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231.
Educationalists have been concerned with the labelling and treatment of children with mental health difficulties in the education system in England for some time. These concerns have centred on the role of policy in ‘othering’ such students as deviant learners. The unprecedented number of children suffering from mental illnesses, has forced policymakers to address children’s mental health difficulties. This has involved the identification of a sub-set of the school population experiencing ‘less-severe’ mental health issues, to be addressed through a suite of policy interventions delivered by whole-school approaches, but targeted towards children situated as mentally ‘weak’. Drawing upon a Foucauldian theory of governmentality that addresses children’s behavioural motivations, an in-depth analysis of a number of educational policy initiatives related to mental health is conducted, that it is argued are fundamentally flawed. This analysis is followed by a discussion of the performative culture of High Stakes Testing in contributing to children’s mental health difficulties. Here it is argued that a narrative of mental weakness serves to justify a neoliberal rationality towards the treatment of children for whom the performative logic assumed to motivate all learners, fails. 相似文献
232.
Nicola Carr 《Educational Media International》2016,53(2):103-117
Increasingly, school teachers are expected to be able to teach about and across cultures, as well as teach in digitally enriched classrooms. Teacher educators are expected to prepare their teaching students for such challenges. One university designed the eTutor online environment to enhance and support the development of pre-service teachers’ (PSTs) intercultural capability, as well as enhance their capability to use digital technologies in their own teaching practices. Over 450 PSTs and school students from eight schools across four countries interacted with each other online for a 14-week period. Participants posted blogs, comments, wall posts and shared images and videos centred on cultural exchange. Despite the challenges of access to technology and conflicting calendars, eTutor was seen by participating schools as a potentially useful way to engage their students in intercultural learning. The experience of interacting with children from multiple cultures in an online environment contributed positively to a shift, for the majority of PSTs, from an ethnocentric to a more ethnorelative worldview. However, PSTs found establishing relationships with students in the online environment challenging. 相似文献
233.
Moral Values and the Arts in Environmental Education: Towards an Ethics of Aesthetic Appreciation 总被引:2,自引:0,他引:2
David Carr 《Journal of Philosophy of Education》2004,38(2):221-239
There appear to be various respects in which the outdoor environment has been regarded as significant for education in general and moral education in particular. Whereas some educationalists have considered the environment to be an important site of character development, others have regarded attention to conservation and sustainable development as pressing moral educational concerns in a world of widespread human environmental abuse. The following paper argues that approaches to environmental education that proceed by way of character education or environmental ethics may yet fall short of the central goal of promoting intrinsic appreciation of nature and the outdoors, and explores an alternative strategy focused on exposure to the arts. 相似文献
234.
The Secretary's Advisory Committee on Genetic Testing (SACGT) was established by the U.S. Secretary of Health and Human Services, Donna E. Shalala, to provide a public forum for the formulation of policy advice in the complex and growing area of genetic testing. After a careful nomination and selection process, the Secretary announced the appointment of thirteen advisors to the SACGT in June 1999. The first meeting of the SACGT was held June 30, 1999. This article describes the purpose, formation, and function of the SACGT. Before addressing these questions about the role of the SACGT, we first will explain what genetic testing is, how it is currently used, and what new uses it may be put to in the future. 相似文献
235.
Collegial sharing and reflection about practice has been widely suggested as an effective form of teacher professional learning. Information and communications technology (ICT) has the potential to foster this professional learning through online community environments. Whilst the potential of self-sustaining online teacher communities to support professional learning through reflective sharing of practice is recognised, the journey to realising this potential is not straightforward. This paper identifies two key aspects of school culture that are acting as barriers on the journey—schools do not adequately value collegial reflective sharing of practice, and classroom teachers do not use online communications tools as an integral part of their professional practices. The paper suggests a framework for maximising participation in online teacher communities. 相似文献
236.
Raulie Lo Craig Locatis Eldon Ullmer Victor Carr Richard Banvard Quang Le Matthew Williamson Michael Ackerman 《Educational technology research and development : ETR & D》1992,40(2):69-76
AuthorBase, a working prototype database of authoring system software, was developed as part of a study of authoring software
conducted by the National Library of Medicine. In this article, the authors discuss development issues ranging from the scope
of the database to what information to document. The prototype demonstrates that records of reasonable integrity can be derived
from vendor-supplied information. However, users should understand that the database is only a starting point in searching
for authoring software and a resource for becoming generally familiar with the technology. 相似文献
237.
