Attitudes of parents towards inclusive education: a review of the literature

The aim of this study is to review literature about parents’ attitudes towards inclusive education. Special attention is paid to parents’ attitudes and to the effect of these on the social participation of children with special needs in regular schools. A review of the literature resulted in 10 studies showing that the majority of parents hold positive attitudes. However, parents of children with special needs reported various concerns, including the availability of services in regular schools and individualised instruction. Several variables were found which relate to parents’ attitudes, such as social‐economic status, education level, experience with inclusion and type of disability. No studies examined the effects of parental attitudes on the social participation of children with special needs. The importance of positive parental attitudes is elaborated in the discussion.     

Attitudes and mainstreaming: A literature review for school psychologists

“Mainstreaming” legislation requires that special needs students participate in regular classroom activities to the extent possible. Studies indicate, however, that, neither parents, peers, nor professionals may be expected to hold positive attitudes toward these students or be competent providers of positive growth experiences. Existing evidence supports the need for comprehensive training programs for these groups which provide an interface between their experiences with special needs students and an introduction to new knowledge. School psychologists should assume a leadership role in development and implementation.     

Girls and science: A review of four themes in the science education literature

Despite valuable syntheses of the field of gender and science education, there has not been a systematic, comprehensive review of the literature on gender and science education in recent years. We examine the literature pertaining to girls' engagement in science and develop four themes (equity and access, curriculum and pedagogy, the nature and culture of science, and identity) that we believe provide a coherent picture of the different kinds of approaches happening currently, while at the same time allowing for discussion of how ideas in the field have progressed and changed over time. We present new questions and approaches for further research that arise when applying insights from these themes to ongoing work in gender and science education. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 971–1002, 2008     

Children's attitudes towards disability: A review and analysis of the literature

A first step towards the design and implementation of a successful mainstreaming program requires a careful examination of two key issues. First, what are children's attitudes towards disability, and second, what are the critical elements involved in facilitating attitude change? This paper examines the current research literature on children's attitudes towards disability and programs aimed at attitude change. The review culminates in a synthesis of the key themes and issues involved and provides a foundation for further study.     

Attitudes and learning disabilities: A literature review for school psychologists

Most LD students spend the major part of the school day within the regular classroom. Research, however, supports the rejected status of these students. The purpose of this presentation is to: (a) review research pertaining to the feelings professionals and peers have about learning disabled students, and (b) review those factors that may be important for consideration when attempting to modify these perceptions. School psychologists should address the attitudinal issues with a knowledge and basic conceptualization of various strategies that may be utilized to initiate attitude modification programs.     

Alternative forms of teacher hiring in developing countries and its implications: A review of literature

Faced with teacher shortage, and limited budgets several developing countries have accepted lower certification and education requirements, eliminated teacher tenure, and curtailed teacher salary to fill vacant teaching positions. Teachers hired in this manner are often known as ‘contract teachers’. A survey of the literature reveals that these practices have created a parallel cadre of undertrained, underpaid, often younger, inexperienced teachers hired locally on contract basis. These practices are viewed favorably from access, cost-savings and local-accountability perspectives. Yet scholars raise concerns that this form of teacher hiring may not be sustainable, may negatively impact educational equity from the perspective of teacher distribution, teacher morale and the professional status of teaching.     

Learning science through research apprenticeships: A critical review of the literature

Science education models for secondary and college students as well as K‐12 teachers have been dominated by classroom‐based approaches. Recently, research apprenticeships wherein learners worked with practicing scientists on authentic scientific research have become increasingly popular. The purpose of this critical review of the literature was to review and synthesize empirical studies that have explored learning outcomes associated with research apprenticeships for science learners. We reviewed 53 studies of scientific research apprenticeship experiences for secondary students, undergraduates and teachers, both pre‐service and in‐service. The review explored various learning outcomes associated with participation in research apprenticeships. These outcomes included effects of apprenticeship experiences on participant career aspirations, ideas about the nature of science (NOS), understandings of scientific content, confidence for doing science and intellectual development. The extant literature supported many of the presumed positive associations between apprenticeship experiences and desired learning outcomes, but findings related to some themes (e.g., NOS understandings) supported conflicting conclusions. Implications included importance of the length of the apprenticeship, need to explicitly place attention on desired outcomes, and engagement of participants. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47:235–256, 2010     

Knowledge dissemination and use in science and mathematics education: A literature review

A synthesis of the literature on knowledge dissemination and use in education, notably in science and mathematics, is presented. Perspectives have changed in the ways in which knowledge and products are seen to reach potential users. From the top-down, linear models, we have come closer to bottom-up approaches and to the crucial role of linking agents. At present, the most influential approach is a constructivist one, whereby research and other kinds of specialized knowledge is exchanged between researchers and professionals in a mutually constructed social context. While there is still debate over the best predictors of successful knowledge use, the scope of the field has been considerably enlarged by including users' perspectives. To some extent then, specialists in this field are now working in a new paradigm.Prepared for the Directorate of Education and Human Resources, Division of Research, Evaluation and Dissemination, National Science Foundation by The Network, May 1993.     

