'Raising the bar': views on play and training in the Move & Walk pedagogy

In this study 20 beginning special education teachers were asked to describe their experiences in general education settings. To provide data, each teacher completed approximately three electronic reflective journals during a school year and also participated in a phone interview, which was aimed to give in-depth information regarding the participants’ comments in the journals. The participants described their experiences in regard to collaboration with mainstream teachers, the delivery of the curriculum and the understanding of their role with reference to identity. They reported some good experiences but also many difficulties in their attempts to support pupils with special educational needs (SEN) and enhance their learning and participation in mainstream schools. Challenges in collaboration, the delivery of the curriculum and the development of teachers’ identity at the beginning of a career in special education are discussed. We argue that the teachers’ experiences are associated with the legislative educational system and the school culture which does not encourage collaborative practices but rather promotes individualism and leads to exclusive practices.     

Some historical perspectives in the development of special education in Ghana

This paper traces the development of special education in Ghana, with a particular focus on the education of people with learning difficulties. The influence of the British perspective is recognized as having played a critical role in its initial development; but while trends are increasingly shifting towards inclusive practices, the institutionalization of people with learning difficulties and others with disabilities remains an entrenched practice. Evidence of official government rhetoric towards inclusive practices is noted, but prevailing traditional structures in special education service delivery and administration prevent its practical reality, especially for many pupils with learning difficulties.     

Parental perspectives and challenges in inclusive education in Singapore

Relatively little work has focused on inclusive education in Singapore. This study examines the experiences and perceptions of parents whose children with disabilities are attending mainstream secondary schools in Singapore. Data was drawn from interviews with 13 parents of children with mild disabilities. Our findings reveal that parental perspective on inclusive education in Singapore is not only about classroom support but also reflects a deeper concern about whether their children with disabilities will emerge from school as contributing individuals in society. While parents strive to effectively include their children with disabilities in mainstream classrooms, there were dichotomies in their (1) understanding of disabilities, (2) expectations of school support, and (3) expectations for their child with disabilities. Given that academic and social prowess is a critical prerequisite to have a shot at entering the meritocratic Singapore society, the tension parents experience is to gauge a reasonable amount of pressure to exert on their children, the school and themselves as they assert their children's educational entitlements within an imperfect but evolving state of inclusion.     

Parents' views on the success of integration of students with special education needs

This study investigated how parents' views on important aspects of integration correlate with parents' actual experiences concerning the integration into mainstream education of their child with special education needs. It was assumed that the degree of discrepancy between perceived importance and corresponding actual experience contributes to the overall perceived success of integration. The data for the study were collected in 2006 from parents (N?=?219) whose special needs children were integrated into mainstream education in Helsinki, Finland. Quantitatively analysed findings were reflected against background variables. Results showed that the importance of the given statements were affected by the child's gender and school level. The parents' actual experiences were affected by two factors. The first showed that teachers at the primary level were evaluated as being more skilful than teachers at the secondary level, and at the secondary level, teaching was more individualised than at the primary level. Second, a child's self-worth was shown to be higher when integrated into the neighbourhood school. Parents' views on the success of integration were related to their actual experiences, especially in those statements rated as important. Possible explanations for these findings and practical implications are discussed.     

多元智能理论视域下的和谐高职教育观

美国著名心理学家加德纳提出的多元智能理论给高职教育提供了科学的理论支撑。在它的指导下．应该树立和谐高职教育观：多元的教育观、互动的培养现、和谐的发展观。     

Parents' and teachers' views of the child's academic potential

Parents (N = 97) and their child's class‐teachers were instructed to rate the child's potential for improvement in mathematics and Finnish. The results showed that there was a moderate correlation between the parents' and teachers' ratings. The parents rated their child's potential more optimistically than the teachers did. Views of malleability may be seen as a potentially important factor in defining the child's educability.     

我国残疾人高等教育师资培训体制研究

当前 ,高等特殊教育专业教师相对匮乏 ,加强高等特殊教育师资培训工作是一项亟待解决的大事 ,本文尝试从宏观理顺高等特殊教育师资培训体制 ,形成高等特殊教育教师持证上岗机制 ,搭建全国的培训平台及网络等方面 ,构建我国高等特殊教育师资培训体系 ,为规划我国高等特殊教育师资培训提供参考。     

论甲午战争前中国社会的日本观

中日是亚洲的近邻,在甲午中日战争前,中国社会对明治维新后日本的巨大变化不甚了解,在此基础上形成了"师日观"、"轻日观"、"联日观"以及"防日观"等几种不同性质的日本观,这对以后的中日关系及中国社会产生了深远的影响。     

国外远程职业教育对我国农村职业教育的启示

目前,我国农村职业教育还比较薄弱,这已成为制约我国农业发展的重要因素。学习国外经验,利用远程教育的优势,发展我国农村职业教育,促进社会主义新农村建设。     

School Reforms in Norway and Sweden,and the Redistribution of Educational Attainments

The paper studies the educational reforms and expansions (comprehensivization) of Sweden and Norway after 1900 and their effects upon the populations’ general attainment levels and the distributions of attainments according to gender, class, cultural origin and geographical background. The Norwegian developments were much more uneven than the Swedish. It is shown that the great changes in attainment levels and attainment distributions in Norway during the most recent period were caused partly by the lower secondary education reforms around 1970. However, the Norwegian reform of the upper secondary school was largely ineffectual.     

