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71.
ABSTRACTIn this article we consider the rights of children and young people with special educational needs and disabilities in England, introduced under the Children and Families Act 2014, within the context of the wider reforms made by the Act. Drawing primarily on key informant interviews conducted as part of an ESRC project on Autonomy, Rights and Children with Special Needs: A New Paradigm? (ES/P002641/1), and making reference to the international framework of children’s and disabled persons’ rights, we present an analysis of the (mostly professional) viewpoints gathered and what they tell us about the progress towards the realisation of children and young people’s autonomy and agency in this field. 相似文献
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Aurora Esperanza Harris 《Educational Studies A Journal of the American Educational Studies Association》2016,52(2):188-191
A poem that highlights the life of Grace Lee Boggs, a Chinese American philosopher, activist, author, and feminist that passed away in Detroit, Michigan at the age of 100 years old on October 5, 2015. Now. Then. Tomorrow was written 2 days before Ms. Boggs’ memorial service. The poem contains the poet's memories of Ms. Boggs and community struggles related to race and class in Detroit, Michigan. 相似文献
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Alma Harris 《Journal of Educational Change》2006,7(1-2):9-18
School improvement is a complex undertaking for any school but for schools in challenging or difficult circumstances it presents
extra problems. Not only do schools in challenging circumstances often face acute levels of socio-economic deprivation, but
also, improvement or change efforts can be extremely fragile in these volatile school contexts. This article focuses upon
the process of leading change in a group of schools in challenging circumstances in England. It draws upon empirical data
and focuses particularly on the process of leading change in schools in difficulty by exploring three leadership themes. The
article concludes by arguing that while the quality of leadership is undoubtedly important in these school contexts it is
simply not sufficient to combat the stubborn relationship between social disadvantage and underachievement. This relationship
is more likely to be broken through structural change and localised and community-based action rather than through the forces
of standardization or accountability. 相似文献
77.
Alma Harris Michelle Jones Donnie Adams Kenny Cheah 《School Leadership & Management》2019,39(1):76-95
This article provides a review of the contemporary instructional leadership research base in Malaysia. The core aim of this review is to assess the recent knowledge base on instructional leadership in Malaysia and to evaluate its current contribution to the existing international literature. The article explores a range of published material that has focused explicitly on instructional leadership and instructional leadership practices in Malaysia, including that written in Bahasa Malaysia. The article outlines the findings from the review and highlights certain strengths and limitations. The article concludes by identifying areas for further enquiry and investigation. 相似文献
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Margaret Vickers Catherine Harris Florence McCarthy 《Asia-Pacific Journal of Teacher Education》2004,32(2):129-141
Since 1999, pre‐service teachers undertaking the Bachelor of Teaching (Secondary) Program at the University of Western Sydney have participated in an alternate practicum called Professional Experience 3 (PE3). This practicum encourages students to engage in broader educational settings within local communities. Increasingly, a number of service‐learning opportunities have been developed, most notably, senior student tutoring programs and the involvement of students in the Plan‐It Youth project in conjunction with the Department of Education and Training (DET) and the South‐western Sydney Institute of TAFE. A focus of these programs has been to address the issues related to students at risk of leaving school early within the local South‐western Sydney community.
In this paper we discuss the benefits of these programs to the university, pre‐service‐teachers, school students and school communities, and the broader local community. Specifically, we examine service learning as a conduit for the development and maintenance of meaningful symbiotic relationships between the university and the educational community, and pre‐service teachers and the local community. Finally, we look towards the future and highlight the challenges and opportunities for service‐learning programs within the practicum. 相似文献
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Marla Harris 《Children‘s Literature in Education》2002,33(1):63-76
This essay examines novels in which children or teens in an urban environment, left on their own for a variety of reasons (such as poverty, war, plague, nuclear disaster, or technological breakdown), join together to form a community that explores alternative versions of home and family. The urban survival novel, to distinguish it from the more popular wilderness survival story, encompasses a wide variety of genres, including fantasy, satire, science fiction, social realism, and historical fiction. These novels involve dramatic shifts of perspective—inside/outside, above/below, before/after—which challenge protagonists (and readers) to see the world around them differently and to confront other points of view. The 1970s ushered in a wave of urban survival fiction that has continued to the present; I speculate on why these survival scenarios have proved so compelling for young adult readers. 相似文献