Bilingualism and Inclusion: more than just rhetoric?

Within education policy in England the principle of inclusion has been established as a goal and a factor on which improvements in overall standards are seen to depend. Prominent within the drive to raise standards has been a demonstrable need to improve the National Curriculum attainment of members of certain minority ethnic groups, some of which are characteristically bilingual. In the context of education in England, this paper explores the relationship between bilingualism and inclusion, examining, on the one hand official attitudes to bilingualism, and bilingual support as expressed in the publications of the Department for Education and Skills (DfES) and Office for Standards in Education (OFSTED) and on the other on the reflections of a number of bilingual teaching assistants.     

Why teaching creativity requires more than just producing more ‘creativity’

Creativity is usually defined in terms of the production end of ideas or products, yet a neglected aspect of creativity, though no less vital, is the process by which creative products are critically evaluated, selected, altered or dismissed by the creator. Any attempt to promote creative thinking skills in schools needs to also address this aspect of critical thinking in creativity—failure to do so results not in usefully creative children, but merely indulgent ones.     

Epilepsy in school‐aged children: more than just seizures?

Epilepsy is the most common neurological disorder in childhood and can have a significant impact on a child's schooling. Children with epilepsy may have special educational needs due to having learning disability, specific learning difficulties, specific cognitive deficits or having symptoms associated with ASD, ADHD, depression or anxiety. These difficulties are often under‐recognised due to the emphasis placed on the management of seizures. The effects of seizures and side‐effects of anti‐epileptic medications (AEDs) can also influence classroom learning. The significant stigma associated with epilepsy can influence attitudes towards affected children and impact on self‐esteem. Interventions to support children with epilepsy should focus on epilepsy management, learning and behavioural interventions and whole‐school psychosocial interventions. Epilepsy is a spectrum condition and for some children the effects on schooling will be minimal but for others significant supports will be needed. Therefore, an individualised approach within the school environment and close collaboration between teachers, parents and medical professionals are essential in order to meet the children's needs.     

More than just a group: teacher collaboration and learning in the workplace

Teaching is often characterized as an isolated activity, yet opportunities for teachers to work and learn together in schools are increasing. Underlying this shift is the view that as teachers work on new practices and teaching challenges together, they will express varied perspectives, reveal different teaching styles and experiences, and stimulate reflection and professional growth. Despite strong research interest in teacher learning groups, few studies have looked at the relationship between teachers' conversations and collaboration outside the classroom and their actual classroom teaching. Drawing on data from a larger study of literacy instruction with middle‐school teachers, this article describes how three teachers participated in an ongoing literacy program with a research group. Two were seventh‐ and eighth‐grade language‐arts teachers, the third was a special‐education teacher who taught a substantially separate class of cognitively delayed and learning‐disabled students. Case studies of each teacher draw on meeting observations, classroom observations and interviews to describe how each participated in after‐school meetings, how they used the work of the group in the classroom, and how they brought teaching successes and challenges back to the group. Although each of the teachers participated actively in the teacher learning group and changed their practice, the teachers with the most advanced teaching of literacy practices did not bring that expertise into the teacher group as fully as they might have. The analysis raises questions about how teachers participate and learn and how to structure teacher groups to maximize teacher learning.     

More than just saying goodbye

即将下课时, "Let's summarize what we have learnt in class." "Are there any problems about the lesson?"似乎变成约定俗成的结束语,希望以下一些建议能为你在课堂结束时带来一些灵感。     

More than just test scores

Around the world we hear considerable talk about creating world-class schools. Usually the term refers to schools whose students get very high scores on the international comparisons of student achievement such as PISA or TIMSS. The practice of restricting the meaning of exemplary schools to the narrow criterion of achievement scores is usually premised on the view that test scores are closely linked to the provision of a capable labour force and competitive economy. In fact, the measured relationships between test scores and earnings or productivity are modest and explain a relatively small share of the larger link between educational attainment and economic outcomes. What has been omitted from such narrow assessments are the effects that education has on the development of interpersonal and intrapersonal skills and capabilities that affect the quality and productivity of the labour force. This article provides evidence on some of these relationships, on the degree to which the non-cognitive effects of schooling contribute to adult performance, and on the evidence that deliberate school interventions can influence non-cognitive outcomes. It concludes with the view that the quest for world-class schools must encompass a range of human development characteristics that extend considerably beyond test scores.     

