The New Act: A Special Need for Vigilance

The conflict between the intentions of the Education Reform Act and those of the 1981 Education Act, the Warnock Report and related developments is discussed by Professor Klaus Wedell, Institute of Education, London University. Questions about modifying and disapplying the National Curriculum for pupils with special educational needs are also raised.     

A New Deal or Dashed Hopes?.

A discordant view of the Education Act about to come into effect next month is voiced educational psychologist, City of Salford Education Department, and part time tutor, Open University Course 'Soecial Educational Needs'     

International university projects

An outline is given of four separate proposals for the creation of international institutions in higher education: the European University Institute (EEC); the European Institute for the Promotion of Multi-media Distant Study Systems in Higher Education (Council of Europe); the European Centre for Higher Education (UNES-CO); and the United Nations International University.     

How should we define Exceptions?

'Modifying' or 'disapplying' the National Curriculum – what do these terms mean? Neither is clearly defined in the Education Reform Act, statutory instruments or circulars. Yet both begin to apply from this month onwards as the National Curriculum is introduced into schools. Guidance from the Department of Education and Science is urgently needed, suggests Brahm Norwich, lecturer in the Department of Educational Psychology and Special Educational Needs, Institute of Education, London University.     

Whole School Policies in the New Era

Now that mainstream schools have a duty under the 1993 Education Act to state their policies on provision for special educational needs, they will have to decide on the content of their policies in detail. Hazel Bines, School of Education, Oxford Brookes University, offers some suggestions.     

Time taken to complete Assessments and make Statements: does the nature of SEN matter and will the new Legislation make a difference?

Dawn Male (a lecturer in the education and psychology of children with special needs at the Institute of Education, University of London, and an educational psychologist) considers how the nature of the SEN displayed results in varying completion times for assessments and the issuing of statements, and asks whether the new arrangements introduced by the 1993 Education Act will make any difference.     

The Elementary and Secondary Education Act at Fifty: A Changing Federal Role in American Education

For this first History of Education Quarterly Policy Forum, we invited participants in the special Plenary Session at the 2015 Annual Meeting of the History of Education Society (HES) in St. Louis to publish their remarks on the historical significance of the Elementary and Secondary Education Act (ESEA) at fifty. Organized and introduced by HES vice‐president and program chair Adam R. Nelson, the session consisted of presentations by three expert panelists from the fields of History and African American Studies, American Law and Politics, and Political Science and Public Policy: Crystal Sanders of Penn State University, Doug Reed of Georgetown University, and Susan Moffitt of Brown University, respectively. What follows are the texts of Adam Nelson's introductory remarks—including his introduction of the three panelists—followed by the panelists' remarks.     

Engaging Undergraduate Students in Research Activities: Are Research Universities Doing a Better Job?

Engaging undergraduate students in research activities has been advocated as an innovative strategy to improve American higher education (Boyer Commission, Reinventing undergraduate education: A blueprint for America’s research universities. The Carnegie Foundation for the Advancement of Teaching, Stony Brook, NY, 1998). This study compared the frequency of undergraduate student research experiences at different types of colleges and universities from the early 1990s through 2004. The results indicate that the frequency of student research experiences increased since 1998 at all types of institutions and that students at research universities were not more likely than their counterparts elsewhere to have such experiences. The findings were consistent across major fields. To live up to their claims, research universities must find additional ways to involve undergraduates in research with faculty members. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focuses on postsecondary access and persistence, college student experience, and higher education finance. George D. Kuh is Chancellor’s Professor of Higher Education and Director of the Center for Postsecondary Research at Indiana University Bloomington. He received his Ph.D. degree from the University of Iowa. His research focuses on the quality of undergraduate education. Joy Gaston Gayles is Associate Professor in Adult and Higher Education at North Carolina State University. She received her Bachelor’s degree from Shaw University, Master’s degree from Auburn University, and Ph.D. in Higher Education from The Ohio State University. Her research focuses on college student learning and development.     

