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121.
ABSTRACTIn the context of the North Rhine-Westphalian school reform towards an inclusive education system, this article problematises the practice of categorisation. Our research aims to investigate the assessment of special educational needs (SEN) and thereby enrich the discussion of the relation between inclusion and diagnostics. For this study, we interviewed 14 SEN investigators and five decision-makers. We discuss the results on the basis of a qualitative content analysis and against the background of Fleck’s concept of thought styles. We mainly found inertia in special education traditions, expressed in the use of intelligence tests, the dominance of SEN teachers in the assessment process and the lack of participation of parents and pupils. We conclude that it is necessary to reform the SEN assessment rules. At the same time, we see major challenges in transforming existing thought styles into a more flexible and decategorising approach. 相似文献
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Haluk Özmen 《Journal of Science Education and Technology》2004,13(2):147-159
Students' misconceptions before or after formal instruction have become a major concern among researchers in science education because they influence how students learn new scientific knowledge, play an essential role in subsequent learning and become a hindrance in acquiring the correct body of knowledge. In this paper some students' misconceptions on chemical bonding reported in the literature were investigated and presented. With this aim, a detailed literature review of chemical bonding was carried out and the collected data was presented from past to day historically. On the basis of the results some suggestions for teaching were made. 相似文献
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A main purpose of the present study was to investigate the distribution of qualified mathematics teachers in relation to students’ socioeconomic status (SES), as measured by parental education, among Turkish middle schools. Further, relationships between mathematics teacher quality indicators and students’ mathematics achievement were explored. Data from the 2007 Trends in International Mathematics and Science Study were used. Relationships between mathematics teacher quality and students’ mathematics achievement were investigated using hierarchical linear modeling. The current study identified SES-related inequities in access to qualified mathematics teachers in Turkey. Low-SES students were more likely to be taught by mathematics teachers who had less than 3 years of experience or who did not hold a degree in mathematics or mathematics education. On the other hand, years of experience and a degree in mathematics or mathematics education were found to be substantially related to Turkish eighth-grade students’ mathematics achievement. Low-SES students’ mathematics teachers were also more likely to report a lack of confidence in their preparation to teach various mathematics contents. 相似文献
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Ramazan Yirci Tuncay Yavuz Özdemir Seçil Eda Kartal İbrahim Kocabaş 《School Leadership & Management》2014,34(5):454-469
The purpose of this study was to find out teachers' perceptions about school principals' coaching skills. The study was carried out within qualitative research methods. The study group included 76 teachers in Elazig and 73 teachers in Kahramanmara? provinces of Turkey. All the data were processed using Nvivo 9 software. The results indicate that teachers' perceptions about their principals' coaching skills do not differ according to the age, marital status, sex and education status variables. The teachers think that their principals are successful at some coaching skills such as being experienced and knowledgeable, being an effective listener and setting achievable targets. Principals fail to show empathy, communicate effectively, praise, give feedback, motivate and have effective inquiry coaching skills. According to teachers' opinions, being a role model, showing empathy, praising, effectively communicating and motivating are important coaching skills that they would show if they were to sit in the principal chair. 相似文献
130.
In this article we argue that culturally variable values and morals have a key role in educational initiatives that address a global dimension. The article suggests that looking at values and morals in relation to a teaching practice is a way of adding knowledge to this field. Our study inquires into how an intercultural experience can evoke ethical reflections on environmental and sustainability issues. The article is based on a qualitative empirical study of teachers’ experiences of a teacher development programme, where we analyse the variety of ethical reflections that emerge during a study visit to a Central American country. We build on a pragmatic analytical approach that takes John Dewey’s ethical thoughts on moral situations as a point of departure and deals with teachers’ ethical reflections in a way that takes the contextual and situated nature of morals into account. 相似文献