Developmental co‐ordination disorder (DCD): more than just a movement difficulty

Developmental co‐ordination disorder (DCD) also known as dyspraxia, is characterised by severe impairment of movement that has a detrimental effect on activities of daily living. This impairment of movement can be the result of poor planning or execution during an action. An assessment for DCD usually comprises of a standardised test for movement skills and clinical observations, but an assessment may not always consider both planning and/or execution components. This study used an ecologically valid task to examine how typically developing children compared with children with DCD plan and execute their movements in response to a novel movement challenge. Children were asked to cross a ‘river’ using as few ‘stepping stones’ (carpet tiles) as possible without falling in. The study measured a number of variables in order to construct a profile of the child's ability to plan and execute movements, including pattern and consistency of movement, and distance travelled by each child, as well as the ability to formulate and correct their plan. The results of this pilot study showed both differences and similarities between the two groups, with the DCD group showing more difficulties in planning, executing and in correcting their movements, as well as being more inconsistent in their movement patterns. The results are discussed in terms of the need for multiple measures for a complete assessment of a child, the implications for educational practice and the potential of an additional clinical tool to aid intervention in children with DCD.     

Several complex variables are better than just one

In this popular expository article, we discuss some important ways in which complex analysis in more than one variable is different from complex analysis in one variable. Analytic continuation in several variables is contrasted with that in one variable, and the notion of psuedoconvexity is defined. Hartogs phenomenon and the Levi problem are also discussed in an informal way.     

“no more…than”和“not more…than”——从《新编高级英语》（上）Unit2的译文和课后习题谈起

本文主要针对新教材《新编高级英语》（上）第二单元《海明威致母亲》中编者所提供的译文和设计的理解题中出现“no more…than”和“not more…than”混淆的问题,探讨了两者在含义、语法层面及感情色彩上的诸多不同,并就相关译文和习题提出自己的理解。     

如何优化函数题的解答过程

例1植树节某班20名同学在一段直线公路一侧植树,每人植l棵,相邻两棵树相距10米．开始时需将树苗集中放置在某一树坑旁边,使每位同学从各自树坑出发前来领取树苗往返所走的路程总和最小,则这个最小值为____（米）．     

"more than"解读

本文对英语中的"more than"结构在连着使用和分开使用两种情况进行了讨论.     

方法比结论更重要--介绍《质的研究方法与社会科学研究》

恩格斯说：在一切哲学家那里，体系都是暂时的东西，但包含在体系中的真正有价值的方法却可以长久地启迪人心智、发人深思。黑格尔也说：方法不是外在的形式，而是内容的灵魂。与方法相比，我们有时更重视研究的结论，因为我们总认为方法是“桥”和“船”，结论是“彼岸”。我们的思维中，求目的不求手段的模式是存在的。但是我们还应当认识，结论总不免受到时代条件的局限，它们可能随时间推移而过时，比如有了爱因斯坦，牛顿定律就必定有一定的条件制约了。随着时间的流动，结论或者由正确变为错误，或者由整体合理变为局部的合理。但是正…     

想象力比知识重要

很久以前我就听过爱因斯坦的名言：“想象力比知识重要。”但体会不深,直到最近研究品德对成功的影响,才深切了解爱因斯坦为何会说这句话。知识和想象力就好比冰山上和冰山下的部分,想象力能帮助我们解脱实相的束缚,探索更深、更广阔的空间,尤其跟人有关的互动更需要想象力。我们所说的美德如鼓励、包容、宽恕、欣赏、谦逊等,都需要想象力做后盾,尤其是领导者要看出并激发部属的潜能,更需要想象力。     

We need more than just male bodies in classrooms: Recruiting and retaining culturally relevant Black male teachers in early childhood education

Nationwide, school districts struggle to recruit and retain Black males to the teaching profession. As a result, the presence of Black male teachers is lacking in public schools, which impacts the overall student outcomes for all children, particularly Black boys. Such recruitment and retention becomes even worse at the early childhood level, which explains the paucity of Black male teachers who are early childhood educators. To date, only 2% of teachers are Black males, of which most are middle and high school teachers. Furthermore, the clarion call for Black males to become teachers does not often prioritize Black male teachers who are culturally relevant. In this article, we focus on educational research regarding the lack of diversity of teachers and among males in K-12 to provide recommendations to the field of early childhood education, with specific attention to recruiting and retaining culturally relevant Black male teachers in early childhood education.     

Music across the curriculum: More than just circle time

Most educators will agree that music has an important place in a high-quality program for young children. Singing or listening to music are pleasurable activities, and the affective benefits of music are obvious to anyone who has ever sung a child to sleep. What teachers may not realize, however, is how music may be incorporated into other areas of the curriculum. Joyce Ury Dumtschin has taught in day care centers in Illinois and Ohio and is presently a freelance writer and musician.     

比第一更重要的事情

去朋友家做客,正赶上朋友在训斥孩子。我第一次看到他发那么大的火,额头上青筋暴起,脸色紫涨,气呼呼的样子,有点吓人。太意外了。在我的印象里,朋友是一个优雅沉稳的人,遇事不急不躁,处变不惊,待人宽容和蔼。我曾亲眼看到一个外乡人挤车的时候在他的脚上踩了一下,那可是一双崭新的皮鞋,朋友也只是大度地笑笑而已。为什么对自己的孩子他竟然会