Challenges in the 1981 Act

The effectiveness of the 1981 Education Act will depend on how it is interpreted. Prof. K. Wedell, J. Welton and G. Vorhaus, Institute of Education, London University, discuss some challenges presented by the concept, assessment and formulation of special educational needs     

Policy and Provision under the 1981 Act

This paper is an account of a research project on 'The 1981 Education Act: Policy and Provision for Special Educational Needs'. It was carried out at the Institute of Education, London University, and funded by the Department of Education and Science. The research was directed by Dr J. Welton and Professor K. Wedell. Brian Goacher was the senior research officer and Jennifer Evans, the research officer.     

设计研究的"承诺空间"——访国际设计研究专家安东尼·凯利博士

安东尼·凯利(Anthony E.Kelly)博士是美国乔治梅森大学的教育和人力发展学院教授、教育技术项目主席,曾长期担任美国国家科学基金会(NSF)专家,多家正式、非正式学习研究机构和教育与人力资源部项目经理。他还担任过新加坡南洋理工大学客座教授、美国加州大学戴维斯分校客座教授。多种工作角色与经验使得凯利教授在教育理论研究与实践应用上都取得了较高成就,是2009-2010年度富尔布赖特新世纪学者计划(NCS)的获得者。他还受聘为《教育研究者》、《教育心理学研究者》、《教育技术研究与进展》、《学习科学杂志》等多家重要国际学术期刊的编辑委员会成员或评论员。凯利教授学术研究领域广泛,目前主要致力于认知神经科学与教育、学习科学与教育中的技术应用方面的研究。作为NSF的重要专家,凯利教授在教育研究方法和评价方面的研究尤其突出,特别是近年来对NSF所资助的大量设计研究项目的持续关注使他在设计研究上独具声名。他先后主编出版了有关教育研究方面的重量级手册《数学与科学教育研究设计手册》(2000)和《教育中的设计研究方法手册》(2008),后者集中了众多研究者在设计研究上的观点以及大量的实践案例,是迄今为止反映设计研究主题最...     

Professionals - and Wrong Predictions

Formal assessments under the 1981 Education Act can be superficial and overinfluenced by narrowly defined educational considerations, suggests Geoffrey Bookbinder, educational psychologist and part-time tutor at the Open University.     

Individual Education Plans in the Republic of Ireland: an emerging system

The Education for Persons with Special Educational Needs Act in Ireland advocated the development of individual education plans (IEPs). However, this section of the Act has never been fully implemented and there is no obligation upon schools to develop IEPs. Research conducted across the country by Richard Rose and Yu Zhao of the University of Northampton, Michael Shevlin of Trinity College Dublin, and Eileen Winter and Paul O'Raw of the Institute of Child Psychology and Education Europe, examined the extent to which IEPs have been developed and implemented in schools, and attitudes towards their use. Interviews were conducted with teachers, parents, pupils and other professionals to gain data related to IEP development and implementation. The findings of the research suggest that schools are taking the initiative in developing IEPs, though there is inconsistency in their use and in perceptions of their usefulness.     

Backlash Let's Stop 'Statementing' Children

'Statementing' is an ugly, clumsy and depersonalising word, which has become established in the vocabulary of special education. It is not too late to root it out, before it permanently damages the more flexible approach to the assessment of special educational needs for which the 1981 Education Act provides an opportunity, writes Colin J. Smith, lecturer in education, Department of Special Education, Birmingham University.     

The School's Role in Assessment

Professor Ronald Gulliford, Department of Special Education, Birmingham University, discusses the value of school-based assessment and the resources available to help teachers, in the context of the Warnock Report and the 1981 Act     

Scotland and the 1981 Education Act

Bureaucratic, over-formal and time consuming, but strengthening parents' rights and sharpening up the accountability of professionals - these are among the main reactions to the recording procedures of the Education (Scotland) Act 1981 which a Scottish team discovered recently. Dr George Thomson and Alexander Budge, of the Department of Education, Edinburgh University, and Marianna Buultjens and Margaret Lee, Moray House College of Education, Edinburgh, report on aspects of their study of the reactions of professionals and parents concerned with the education of visually impaired children.     

