河北省随班就读残疾儿童体育教育现状调查与分析

采用文献资料、问卷调查、数理统计等研究方法,对来自河北省6个地区的39所有随班就读残疾儿童的普通学校领导、体育教师和残疾学生进行调查,结果表明：领导和教师对接纳残疾儿童随班就读持消极态度,对残疾儿童体育教育没有给予应有的重视,随班就读生体育意识差,体育课出勤率和课外体育活动参与率都很低,教学内容“常人化”,不符合残疾儿童特点。文章分析了原因并提出对策和建议。     

Student teachers' attitudes and beliefs towards using ICT within inclusive education and practice

The areas of education inclusion and digital inclusion have recently received growing interest from the research community while addressing the wider concern of social inclusion, but little research has been carried out exploring the relationship between the two areas. Central to both areas, this paper presents a study that investigated student teachers' attitudes towards using Information and Communication Technology (ICT) for equality as part of inclusive education and practice, and explored the extent to which it is important that student teachers are prepared for both education and digital inclusion. The study focused on the attitudes of student teachers who had taken a new reformed course on inclusive education and practice within a Scottish University. Results from the study showed that student teachers' attitudes towards using ICT for teaching and learning were strongly positive, and were also strongly positive towards inclusive education. Their attitudes towards inclusive practice and using ICT for inclusive practice were slightly less positive. This seemed to result in ICT being used less in terms of inclusive education and more from the perspective of accessibility to the curriculum. The study provided evidence that the impact of ICT as part of inclusive practice is not well understood by student teachers and that student teachers' attitudes towards digital equality do not feature highly in inclusive practices. Consequently, greater attention to ways in which ICT is used for inclusive purposes is needed in Initial Teacher Education and in education policies in order to improve student teachers' preparedness for education inclusion.     

A case for adapting and applying continuance theory to education: understanding the role of student feedback in motivating teachers to persist with including digital technologies in learning

In New Zealand schools, the adoption and persistent use of digital tools to aid learning is a growing but uneven, trend, often linked to the practices of early adopters and/or robust wifi infrastructure. The Technology Adoption Model is used internationally to gauge levels of uptake of technological tools, particularly in commerce and also in education. However, this model is inadequate when it is used to attribute reasons for teachers adopting technologies for learning. This article offers an alternative view to understanding why teachers continue using digital technologies for learning. It focuses on the role of student voice and teachers’ pedagogical purposes as motivators, even when teachers have technological hurdles to overcome. The article engages with continuance theory as a lens for understanding these motivations via a qualitative thematic analysis of Moodle postings made by a 2012 cohort of initial teacher education students. The intention is to signpost ideas that might better explain teachers’ continued use of digital technologies in classrooms even if conditions for use are not optimal.     

Attitudes and experiences of parents regarding inclusive and special school education for children with learning and intellectual disabilities

In a survey, 840 parents of children with cognitive deficits who were educated either in special schools or in inclusive classes were asked to assess their children's school experiences. The results showed an overall high degree of satisfaction with the schooling, but there were marked differences among the parents' assessments depending on the degree of learning disabilities and on the type of school. Satisfaction with their children's social experiences and satisfaction with the special education curriculum depend on these two factors. All in all, many parents of children in inclusive classes were satisfied with their children's schooling than those of children in special schools. The analysis of the causes for discontent showed that dissatisfied parents had chosen the type of school under less favourable conditions and a larger part of them are still not convinced of this necessity of additional help. This applied to parents of pupils in inclusive classes as well as to those of pupils in special schools. Furthermore, parents of children with German as a second language showed a higher degree of discontent than others.     

Primary special school teachers' knowledge and beliefs about supporting learning in numeracy

This paper presents findings from a qualitative study of a group of 12 teachers in primary special schools in Scotland for children with moderate learning difficulties. It sets out an analysis of classroom observations and interviews that explored teachers' knowledge and beliefs about teaching and learning in mathematics with children with moderate learning difficulties. The teachers were interviewed pre‐ and post‐intervention; this was a research‐based professional development programme in children's mathematical thinking (Cognitively Guided Instruction) which teachers then developed in their classrooms. The findings showed that prior to the professional development, the teachers had a limited knowledge of children's mathematical development with teaching frequently informed by intuitive beliefs and dated and sometimes discredited practices. Most teachers had low expectations of children with learning difficulties. Post‐intervention, the teachers reviewed this stance and affirmed that a deeper understanding of children's mathematical thinking provided a more secure knowledge base for instruction. They also recognised the extent to which learners were constrained by existing classroom practices. The paper argues for the commonality of this knowledge base and considers the problematic nature of viewing such knowledge as sector specific.     

