen Carrie Thompson Keston S. Lyman 《Community College Journal of Research & Practice》2013,37(12):897-900
ABSTRACTCommunity colleges continue to face accountability pressures without an increase in funding, requiring creativity to meet their goals. Collaborating across departments can maximize communication and minimize waste. Team-based course design is one way to encourage interdepartmental work. Within this article, a diverse team—composed of individuals representing not only faculty, but also staff and administrators from the library, student tutoring services, and distance education departments— explains best practices based on their experience with team-based course design. 相似文献
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Mia Ocean John Cronin Joshua Granat 《Community College Journal of Research & Practice》2013,37(9):622-624
ABSTRACTCommunity colleges are often boxed into university models despite the unique nature of their institutional missions and student populations. We believe community colleges need to develop their own models, rooted in their distinctive missions, to encourage student success. We illustrate this through our experience with a short-term research assistantship program. The program created a brief, but important, way to enhance the student–professor relationship and engage students in applied research practices. It also provided a resource to assist community college faculty in conducting their own, original research. We hope others will not only develop similar programs, but perhaps more importantly, that this article will spur bottom-up, creative thinking to engage time-constrained, community college students in meaningful ways. 相似文献