Whilst there is general agreement that primary teachers have a rather limited understanding of science, as Symington and Mackay
(Note 1) have shown there is no universally accepted view amongst teacher educators in Victoria about the steps that need
to be taken to improve their subject matter competence in science. This paper addresses the issue by taking a topic which
is widely included in primary science programs, namely floating and sinking, and asking what knowledge primary teachers should
have to enable them to handle the topic in a primary classroom in a way consistent with constructivist ideas. The paper will
also address the issue of how that knowledge could be assessed.
Specializations: learning theories, history and philosophy of science, chemical education.
Specialization: primary school science. 相似文献
238.
Robin P. Goin‐Kochel Barbara J. Myers Dawn R. Hendricks Staci E. Carr Shirley B. Wiley 《International Journal of Disability, Development & Education》2007,54(2):151-175
Archival data from a private day‐school offering early intensive behavioural intervention based on the principles of applied behaviour analysis to preschoolers with autism (N = 29) were analysed longitudinally. Teacher reports on the Assessment of Basic Language and Learning Skills (ABLLS) were available up to 4 times and on the Vineland Adaptive Behavior Scales—Classroom Edition (VABS‐CE), at 2 time points. Parent reports on the Autism Treatment Evaluation Checklist (ATEC) were available at 2 time points. All assessments occurred approximately at 6‐month intervals. Children showed statistically significant progress across all skill domains on the ABLLS and on selected subscales and the composite scales of the VABS‐CE and ATEC. Gains were substantial for some children and minor for others. When divided into performance‐based groups, both higher‐performing and lower‐performing groups showed improvement over time, with greater improvement for the higher‐performing group. Nine of 16 children who had been discharged from the programme entered inclusive kindergarten or first‐grade classrooms with an aide. Seven discharged children entered special education classrooms. No child progressed to the point that special education services were not needed. Findings are discussed relevant to the extant literature on early intensive behavioural intervention outcomes among young children with autism. 相似文献
239.
OBJECTIVE: This study aimed to evaluate the effectiveness of a school based safety skills program--The Stay Safe Programme--in facilitating the disclosure of sexual abuse among sexually victimized children and adolescents in Dublin. METHOD: A Cohort of 145 children who had participated in the Stay Safe Programme prior to their referral to a sexual abuse assessment unit were compared with a cohort of 443 children who had not participated in the prevention program on a range of disclosure related variables abstracted from case notes. RESULTS: More Stay Safe participants, particularly female adolescents, made disclosures of suspected sexual abuse than non-participants. A higher rate of initial disclosure to teachers was made by Stay Safe participants and more teachers in schools participating in the Stay Safe Programme initiated referrals for evaluation of suspected child sexual abuse. Following assessment a higher rate of confirmed abuse occurred among Stay Safe participants and for these confirmed cases more Stay Safe participants made purposeful disclosures and in significantly more cases referral was due to the child telling someone about the abuse. These differences in disclosure between program participants and non-participants were unrelated to demographic factors or characteristics of the abuse. CONCLUSIONS: The Stay Safe Programme was an effective secondary prevention intervention deserving widespread implementation. 相似文献
240.
Gender,student perceptions,institutional commitments and academic dishonesty: who reports in academic dishonesty cases? 总被引:1,自引:0,他引:1
Christopher A. Simon Jim R. Carr Sesi M. Mccullough Sally J. Morgan Ted Oleson Maggie Ressel 《Assessment & Evaluation in Higher Education》2004,29(1):75-90
The academic dishonesty literature generally focuses on the causes of academic dishonesty, and outlines deterrence strategies, as well as the punishment methods used in formal sanction. Student self-monitoring techniques are becoming a more visible alternative that places greater emphasis on proactive prevention methods as opposed to reactive punishment policies. Increasing the formal level of student responsibility in deterring academic dishonesty assumes that students will actively monitor the behavior of their classmates. Our findings indicate that student perceptions of campus climate and gender differences are important factors when explaining student reporting of suspected academic dishonesty and may illustrate important prerequisite conditions that must exist prior to the establish of a successful student self-monitoring programme. 相似文献