Children's Behavioral Adjustment in Pre-Primary Schools in Tanzania: A Multilevel Approach

Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher–child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom emotional support was measured through classroom observation. The multilevel findings revealed that high-quality teacher–child relationships and high-quality teacher sensitivity were related to children's prosocial behavioral adjustment. In contrast, observed low-quality teacher–child relationships and low-quality teacher sensitivity were found to be related to children's aggression and anxiety. In addition, teachers' cultural beliefs, concerning play in particular, were found to be related to children's anxiety. The findings support the ecological theory regarding the importance of child characteristics and classroom context in shaping a child's behavioral adjustment in schools. Practice or Policy: The results have implications for pre-primary school teachers in Tanzania, to consider their relationships with children and their sensitivity to children as important aspects for children's behavioral adjustment in schools. They also inform policymakers about the role of pre-primary school teachers in the country.     

A Review of Children's,Teachers' and Parents' Influences on Children's Drawing Experience

In this article we argue that research into children's drawings should consider the context in which drawing occurs and that it is crucial to investigate the attitudes and practices of teachers, parents and children themselves that shape children's drawing experience and the drawings which they produce. We review the findings of seven empirical studies reporting data collected through direct observations, interviews and questionnaires from the three main players (teachers, parents and children) on the attitudes and practices shaping children's drawing. Issues covered include teachers' perceptions of the purposes and importance of drawing, support offered by teachers, parents and children for children's drawing endeavours, and possible factors that may lead to an age‐related decline in the amount of drawing children choose to do. We end the review by reporting some preliminary findings from our own large‐scale interview and survey study of 270 5–14 year old children, their parents and teachers, that provides a comprehensive assessment of attitudes and practices influencing children's drawing experience at home and at school. The findings provide further insight into the aforementioned issues, particularly children's, teachers' and parent's explanations of why children's drawing behaviour might decline with age. It is hoped that by reporting these preliminary findings some additional understanding of the context in which children produce their drawings can be gained and new areas for debate opened up.     

Children with Specific Speech and Language Difficulties—the teachers' perspective

Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers' views about the children's problems and educational needs. This paper reports the findings of a two-stage project in two local education authorities investigating the characteristics and needs of children with specific speech and language difficulties (SSLD). Teachers, educational psychologists, and speech and language therapists in two local education authorities identified 133 eight year-old children who experienced primary difficulties with speech and language. Fifty-nine children and a subsample of 10 children of the same age who attended specialist regional schools participated in further investigations. Each of the children was assessed using a battery of instruments covering language, basic attainments and self- esteem. In addition, their teachers completed behaviour rating scales and an individual interview. The teachers comprised those working in specialist provisions, but also those in mainstream schools. In this paper data derived from the interviews with the teachers, supplemented by information from the assessments of the children's skills, will be reported. The teachers faced three challenges: the additional difficulties experienced by the children, their own knowledge gaps, and the barriers to meeting the children's needs. The implications of the results for inclusive education are addressed.     

Promoting social and academic competence in the classroom: An intervention study examining the contribution of the Responsive Classroom approach

This exploratory study examined the contribution of the RC Approach over a two‐year period. The RC Approach integrates social and academic learning in order to produce classroom environments that are conducive to learning by integrating social and academic learning. Two questions are addressed. First, how does teachers' use of RC practices contribute to children's academic and social growth? Second, how is the relation between teachers' use of RC practices and children's academic and social growth moderated by the presence of environmental adversity in the home? Participants included 62 teachers and 157 children at six schools. Findings showed that teachers' use of RC practices was associated with students' improved reading achievement, greater closeness between teachers and children, better pro‐social skills, more assertiveness, and less fearfulness, even after controlling for family risk and children's previous years' performance. Family risk did not moderate the relation between RC practices and children's performance. These findings suggest to the positive contribution of the RC Approach in relation to children's gains over a one‐year period. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 397–413, 2007.     