School placement and conductive education: the experiences of education administrators

A placement at the National Institute of Conductive Education (NICE) in Birmingham for children with motor disorders is strongly preferred over mainstream or special schools by some parents, but it has been noted that this is usually refused following the current statementing process. Although funding constraints have been articulated, Angela Morgan, a Research Fellow at the Wolverhampton University Policy Research Institute, and Kevin Hogan, also at the University of Wolverhampton, contend in this article that other explanations are possible, as variability remains in placement decisions. The experiences of education administrators working within the special educational needs departments of local education authorities who make the ultimate decision regarding school placement have hitherto been unexplored. This study offers findings from an exploratory qualitative study, which suggests that administrators are working from disparate understandings of conductive education within an arena fraught with conflict. Recommendations derived from the study include further in-service training for education administrators and prior training for individuals seeking a career in education administration to enhance collaborative working partnerships between administrators and parents.     

Exploring the significance of resource-rich views in science education

In a recently published article in Cultural Studies of Science Education (Volume 6, Issue 2) titled, What does playing cards have to do with science? A resource-rich view of African American young men, Alfred Schademan (Cult Stud Sci Educ 6:361–380, 2011) examines the resources that African American young men learn through playing a card came called Spades. In his ethnographic study, he takes a resource-rich view of the players, highlights the science-related resources they demonstrate, and challenges deficit notions of these young men. Three Forum response papers complement Schademan’s research. The first is written by Nancy Ares, the second is coauthored by Allison Gonsalves, Gale Seiler, and Dana Salter, and the third is written by Philemon Chigeza. All three of these response papers elaborate on his points and emphasize issues inherent in working towards resource-rich views in science education. In this paper, I draw on all four papers to explore the possibilities in recognizing, highlighting, and accepting the resources that students bring as being resources for science learning.     

实现体育课堂教学最优化研究

随着基础教育改革不断实施．素质教育越来越被重视．体育是素质教育的重要内容、重要手段,而体育课堂教学更是实施素质教育的主阵地之一．所以要对体育课堂教学过程进行优化．也就是对教学中的基本要素进行优化,即优化体育教师的教学能力、优化体育课堂教学方法和手段、优化学生的学习能力等。     

Young people’s relationship to education: the case of Greek youth

The aim of this study is to explore how Greek youth understands their relationship to education, and how this understanding might change as a result of the interplay between participation in different educational/social arrangements and structural factors such as gender, socio‐economic background and area of residence. In total, 800 young people (i.e. four groups—students in upper‐secondary school, tertiary education, vocational education and training and working young people) were surveyed. The results yield an impressive homogeneity of the young people’s views corresponding to a ‘pragmatic’ image of schooling, though they are partially differentiated with respect to attitudes and practices. Moreover, boundaries are discerned between the young people following academic and non‐academic educational trajectories, and between the learning opportunities provided within and outside the formal educational system. Finally, females appear to be more mobilized, but less satisfied by educational services. These findings are contextualized and discussed against a background of relevant trends in other European countries, as well as of wider social, historical and political forces affecting Greek society.     

订单式人才培养模式的利与弊分析研究

在高质量发展背景下,校企协同育人的难点之一是订单式人才培养中多元利益诉求的有效协调。基于多案例研究法对N技工院校中6个校企合作育人专业(共18个订单班)的实证分析显示,订单式人才培养呈现混合化发展趋势,并呈现出“五阶段四主体”的模式特征。该培养模式下的核心利益主体包括技工院校、订单班教师、用人单位和订单班学生,其利益冲突与博弈的交叠影响催生出校—企、校—生、校—师、企—生、企—师、师—生等博弈失序问题,影响人才培养质量及效益。引发博弈失序的深层动因包括制度层面的宏观和微观制度功能缺失与执行失效,法律层面的校企合作订单式育人地位模糊,以及文化层面的就业导向观、利益本位观与个人本位观冲突。为协调多元利益诉求、推动各主体实现良性博弈,应从制度建设与文化整合两个层面入手,围绕“准备阶段—班级组建—班级授课—最终考核—实习就业”的人才培养全链条实现机制优化。

     

谈《颜氏家训》之家庭美育方法的现实意义

《颜氏家训》是我国第一部系统论述家庭美育的专著,其内容之赡博,影响之深远,在我国美育史上很难有与之相匹敌的;尤其是威严有慈、爱不偏宠、言行结合和学以致用的方法论,就当前我国家庭美育的状况而言,更有着极其重要的现实意义。     

中国近代公民教育中的人格教育

公民教育就是为理想国家塑造理想公民的教育.公民教育包含许多方面的内容,其中人格教育尤为重要因为"现代人"与"传统人"的差异,主要表现在人格的差异上.由于每个国家、民族,甚至社会集团对理想国家的理解有异,每个国家、民族所处的时代不同,公民教育就会呈现出不同特点.中国近代公民教育想要达到的目标就是民族独立与建立现代民主国家.在这个大的格局下,中国近代公民教育中的人格教育也就呈现出自身特点.中国近代公民教育中的人格教育,特别关注以下四个问题:刚健人格教育,它包括尚武、尚勇、追求生命活力的表现:独立人格的教育,它包括对人的价值的肯定,自我的肯定,个人的自主、自立;平等人格的教育;权力意识的警觉.其中,权力意识的警觉在人格教育中最为重要.因为只有时权力意识的警觉,才会珍惜自己的权利,尊重别人的权利.珍惜自己的权利,尊重别人的权力才套养成独立人格,平等人格.     

Adult education and the Cornish Miner: A study in Victorian initiative

Abstract

This paper examines some of the problems of periodisation that arise in attempts to compare historical developments in the education systems of two or more countries.     

在历史教学中对感恩教育的拓展

在大力倡导和谐社会的今天,青少年中出现了一些不知感恩的现象。在对青少年的感恩教育中,历史课程有着不可或缺的作用,在以历史课堂教学为主的同时,抓住谦外等假期时间,对感恩教育进行拓展,已成为历史教学的重要课题之一。