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1.
Emma Gore Langton Norah Frederickson 《Journal of Research in Special Educational Needs》2016,16(4):254-263
‘Pathological demand avoidance’ (PDA) describes a pattern of difficulties increasingly recognised as forming part of the autistic spectrum. Although clinical reports suggest that children with PDA are likely to experience considerable difficulties in education, their educational experiences have not yet been explored in any systematic way. In the current study, 42 parents of children with PDA completed a questionnaire about their child's educational experiences. Parents' responses indicated that this group of children displays high levels of problem behaviours in school, and receives corresponding high levels of special educational need support and professional involvement. Despite this support, the group had experienced high rates of exclusion and placement breakdown, with only 48% now in mainstream education. Parents reported relatively high satisfaction in their children's educational placements, with success defined by parents in terms of child outcomes, school characteristics and PDA‐specific factors. Findings are discussed with reference to what is known about the educational experiences of children with more typical autism spectrum conditions and in terms of the implications for the inclusion of this group of children with complex needs. 相似文献
2.
Emma Rich 《International Studies in Sociology of Education》2013,23(2):131-156
This article presents data from a series of life-history interviews with female student teachers of physical education. The intention is to forge links between the experiences of female student teachers, and their 'gender positioning' within the micro-politics of teacher education and the wider discourse that informs these interactions. On first entering teaching these women tended to adopt or enter 'survival mode', which endorsed particular professional identities that were consolidated by a form of instrumental rationality. These professional identities were closely tied to conventional conceptions of masculinity, and legitimated and contributed to, the reinforcement of particular gender inequalities in teacher education. The analysis suggests that a liberal discourse of equal opportunities masks the institutionalisation of social 'otherness' and inequality and supports the 'essentialisation' of male and female identities. 相似文献
3.
An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive. 相似文献
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Thomas E. Gaston Francesca Ounsworth Tessa Senders Sarah Ritchie Emma Jones 《Learned Publishing》2020,33(2):154-162
Previous research has found that researchers rank journal reputation and impact factor (IF) amongst the key selection criteria when choosing where to submit. We explored the actual effect upon submission numbers of several possible factors. We retrieved 10 years of submission data from over a thousand journals, as well as data on IF, retractions, and other factors. We performed statistical analysis and identified correlations. We also undertook case study research on the 55 most significant submission decreases. We found a statistically significant correlation between changes in IF, ISI percentage ranking, and changes in submissions numbers in subsequent years. We also found a statistically significant effect on submission numbers in the year following the publication of a retraction. Our case studies identified other factors, including negative feedback on the peer review process. Our findings regarding IF confirm previous indications about the significance of IF on submissions. We explain the correlation with retractions through the concept of ‘peer review reputation’. These results indicate that editors and publishers need to focus on a journal's peer review practices, as well as a journal's IF, if they are to maintain and grow submissions. 相似文献
6.
Megan von Spreckelsen Emma Dove Ilse Coolen Annelot Mills Ann Dowker Kathy Sylva Daniel Ansari Rebecca Merkley Victoria Murphy Gaia Scerif 《Mind, Brain, and Education》2019,13(4):326-340
Developmental cognitive neuroscience highlights the importance of interactions between children and their environment. As young children spend increasing time in childcare, it is key to investigate the impact of “maths‐talk” and maths provisions in preschools. Qualitative insights from early educators indicate a greater bias toward counting activities than would be expected given the Early Years curriculum. In addition, we quantified the observed breadth of preschool practitioners' maths language (e.g., place‐value language), setting‐based maths provisions (e.g., quality of maths‐related activities), and their relation with children's early numeracy skills. In settings with greater practitioners' breadth of maths language, children display greater cardinality skills although our data call for the further investigation of parental socioeconomic status and education. We conclude with a discussion on the need to operationalize children's maths learning environments as diversely as possible. Enriching practitioners' skill sets may be an effective and needed way of improving early maths outcomes. 相似文献
7.
Emma Loosley 《Al-Masaq: Islam & the Medieval Mediterranean》2012,24(3):318-319
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Emma Castelnuovo Daniela et Claudio Gori-Giorgi 《Educational Studies in Mathematics》1973,5(1):467-492
Sans résuméTravail effectué dans le cadre du groupe de recherche en didactique de la mathématique du Conseil National des Recherches. 相似文献
10.
Emma Rooksby 《Ethics and Information Technology》2007,9(2):141-152
Much attention has been given in recent years to the moral status of commercial spam. Less attention has been focused on newer,
non-commercial varieties of spam, such as spam from political parties, community sector organizations and governments. This
article makes a start on evaluating the moral status of these non-commercial varieties of spam, drawing on arguments used
to evaluate commercial spam. 相似文献