Land of misfit toys: Mothers’ perceptions of educational environments for their children with Down syndrome

Inclusive education is defined as educating students with disabilities in general education programmes with their non‐disabled peers. In order to create a successful learning environment for all children, general and special educators must be responsive to all students’ needs. Although inclusive education practices were developed over 15 years ago, some educators may be unwilling or unprepared to employ this model. A total of 546 teachers from 54 schools in southern New Jersey in the United States completed surveys to determine whether they displayed the dispositions, knowledge and skills necessary to implement inclusive education. Results of the surveys were analysed to determine whether significant differences in attitude and skill levels exist between special and general educators and the impact of their years of teaching on their readiness for inclusion. The analysis yielded an agreement that children with disabilities profit from interactions with non‐disabled peers. Although special educators appear more knowledgeable of inclusive practices, they are more likely to see the benefit of a segregated environment. Teachers with greater than seven years of experience voiced the continued need for administrative support, planning time and professional development opportunities.     

Multimedia literacy practices in beginning classrooms and at home: the differences in practices and beliefs

Multimedia literacy practices in the homes of young children are changing rapidly, but the use of them in the early years of education is moving slowly. This research was aimed to find out what teachers of 5‐year‐olds, in their first 6 months of compulsory schooling, think about the children's literacy practices at home, including the perceived use of digital media at home. We also wanted to find out what the teachers did in their classrooms that was similar or different to the students' experiences of literacy practices across several media. Parents of 76 children, and their teachers, from 10 classrooms in mid‐high and mid‐low socio‐economic areas completed surveys. The parents' survey asked about the literacy‐related experiences their children are involved in. The teachers' survey asked for their beliefs about the literacy‐related experiences the children in their classrooms engaged in, on average, including the use of digital media. The teachers were also asked about the literacy practices in their classroom and their use of media. This paper describes the teachers' beliefs and the similarities and differences in practices between home and school, including literacy practices using digital technology.     

Including migrant worker children in the learning and social context of the rural primary school

Many of the larger towns and cities within the UK have long experienced a cosmopolitan mix of cultures, resulting in ethnically and linguistically diverse schools. However, the wider expansion of the European Union in 2004 has brought about significant changes and challenges for many schools, particularly for those in more rural areas. This article arises out of a 3-year qualitative study (January 2008–December 2010), which focused on identifying the experiences of stake-holders (children and parents of Eastern European heritage and their teachers), where migrant children enter primary schools which have previously had limited exposure to cultural and linguistic diversity. Although many migrant children settle successfully and progress within the UK education system, much can be done in terms of educational policy and practice to ensure that these learners are appropriately supported. This article examines some of the factors impacting upon migrant children's learning and well-being, and offers guidance to practitioners as how to develop inclusive and individualised learning and social contexts for these learners.     

Enhancing participation in primary school and class councils through visual communication

In the context of citizenship education, many UK primary schools have recently set up school councils. Previous research has overlooked the importance of exploring communicative practices specific to school councils and the implications for children's participation. This paper draws on an action‐orientated research project with teachers in three Norfolk primary schools, which began with ethnographic observation of school and class council meetings. By developing alternative visual strategies for facilitating communication in meetings (based on a methodology known as PRA), teachers were able to encourage involvement by more children and enable them to have a greater voice in decision‐making. We argue that the common focus on adult procedures in school councils puts the emphasis on teaching children about their future role as citizens and can limit children's ownership of decision‐making processes. The alternative is to create contexts in which children have a sense of the democratic purposes of their school council in the here and now, by providing children with means (such as the visual strategies) that are consistent with those purposes and prioritizing action as an end.     

Bilingual education teachers and learners in a preschool context: Instructional and interactional translanguaging spaces

This study explores how bilingual education teachers' flexible delivery of instructional translanguaging within a bilingual preschool in the predominately monolingual context of Turkey could provide children with a space for bilingual interaction. The research aim is to analyse the children's use of translanguaging in relation to translanguaging pedagogy of the teachers. These flexible practices involved two levels of translanguaging. One was teachers' design of the teaching materials, assigning either Turkish or English to each task as the instructional and interactional languages. The other was the facilitation of children's unenforced flexibility to alternate and shuttle between Turkish and English. Six co-teachers were interviewed online about their bilingual teaching experiences and their journals containing children's translanguaging utterances were obtained. Implications for teachers, teacher educators, and policy makers in bilingual education contexts are discussed.     

Researchers and teachers learning together and from each other using video‐based multimodal analysis

This paper discusses a year‐long technology integration project during which teachers and researchers joined forces to explore children's collaborative activities through the use of touch screens. In the research project discussed in this paper, 16 touch screens were integrated into teaching and learning activities in two separate classrooms; the learning and collaborative processes were captured by using a video, collecting over 150 hours of footage. By using digital research technologies and a longitudinal design, the authors of the research project studied how teachers and children gradually integrated touch screens into their teaching and learning. This paper examines the methodological usefulness of video‐based multimodal analysis. Through reflection on the research project, we discuss how, by using video‐based multimodal analysis, researchers and teachers can study children's touch‐screen supported collaboration and how researchers and teachers can learn together.     

