Aspiring to include versus implicit ‘othering’: teachers' perceptions of inclusive education in Wales

Wales, one of the four nations of the UK, is currently undergoing major education system-level reform. From the curriculum, through to a new additional learning needs (ALN) system, there is a renewed focus on inclusive education. Research has shown the importance of teachers' attitudes towards inclusion in creating inclusive learning environments. This research study is based on data from a survey of teachers in Wales (n = 253) exploring their perceptions of inclusive education. Thematic analysis of open-text responses revealed that while teachers were able to articulate the ‘ideal’ of inclusion, these positive ideals were often caveated by both implicit othering of learners with ALN and by the explicit limitations of behaviour, training, and finance and resources. This article critically evaluates the implications of teacher perceptions of inclusive education in Wales, suggesting that without a change in teacher attitudes, the vision of an inclusive education system may be compromised.     

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis

This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.     

Factors that influence teachers learning to do interviews to understand students' mathematical understandings

Understanding students' understanding of mathematical ideas can inform mathematics teaching, and task-based interviews are one way in which teachers can learn more about their students' understandings. The CIME project was designed to empower mathematics teachers to use interviews to understand their students' mathematical understandings as well as to prepare teachers to use technology-intensive curricula. This study examined the influences on three high school mathematics teachers as they learned to use task-based interviews to understand students' mathematical understandings. The areas of teacher knowledge and conceptions that influenced the teachers we studied were: teachers' mathematical understandings and knowledge of technology and the perceived importance of curriculum topics; teachers' views of knowing mathematics; teachers' perceptions of students' characteristics and needs; and teachers' perceptions of interviewing and the role of questioning in interviews. This revised version was published online in August 2006 with corrections to the Cover Date.     

Semantic networking: The new kid on the block

This article briefly describes the SemNet? software and some of its uses as an educational and research tool, with emphasis on the similarities and differences between concept mapping and semantic networking. A semantic network captures (in part) each concept's position in psychological space, identifying both the other concepts to which it is connected and the nature of the links that bind them. Computer-based semantic networks differ from paper-and-pencil maps in that they are n-dimensional; each concept can be linked to many other concepts; relations are bidirectional; representations can include images, text, and sound; and nets can be very large. Disadvantages of SemNet? networks include (a) the difficulties in obtaining a clear overview and (b) the homogeneous nature of the representations, in which all links look alike. Advantages include the ability to integrate ideas across a large knowledge base, the ease and rapidity of net creation, the ease with which elements (concepts, relations, or propositions) can be found within nets, and the utility of nets as self-study tools. Concept mapping and semantic networking are complementary strategies that can be used effectively in tandem to help students learn, to help teachers teach, and to support cognitive research.     

Governance in Higher Education Corporations: A Consideration of the Constitution Created by the 1992 Act

This article argues that the constitutions of higher education corporations created by the 1992 Further and Higher Education Act are flawed. It argues that the constitutions were created with insufficient regard both for precedents for the creation of universities and also for emerging problems and principles of corporate governance. This resulted in a model of governance which maximised the role of the vice–chancellor or chief executive and 'independent members' of governing bodies, limited the participation of staff and students, and allocated a restricted role to academic boards. This article examines a number of the problems arising from inadequacies in governance in a number of post–1992 universities and their similarity with problems arising in further education colleges who shared common governance arrangements from the 1992 Act. This article compares these problems with governance problems in Australian universities and concludes that there is a need to reform the governance arrangements created by the 1992 Act.     

English Language Learners and Learning Disabilities: Research Agenda and Implications for Practice

Although little is known about learning disabilities (LDs) in English language learners (ELLs), there is a substantial knowledge base about the identification, assessment, and intervention of and for LDs in monolingual native English‐speaking students. Building on this knowledge, participants at an October 2003 National Symposium on Learning Disabilities in English Language Learners were asked to suggest research questions, priorities, and suggestions on how to build the necessary infrastructure to address critical research needs. In the discussions that took place, important themes emerged: (1) identification and assessment of LD and/or reading disabilities (RD) in ELLs (ELL/Ds), (2) understanding of the language and literacy developmental trajectories of ELLs, (3) understanding of the individual and contextual factors affecting outcomes, (4) the intersection of all of these areas with neurobiology, and (5) developing and testing the effectiveness of interventions for learning disabilities in ELL/Ds. These themes, and the research agenda that was forged around them, are presented. In addition, the practice implications of this agenda are presented, along with some suggestions for current practice while we await future research findings.