Counterpart personnel: A review of the literature with implications for education and development

Despite the large sums spent annually by donors on the provision of project-based expertise and training, surprisingly little attention has been paid in the Technical Cooperation literature to the importance of the roles and relationships that develop between individuals on projects, and in particular their impact on project implementation. This is true of projects across all development sectors. However, the human dimension of project work becomes especially important when institution-building and the development of human capacity are involved. This is the case with much education-based Technical Cooperation. This paper offers a cross-sectoral review of the literature on counterpart personnel, with the aim of drawing some major implications for the implementation of education projects.     

Teachers and children’s loneliness: A review of the literature and educational implications

The present study is a critical review of the research literature concerning the links between the teacher and children’s loneliness. More specifically, the issue of children’s loneliness in the school is summarized. Research data documenting that loneliness is a risk factor in children’s development are briefly reviewed. Next, hypotheses and research data are reviewed on the following aspects: (I) the association between children’s loneliness and the quality of the teacher-child relationship from the viewpoint of attachment theory; (II) the teacher’s attitude toward children’s loneliness and his or her perceptions of his or her effectiveness in dealing with it; (III) the teacher’s ability to identify lonely children; and (IV) the children’s perceptions of the role of the teacher in the emergence and alleviation of their loneliness. Finally, on the basis of the existing data, critical questions are formulated, suggestions for future research are made, and educational implications for teacher training and school-based interventions are discussed.     

Improving science teachers' conceptions of nature of science: a critical review of the literature

This paper aimed to review, and assess the 'effectiveness' of the attempts undertaken to improve prospective and practising science teachers' conceptions of nature of science (NOS). The reviewed attempts could be categorized into two general approches: implicit and explicit. Implicit attempts utilized science process-skills instruction or engagement in science-based inquiry activities to improve science teachers' conceptions of NOS. To achieve the same goal, explicit attempts used instruction geared towards various aspects of NOS and/or instruction that utilized elements from history and philosophy of science. To the extent that teachers' NOS conceptions were faithfully assessed by the instruments used in the reviewed studies, the explicit approach was relatively more effective in enhancing teachers' views. The relative ineffectiveness of the implicit approach could be attributed to two inherent assumptions. The first is that developing an understanding of NOS is an 'affective', as compared to a 'cognitive', learning outcome. The second ensuing assumption is that learners would necessarily develop understandings of NOS as a by-product of engaging in science-realated activities. However, despite the relative 'effectiveness' of the explicit approach, much is still required in terms of fostering among science teachers 'desired' understandings of NOS. The paper emphasizes that explicitness and reflectivness should be given prominence in any future attempts aimed at improving teachers' concepts of NOS.     

Attitudes towards science of intellectually gifted and mainstream upper primary students in Singapore

The attitudes towards science of upper‐primary students in three ability strands (average, above average, and gifted) were investigated. A total of 580 upper primary students from co‐educational government and government‐aided schools in Singapore were involved in this study. The attitude subscales investigated were enjoyment of science, preference for science careers, and appreciation of the social implications of science. Gender and ability were found to have statistically significant effects on the variations in the mean score for each attitude subscale. Boys, in general, had more positive views about science than girls. Overall, above‐average and gifted students had comparable attitudes towards science; both of them consistently showed more positive attitudes than average ability students. At least 18% of the sample, with greater percentage being boys, reported “not sure” responses in 50% or more of the total attitude items. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 940–954, 2008     

Teachers' attitudes towards integration / inclusion: a review of the literature

On the assumption that the successful implementation of any inclusive policy is largely dependent on educators being positive about it, a great deal of research has sought to examine teachers' attitudes towards the integration and, more recently, the inclusion of children with special educational needs in the mainstream school. This paper reviews this large body of research and, in so doing, explores a host of factors that might impact upon teacher acceptance of the inclusion principle. The analyses showed evidence of positive attitudes, but no evidence of acceptance of a total inclusion or ‘zero reject’ approach to special educational provision. Teachers' attitudes were found to be strongly influenced by the nature and severity of the disabling condition presented to them (child-related variables) and less by teacher-related variables. Further, educational environment-related variables, such as the availability of physical and human support, were consistently found to be associated with attitudes to inclusion. After a brief discussion of critical methodological issues germane to the research findings, the paper provides directions for future research based on alternative methodologies.     

Attitudes of pre-service mature age women students towards teaching primary science: An interview study

During the first semester of their teacher education degree mature age women improved significantly in their attitude towards teaching primary science compared to other sub-groups. The reasons for this difference were explored by interviewing several of the mature age women. An interpretation of these interviews and possible implications for pre-service science education are reported. Specializations: primary science and environmental teacher education.     

