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31.
Joy Cumming Elizabeth Dickson Amanda Webster 《International Journal of Disability, Development & Education》2013,60(4):295-311
The Australian Disability Standards for Education 2005 (Cth) require education providers to make reasonable adjustments in educational assessment so that students with disability can participate on the same basis as other students and be able to demonstrate what they know and can do. Reasonableness is governed by a determination of the balance of interests, benefits and detriment to the parties involved. The Standards require providers to consult with students and associates on adjustments, although guidance on how consultation should occur and how the views of students and associates are to be taken into account is vague. In this article, we identify three principles to be considered in order to put appropriate and effective reasonable adjustments in assessment into practice. While Australian law and assessment contexts are used to examine intentions, expectations and practices in educational assessment for students with disability, we argue that these three principles must be considered in any national education system to ensure equitable assessment practices and achieve equitable educational inclusion for students with disability. 相似文献
32.
Jose M. Castillo Joy H. Wang Julie G. Daye Kai Zhuang Shum Amanda L. March 《Journal of educational and psychological consultation》2013,23(4):413-444
ABSTRACTProfessional development is a critical systems-level intervention thought to facilitate Response-to-Intervention (RtI) implementation. The current study examined the relations between professional development, educator outcomes, and problem-solving implementation within an RtI framework using growth curve modeling. School leadership teams from pilot schools (n = 34) participated in 3 years of training. Pilot schools also received job-embedded coaching. Comparison schools (n = 27) provided a referent group. Results indicated that problem-solving implementation increased faster at pilot schools (β = 0.10, SE = 0.05, t = 2.03, p < .05). In addition, beliefs regarding data-based decision-making (β = 0.36, SE = 0.17, t = 2.13, p < .05) and perceived problem-solving skills applied to academics (β = 0.30, SE = 0.10, t = 3.07, p < .01) positively related to implementation. Implications include the needs to further explore professional development activities and for consultants to utilize evidence-based professional development principles when supporting RtI implementation. 相似文献
33.
Eliot Joy A. R. Hirumi Atsusi 《Educational technology research and development : ETR & D》2019,67(5):1065-1084
Educational technology research and development - In this critical literature review, we seek to understand why multidimensional, psychological measures of human emotion that have been popular in... 相似文献
34.
Joy M. Perrin 《图书馆管理杂志》2017,57(6):712-722
This article describes an example of a unit level strategic plan, its formation, and its effects in implementation. The argument is presented that unit level strategic plans can help libraries by giving individuals specific goals that are tailored to their strengths and make up for the unit's weaknesses. 相似文献
35.
Many early childhood practitioners use pedagogical documentation as an important process that enables children's thinking to be represented in a form that can be readily shared with others (Dahlberg et al., 1999). Documentation in the form of a professional portfolio provides a vehicle for reflection and an appreciation of the complexities and ambiguities of professional practice in the human professions. The nursing and teaching professions have also embraced professional portfolios as a means through which accountability to self and to others can be judged. However, it is the fusion of process and product within professional portfolio development that enables those involved in the human professions to examine, reflect on, understand, explain and further develop their professional practice. It is through this interrogation of practice that we can not only gain insight into our capabilities but also the theories, beliefs and values that underpin the wisdom of our professional practices. The process of professional portfolio development can be enriching and empowering. An outline for organizing a professional portfolio is provided. 相似文献
36.
Joy Jarvis Sue Lamb 《Early Years: An International Journal of Research and Development》2001,21(2):129-138
This article considers the role of adult-child interaction in the communication development of children under two. It specifically investigates the situation of a family with twins, where it may be more difficult to undertake sustained, supportive interactions with two children at the same time. The study identifies strategies used by the family to support the children's language development and suggests that these could be used in care settings where early years practitioners may be working with under twos in small group contexts. 相似文献
37.
38.
Although clinical educators make an important and irreplaceable contribution to the education of students undertaking qualifications that will enable them to practise as health professionals, little is known about the day‐to‐day experiences of clinical educators and the complexities of clinical education that may contribute to the problems or to the successes of clinical educators. This paper reports on one aspect of a study that sought to increase the understanding and appreciation of the roles and responsibilities of being a clinical educator. The lived experiences of clinical educators in speech pathology 1 were explored in depth, over a sustained period of time, in an attempt to understand what it is like to be a clinical educator. This paper uses narrative data to illustrate dilemmas faced by clinical educators in our study, and discusses implications pertinent to clinical educators in a range of health disciplines in higher education. 相似文献
39.
Jennifer Gore Rosie Joy Barron Kathryn Holmes Maxwell Smith 《The Australian Educational Researcher》2016,43(5):527-549
Internationally, the quality of teachers is a growing focus of educational reform, with new policies attempting to ensure that only the ‘best and brightest’ are selected for the teaching profession. This article tests the assumption underpinning these developments that prospective teachers lack the desired academic and personal qualities. Drawing on data on the career aspirations of 6492 Australian school students in Years 3–12, we investigated who, among these students, expressed interest in teaching and their reasons for doing so. Using logistic regression, we found that interest in teaching was widespread and prior academic achievement was not a significant predictor. Thematic analysis of reasons expressed for interest in teaching indicated that working with children and/or in specific subject areas, altruism, and perceptions of personal suitability for the job dominated student responses. These data provide a counter-narrative to the primacy, in policies for teacher recruitment and selection, of needing to attract ‘better’ students. We argue that policies for improving teacher quality should also capitalise on the widespread interest in teaching among school students. Without such a discursive broadening, we caution that current attempts to attract the ‘best and brightest’ risk undermining the very goals espoused. 相似文献
40.
Joy Carter 《Journal of Further & Higher Education》2019,43(1):127-137
Degree Apprenticeships are fairly recent in the landscape of UK Higher Education. As is often the case with initiatives that try to build bridges between the world of work and the world of university education, there is suspicion that in such relationships higher education becomes servant to the needs of business and industry. Alternatively, Degree Apprenticeships perhaps offer a way for Higher Education to add value to the students’ working life. In our paper we try to argue for ways in which the value of the University-side of the provision within Degree Apprenticeships might reflect something of the value of the common good, and of the value of the joy of learning. Leaning on the venerable history of the triangle in the Western philosophical canon, and in Plato in particular, we demonstrate ways in which Degree Apprenticeships and Plato’s famous example of education as the journey to and from the cave can be brought together. In passing, we are claiming that Higher Education in all its forms would do well not to lose sight of its responsibilities to education as a servant of the common good, and above all, to the joy of learning. 相似文献