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Elizabeth Hughes Morgan Chitiyo Ambumulire Itimu‐Phiri Kristen Montgomery 《British Journal of Special Education》2016,43(2):159-177
This research examines special needs education professional development needs among both general and special education schoolteachers in northern Malawi. A semi‐structured questionnaire with open and close‐ended questions was used for the research. Quantitative and thematic analyses were conducted to determine the extent to which teachers believe that students with disabilities should be educated together with students without disabilities, the importance of professional development for teaching students with disabilities, prioritised professional development needs regarding special education knowledge, and self‐identified needs for successful special education classrooms. Results indicate that teachers are generally in favour of inclusive practices and identify a high need for special education professional development. Participants identified training and resources to teach students with visual impairments or auditory impairments as a high priority. Participants noted a need for improved infrastructure, more educational materials, and recognition by the government for work in special education. 相似文献
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Ceridwen Evans Sandy Toogood Stephanie Owen-Leeds Leusa Dwyfor Shabreen Jorammanawar Nour Issa J. Carl Hughes 《British Journal of Special Education》2021,48(3):369-392
Research indicates that engagement acts as an important precursor for learning, yet sustaining the engagement of pupils with special educational needs can be a challenge for classroom staff. An Active Support staff training package, Interactive Training, has been demonstrated as an effective way of increasing engagement in adults accessing learning disability services. In theory the logic of Active Support Interactive Training could extend to a school environment, with the aim of achieving similar outcomes. The current study evaluated a special school-adapted version of Active Support Interactive Training with the aim of increasing engagement in pupils during group-based learning. Findings showed an increase in engagement in pupils for all three settings (classrooms) immediately after intervention, which continued to either increase or stabilise at three-month follow-up. Further research could test the engagement behaviour of staff pre- and post- training intervention and explore practice leadership within the school leadership team to address maintenance. 相似文献
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Causal modeling was applied to data collected in a naturalistic setting in an attempt to validate a conceputal model of teaching. These data, collected on 44 student teachers, included supervisory ratings of the variables: specifying performance objectives, diagnosing learners, selecting instructional strategies, and interacting with learners. Additionally, the mean number of objectives achieved by the classes of each of the student teachers was used as a measure of the fifth variable in the model, evaluating the effectiveness of instruction. A recursive causal model which described the relationship of these variables was developed and analyzed, using four linear equations. Examination of the path coefficients from these equations revealed that the variables, specification of performance objectives, and diagnosing learners account for over one-half the variance in selecting instructional strategies. Other results indicated there were low to moderate amounts of variance shared by the variables in the model. This study illustrates the application of causal modeling techniques in testing theoretical models in education using data collected in naturalistic, nonexperimental settings. 相似文献
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Gavin Hughes 《Pastoral Care in Education》2001,19(3):10-13
This qualitative study, conducted via interviews, focuses on the strategies used by tutors and support staff in dealing with bullying in an FE/HE college. This area is under researched and yet studies have shown that 10 per cent of students in FE experience bullying (McDougall, 1999). It was found that bullying was being dealt with effectively using a range of approaches. The examples of good practice found in this study correspond with the more extensive work into primary and secondary schools by Byrne (1994), Tattum and Herbert (1993) and Sharp and Smith (1993). All respondents treated the issue seriously and relationships built up between tutors/support staff and the students were the crucial factor. 相似文献
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Hughes JN 《The Elementary school journal》2011,112(1):38-60
The shared and unique effects of teacher and student reports of teacher student relationship quality (TSRQ) in second and third grade on academic self views, behavioral engagement, and achievement the following year were investigated in a sample of 714 academically at-risk students. Teacher and student reports of teacher-student support and conflict showed low correspondence. As a block, teacher and student reports of TSRQ predicted all outcomes, above prior performance on that outcome and background variables. Student reports uniquely predicted school belonging, perceived academic competence, and math achievement. Teacher reports uniquely predicted behavioral engagement and child perceived academic competence. Teacher and student reports of the teacher-student relationship assess largely different constructs that predict different outcomes. Implications of findings for practice and research are discussed. 相似文献
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