生态语言学:对待网络语言的态度的新视角

互联网的出现是全球文化、经济、科技发展的重要产物。随着网络语言传播速度的加快,人们对网络语言的态度却各不相同。究竟该如何对待这种出现不久却大有蔓延势头的"新生事物"呢?近年来兴起的生态语言学给人们提供了一个新的研究视角。     

Socio-technical imaginary of the fourth industrial revolution and its implications for vocational education and training: a literature review

This literature review engages with a diverse and sometimes contradictory body of work, employing an analytic stance rooted in policy scholarship. It discusses rhetorical constructions of the Fourth Industrial Revolution (4th IR), locating these in understandings of the economy rooted in a neo-liberalism which rests upon a capitalist terrain. The 4th IR is an ideological construct which reflects specific material interests and has particular implications for education and training. The 4th IR’s association with digitalisation and artificial intelligence is ambivalent. For some writers, this leads to technological unemployment while for others, even though there is labour market disruption, there is no employment crisis that cannot be resolved. The strong connection between the 4th IR and labour market requirements is softened by those writers who adopt a qualitative analysis of advanced manufacturing work. These scholars suggest that the relationship between technology and skill is rather more complex than the protagonists of technological unemployment describe. Neo-Marxist writers develop a qualitatively different account of the current conjuncture to the imaginary of the 4th IR. In this instance, the analysis turns towards the elimination of labour from paid employment, together with the falling rate of profit and bypasses the former arguments. This review concludes by arguing that technology and artificial intelligence are entwined with social relations, being sites of class struggle. How this is played out is an outcome of the balance of power, not only within the social formation but also globally. How far the development of the forces of production is compatible with capitalist relations is a moot point, as this is also a site of struggle. The paper draws out the implications for VET and considers progressive educational responses. However, such a practice needs to be set within a broader politics that is committed to the development of a socially just society.     

Attitudes toward science: measurement and psychometric properties of the Test of Science-Related Attitudes for its use in Spanish-speaking classrooms

Understanding attitudes toward science and measuring them remain two major challenges for science teaching. This article reviews the concept of attitudes toward science and their measurement. It subsequently analyzes the psychometric properties of the Test of Science-Related Attitudes (TOSRA), such as its construct validity, its discriminant and concurrent validity, and its reliability. The evidence presented suggests that TOSRA, in its Spanish-adapted version, has adequate construct validity regarding its theoretical referents, as well as good indexes of reliability. In addition, it determines the attitudes toward science of secondary school students in Santiago de Chile (n?=?664) and analyzes the sex variable as a differentiating factor in such attitudes. The analysis by sex revealed low-relevance gender difference. The results are contrasted with those obtained in English-speaking countries. This TOSRA sample showed good psychometric parameters for measuring and evaluating attitudes toward science, which can be used in classrooms of Spanish-speaking countries or with immigrant populations with limited English proficiency.     

Leadership development in Higher Education: A literature review and implications for programme redesign

Leadership development (LD) activity and its effectiveness has not been explored rigorously across changing university settings globally. As Higher Education settings change radically throughout the world, Higher Education professionals are operating in more uncertain environments, and leaders are taking increasingly complex and diverse approaches to their leadership roles. LD activities therefore become important in supporting this highly complex context, yet little is known in the literature about LD and its impact in Higher Education. We examine peer‐reviewed work on LD in Higher Education settings globally to understand what may be learned about its content, processes, outcomes and impact. Our results suggest the current literature is small‐scale, fragmented and often theoretically weak, with many different and coexisting models, approaches and methods, and little consensus on what may be suitable and effective in the Higher Education context. We reflect on this state of play and develop a novel theoretical approach for designing LD activity in Higher Education institutions.     

Treatment of parents who abuse their children: A literature review and implications for professionals

This article contains a review of the current treatment approaches to child abuse in terms of the following models: psychopathological, sociological, social-situational, family systems and social learning. The psychopathological model of child abuse emphasizes direct services. The services provided may consist of individual, group and lay treatment, volunteer companions, and self-help groups. The sociological model's approach to intervention emphasizes the need for wide-ranging changes in social values and structures. The socio-situational model's approach to treatment is based upon the assumption that the cause of child abuse lies not in the individual, but in the social situation, which may, in turn, be maintaining abusive patterns of behavior. The family systems approach to treatment resembles that of the socio-situational model in that it too emphasizes changing the family's pattern of interaction and behaviors. Finally, the social learning approach to treatment involves the identification of behavioral goals, specific techniques for achieving these goals, and the use of social reinforcers to facilitate this process. Data indicate that parents who abuse their children face multiple social and psychological difficulties. It has been suggested that the reason why treatment programs have not prodoced significant results in treating parents who abuse their children is that they focus on only one of the factors that operate to produce child abuse, i.e., lack of child management skills, marital dissatisfaction, or vocation or interpersonal skills dissatisfaction. It is logical that a treatment approach to abuse must view the problem as multi-determined and services should be structured in such a manner. Thus, the comprehensive treatment program should consist of the following; (1) Child Management Program; (2) Marital Enrichment Program; (3) Vocational Skills Enrichment Program; (4) Interpersonal Skills Enrichment Program. Programs to accomplish the acquisition of requisite skills in each of the four areas of emphasis are chosen from the technology of applied behavioral analysis. Each of the four program components is reviewed along with the rationale for a comprehensive program delivered through a behavioral group work approach. The article concludes with a discussion of the implementation and evaluation of the program.