Efficacy of digital picture book enhancements grounded in multimedia learning principles: Dependent on age?

We designed an experiment with stratified randomization to investigate the effects of visual and auditory enhancements in digital picture books on comprehension and incidental word learning. Participants were 183 children aged 3, 4, and 5 years (81 girls and 102 boys) from childcare centers and schools in the Southwest USA. We contrasted the still-image condition (an onscreen picture book with a voice-over reading the narrative aloud) with three enhanced conditions: a digital book that included auditory and visual enhancements, only auditory enhancement, or only visual enhancement. All participants watched and listened thrice to the researcher-assigned digital picture book version within three weeks. The posttests assessed children's story comprehension and book-based vocabulary. The visual and auditory enhancements benefited children's story comprehension and book-based vocabulary. However, a version with auditory and visual enhancements was less beneficial for comprehension than versions with single (auditory or visual) enhancements, particularly in the youngest group.     

Teachers' attitudes to signing for children with severe learning disabilities in Indonesia

The Indonesian education system is striving for an inclusive approach and techniques are needed which can support children with severe learning disabilities and their peers in this context. Manually signed language has proved useful both in supporting the development and empowerment of children with severe learning disabilities and supporting inclusive educational practices. The development of an Indonesian signed language approach for this purpose is therefore argued to be an appropriate goal. There is evidence that the use of signed language within classrooms is significantly influenced by teacher attitudes and beliefs. This paper examines the attitudes towards such an approach based on semi-structured interviews with 20 teachers in 7 schools in East Java and questionnaire responses from 69 teachers and educational professionals more widely located across Indonesia. The results suggest that teachers hold broadly positive attitudes to the possibility of signing. There is a complex relationship between social stigmatisation, the nature of signing and a possible classroom pedagogy. These issues need to be considered if the development of an Indonesian signed language approach for inclusive classrooms is to proceed successfully.     

DEVELOPING PEDAGOGICAL KNOWLEDGE THROUGH TEACHER‐WRITTEN CASE STORIES

Abstract

With more children spending the greater part of their waking hours in preschool settings today than they did years ago, teachers play an even more critical role in providing daily literacy experiences that many children of earlier generations received at home. The article focuses on the critical role that preschool teachers play in supporting children's early literacy development and presents an instructional framework to help guide early literacy teaching. The framework is based on Vygotsky's learning theory, which emphasizes the nature and importance of social interactions in instruction, particularly between adult and child. We present activity‐embedded assessments that preschool teachers can use to observe and document children's emerging literacy concepts and skills, and describe key teaching actions that scaffold learning of new concepts. In closing, we offer five principles to guide preschool teachers in planning and implementing appropriate activities to promote young children's literacy development. Sample documentation forms are included in the appendices.     

Young children's enactments of human rights in early childhood education

This paper explores ways in which human rights become part of and affect young children's everyday practices in early childhood education and, more particularly, how very young children enact human rights in the preschool setting. The study is conducted in a Swedish preschool through observations of the everyday practices of a group of children aged between 1 and 3 years. With a child view based on human rights theory and childhood sociology, an action-based methodology for seeking children's perspective is used to analyse the observation data. Three rights areas are identified in which children frequently deal with human rights in their actions and where they enact a range of possible rights holder positions: ownership, influence and equal value. These rights areas, and the children's various enactments of the rights, are reflected against the preschool context as a co-constructor to the actions of the participants.     

Divergent paths,same destiny: A Bourdieusian perspective on refugee families' negotiation of urban school transition in the US

This article documents five refugee families and their children's efforts to reestablish themselves in an urban school context in the US. A thematic analysis of the families’ negotiation with the urban school system, the language programmes and their home engagement practices suggests that they were subjected to symbolic violence brought upon by the precarious context of reception, the monolingual ideologies and the hegemonic practices of the urban schools and resettlement policies and agencies. Such symbolic violence systematically fractured their language learning, educational success, and upward social mobility. Therefore, despite their divergent paths of immigration and resettlement, the children shared similar stories of system blockage, inertia, and fragmentation. These shared trajectories suggest the need for multi-layered changes to remove blockages in the education and immigration system, transform the dispositions and practices of the key players, including policy makers, school administrators and teachers, and raise critical consciousness among the refugees.