教育学：二级学科碰撞下的火花——2009全国研究生暑期学校（教育学）综述暨主题报告解读

2009年7月6-18日,由教育部和国家自然科学基金委员会共同主办,华东师范大学承办的2009全国研究生暑期学校(教育学)在华东师范大学举办.受邀专家们主要围绕教学与学习的创新、基础教育改革与实践、高等教育理论与实践研究、职业教育的发展、教师发展、教育与文化、学术自由与学术知识来源等七个主题进行了深入报告.因此,笔者在此分别从研究内容、研究视角与方法和总体评价三个维度,针对每个主题的学术报告进行综述,希望能为广大读者提供教育学之下二级学科碰撞下的火花,即从教育领域,乃至其他领域的不同视角来审视教育学的发展,从而推动我国整个教育事业的不断向前发展.     

A career advancement program for women administrators

Conclusions Although it is too early to evaluate progress toward the distal goal of the CLD Program, this local program has been successful in meeting the four proximal goals (open access, career and leadership enhancement activities, career counseling, and fiscal training). Thus, it has been demonstrated that a variety of local resources can be utilized to address career needs that were not being met by national programs.Marilyn Haring-Hidore is Associate Professor of Counseling and Specialized Educational Development at the University of North Carolina at Greensboro. Address requests for reprints to the author at the School of Education, University of North Carolina at Greensboro, Greensboro NC 27412.I gratefully acknowledge the financial assistance for this program which was provided by the Z. Smith Reynolds Foundation and by Women Administrators in North Carolina Higher Education, as well as in-kind support from the University of North Carolina at Greensboro. I also thank the members of the project staff: Suzanne Freeman, Susan Phelps, Ray Wooten, and Tammy Biddix-Lyle.     

Recognising the needs of every disabled child: the development of tools for a disability census

The Equality Act 2010 further enshrines the duties on organisations set out in the Disability Discrimination Act 2005 to safeguard the rights of vulnerable children. However, disability is a complex phenomenon, which makes the collection of data, and the subsequent identification of children who might be classed as disabled, problematic. This article, written by Dr Jill Porter, Director of Studies for research students at the Department of Education, University of Bath, Professor Harry Daniels, Director of The Centre for Socio‐cultural and Activity Theory Research, University of Bath, Dr Anthony Feiler, Reader in Education at the University of Bristol, and Dr Jan Georgeson, Research Fellow at the University of Plymouth, explores the findings of a nationwide survey with questions about multiple indicators of disability. The authors argue that methods for collecting disability data need to reflect the uncertainties surrounding the relationship between neurological conditions, their expression and the socially mediated nature of the impact of disability. In exploring the data the authors note that families have different expectations of their children and of family life and, as a result, the presence of an impairment has a differential impact; this argues, the authors suggest, for the need for parents' views to be privileged in the collection of disability data.     

在美国作为一个研究领域的高等教育:历史、学位项目与知识基础

在探索高等教育作为一个研究生阶段的新的学术领域在美国的崛起方面,本文提出了四个相关的主题。首先,本文追溯了高等教育作为一种学位项目的起源和程序化的发展,以及高等教育的课程发展和专业化的演变。第二,通过高等教育研究领域在研究型学位(Ph.D和M.A.)和专业学位(Ed.D.和M.Ed)的发展历史,本文指出在整个20世纪,教育学院都在力求区别对待这两种学位类型,而且努力证明这些学位类型各有其存在的原因和不同的要求。第三,高等教育研究领域的崛起逐步形成了一种知识基础,它反映了与大学历史和传统、大学管理与治理、大学课程、学生和公共政策研究领域相关的正在增长的研究生产力。与许多其他学科和专业领域一样,这种正在发展中的知识基础发轫于致力于高等教育研究的学术期刊、丛书、专著以及期刊文章。第四,在高等教育研究中心和学位项目国际化的背景下,本文对美国、欧洲、加拿大和中国正在演化中的高等教育的多学科领域提供了一个粗略的描述。