Aims, Objectives and ESN(S) Children

A step by step approach to the teaching of ESN(S) children is described by John Presland, principal educational psychologist and senior adviser for special education, Wiltshire, and Gareth Roberts, headteacher, Exeter House School, Salisbury     

A New Role for the Psychologist?

Mel Ainscow, headteacher of Castle School, a day ESN(M) school in Walsall, and David Tweddle, educational psychologist in Walsall's Psychological Services, discuss the educational psychologist's role in the ESN(M) school     

A New Role for the Special School?

Mel Ainscow and Janet Bond, headteacher and deputy head respectively at Castle ESN(M) School, Walsall, Jill Gardner, educational psychologist, Walsall, and David A. Tweddle, senior educational psychologist, Birmingham, discuss area resource centres     

Teaching Number Conservation

A successful way of teaching an understanding of the conservation of quantity to an ESN(S) boy of 16 is described by Dr Caroline M. Lister, educational psychologist, Staffordshire County Council     

Towards Integration

David Thompson, senior educational psychologist, City of Sheffield Education Department, and Cliff Jones, head of Park ESN School, Blackpool, discuss the processes of detailed, continuous assessment and structured teaching which help an encouraging proportion of children to return to ordinary schools     

Children in the Day Centres

A recent survey of The Spastics Society's day centres by Margaret Paull, assistant education officer at the Society, indicates that the educational requirements of the children, particularly the ESN (S), need to be more fully met in future     

Who Involves Whom?

Involving parents in the education of their ESN(M) children can be a challenge. Below, the heads of contrasting ESN(M) schools discuss the problems. The first is Clifford Ward, of Bradford Grange School, Manchester     

由多元智能理论引发的对教育改革的思考

美国著名心理学家加德纳提出的多元智能理论在智力观、教学观、评价观、学生观等方面对我国的教育改革具有重要的指导意义,值得我国教育理论和实际工作者,结合我国学校教育与教育改革的现状和问题深入思考和研究。     

Choosing Content and Methods: Focus Group Interviews with Faculty Teachers in Norwegian Pre-Service Subject Teacher Education in Design,Art, and Crafts

The study is aimed at generating knowledge on how faculty teachers reflect and justify their choice of subject content logic in teacher education, exemplified by a concurrent pre-service Subject Teacher Education in design, art, and crafts. Focus-group interviews generated data. Three topics were discussed: too many choices, different logics, and avoiding confrontation. Faculty teachers expressed various understandings of content knowledge (CK) and pedagogical content knowledge (PCK), linked to the teachers' intuitive and reasoned reflections and preconceptions through the anchoring effect and attribute substitution. The study contributes to the knowledge base by reframing problematic sides of education, and by expanding the understanding of CK and conditions for PCK by exploring the thread between educational psychologist Lee Shulman and psychologist Daniel Kahneman.     

论陈鹤琴教育思想体系建构的理论基础

本文从陈鹤琴的成长背景出发,梳理影响其教育思想体系构建的重要理论基础,分析两者之间的继承与批判关系,从而整理出其教育思想的典型特点。     

Promoting Inclusion in Further Education Colleges: Staff consultation groups

An increasing number of LEA Educational Psychology Services (EPSs) are expanding their range of services to the further education sector. This article reports on a project with two main aims: to conduct a feasibility study into the provision of EP services to the local further education college community and to evaluate the effectiveness of a staff consultation and training process. The report concludes with a discussion of the potential benefits for the EPS, the individual educational psychologist (EP) and the further education college community.     

On Being a Warnock Member.

The demands - and diversions - of being a member of the Warnock Committee are recounted by Dr Moya Tyson, professional adviser/senior educational psychologist for special education, London borough of Hounslow     

Handicap - or Hand-in-the-Cap?

Michael Davis, educational psychologist for the Widnes area of the Cheshire education authority, looks behind the words we use and finds some unexpected sources, including the derivation of the title of his article.     

Teaching Parents to Teach Reading

The PAIRS Project, a new venture with primary school parents in Walsall, is described by Phil White, educational psychologist, Wiltshire LEA, Jonathan Solity and Chris Reeve, educational psychologist and principal educational psychologist respectively, Walsall LEA     

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.     

论行动研究方法在实施素质教育中的作用

行动研究方法是著名心理学家勒温开创的一种社会科学研究方法。近年来广泛运用于教育研究领域。本文在剖析行动研究方法特点的基础上，认为行动研究方法在实施素质教育中有着重要的应用价值。文中论述了在素质教育中如何以行动研究方法来转变教育管理人员、教师、家长、学生的教育观念，并促进具体教育教学方法的改进。     

舞蹈教育对学生多元智能发展的作用

美国著名发展心理学家、哈佛大学教授霍华德·加德纳博士提出的多元智能理论,对我国基础教育和学生的发展有着积极而深远的影响。舞蹈教育作为培养学生综合能力的教育形式,在学生多元智能发展中也发挥着特殊的作用。     

A Parent Workshop in the School

Colin McCall, tutor to B. Ed. Advanced Studies in Remedial and Special Education, and John Thacker, tutor to the M. Ed. educational psychology course, Exeter University, describe a workshop for parents of ESN(S) children     

Sex Education Surveyed

A survey of over 200 special schools in England and Wales Geoffrey Watson principal lecturer in special education. King Alfred's College, Winchester, suggests that sex education is increasingly prominent in the curriculum of ESN(M) schools