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This research focuses on the impact of the context of Covid-19 on the role of the SENCo in English schools. The SENCo's role is a contested field; however, the current Special Educational Needs Code of Practice identifies 11 key areas of SENCos' work. A widely distributed survey was used to access the voice of SENCos across the country, and received 26 responses. Data were analysed using a realistic evaluation framework to identify the impact of Covid-19 on the work of the SENCo. The research indicated that practice in this context had changed in some key areas, and also identified three new aspects of the SENCo role. These point to the need to revise policy and guidance relating to the SENCo being part of the senior leadership team, providing emotional support for adults, and engaging in practical pedagogical activities. 相似文献
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Richard Lesh James A. Middleton Elizabeth Caylor Shweta Gupta 《Educational Studies in Mathematics》2008,68(2):113-130
In this information age, the capacity to perceive structure in data, model that structure, and make decisions regarding its
implications is rapidly becoming the most important of the quantitative literacy skills. We build on Kaput’s belief in a Science
of Need to motivate and direct the development of tasks and tools for engaging students in reasoning about data. A Science
of Need embodies the utility value of mathematics, and engages students in seeing the importance of mathematics in both their
current and their future lives. An extended example of the design of tasks that require students to generate, test, and revise
models of complex data is used to illustrate the ways in which attention to the contributions of students can aid in the development
of both useful and theoretically coherent models of mathematical understanding by researchers. Tools such as Fathom are shown
as democratizing agents in making data modeling more expressive and intimate, aiding in the development of deeper and more
applicable mathematical understanding.
相似文献
James A. MiddletonEmail: |
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Robert J. Schinke Thierry Middleton Brennan Petersen Sanfu Kao Deborah Lefebvre Bahaa Habra 《Quest (Human Kinetics)》2019,71(2):163-174
ABSTRACTThere are varied approaches that have been used in sport for development (SFD) projects. This article is focused on the move by sport and exercise psychology researchers toward community-based SFD projects where marginalized groups are centralized. The authors have chosen two of their projects to exemplify different approaches to SFD. An initial project with an Aboriginal community is critically examined to reveal cultural missteps that perpetuated cultural colonization–something antithetical to community capacity building. The second project is then considered because of its closer alignment with cultural praxis and community capacity building. This second project focuses on the initial developments of a YMCA physical activity project designed to meet the needs of forced immigrants (a self-titled name developed by the refugee community members) and the staff who work with them. We culminate with five postulates proposed for SFD project teams derived from our vantage in sport and exercise psychology, where community engagement and eventual self-governance are imperatives. 相似文献
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Paul Berry Peter Mathams Beulah Middleton 《International Journal of Disability, Development & Education》1977,24(3):156-164
The study reports the analysis of a mother/child interaction sequence. Its focus is on the mother's teaching strategies. The child was presented with two tasks. The first task was new and not previously experienced by the child; the second task was one that had been experienced. The mother's teaching of the tasks was videotaped and analysed. The material was analysed according to ‘on task’ behaviours. The results indicated that:
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(a) both the mother and child were able to maintain a continuous communication sequence;
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(b) the mother structured both tasks, but structured the new task more, and allowed some flexibility in the old task;
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(c) the language used by the mother was ‘restricted';
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(d) in responding to her child's behaviour, the mother made more use of verbal cues and used fewer non‐verbal cues
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The gown and the korowai: Māori doctoral students and the spatial organisation of academic knowledge
This paper draws on 38 student interviews carried out in the course of the team research project ‘Teaching and Learning in the Supervision of Māori Doctoral Students’. Māori doctoral thesis work takes place in the intersections between the Māori (tribal) world of identifications and obligations, the organisational and epistemological configurations of academia and the bureaucratic requirements of funding or employing bureaucracies. To explore how students accommodate cultural, academic and bureaucratic demands, we develop analytical tools combining three intellectual traditions: Māori educational theory, Bernstein’s sociology of the academy and Lefebvre’s conceptual trilogy of perceived, conceived and lived space. The paper falls into six parts. Section 1 is an overview of the research and is followed in Section 2 by identification of intersecting ‘locations’ in which Māori students’ theses are produced. In Section 3, Henri Lefebvre’s spatial analysis highlights connections between students’ multiple allegiances and affinities. Drawing on Bernstein, Section 4 relates the theses to the organisation of ‘Western’ academic disciplines. Section 5 addresses students’ cultural locations beyond the reach of ‘Western’ disciplines. We conclude with implications for supervision. 相似文献
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Jacob Middleton 《History of education》2013,42(2):253-275
Corporal punishment was an important part of the educational experience of many children educated during the nineteenth and twentieth centuries. It has often been assumed that it was an uncontroversial and widely accepted means of maintaining school discipline. This article questions these assumptions, using autobiographical accounts produced by individuals educated between 1890 and 1940. Working from common themes in these accounts, it presents a reconstruction of how corporal punishment was viewed by the child. Whilst educationists of the period encouraged the sparing and impartial exercise of school discipline, the accounts demonstrate how, in practice, the use of corporal punishment was often seen as arbitrary or unjust. Corporal punishment was, as a result, to become a major source of tension between pupils and teachers within the early twentieth‐century school. 相似文献