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排序方式： 共有766条查询结果，搜索用时 15 毫秒
671.
Graeme Douglas Mike McLinden Christopher Robertson Joseph Travers Emma Smith 《International Journal of Disability, Development & Education》2016,63(1):98-121
The assessment of educational progress and outcomes of pupils is important to all concerned with education. This includes testing which is undertaken for accountability and award bearing purposes. This article examines how students with special educational needs and disability (SEND) are included in assessment. An “inclusive assessment” framework is outlined based around three core features: (1) all students are included and benefit from assessment; (2) assessments are accessible and appropriate for the diverse range of children in the education system; and (3) the full breadth of the curriculum is assessed (including curriculum areas of particular relevance to students with SEND). Assessment policies and practice in three countries (England, Ireland and the US) are drawn upon to demonstrate how the framework usefully enables between-country comparisons and within-country analysis. This analysis shows that in comparison to Ireland, the US and England have highly developed system-based approaches to assessment which seek to “include all” (feature 1) and be “accessible and appropriate” (feature 2). However, the analysis highlights that a consequence of such assessment approaches is the narrowing of the curriculum around topics that are assessed (most notably literacy and mathematics). Such approaches therefore may be at the expense of wider curriculum areas that have value for all students, but often of particular value for those with SEND (feature 3). It is argued that within such systems there may be a danger of neglecting the third feature of the inclusive assessment framework, i.e. ensuring that the full breadth of the curriculum is assessed. A consequence of such an omission could be a failure to assess and celebrate progress in relation to educational outcomes that are relevant to a diverse range of students. 相似文献
672.
This article highlights the changing role of special educational needs co‐ordinators (SENCos) in England. SENCos are now required to manage change strategically and deliver inclusive school cultures. A school‐based evaluative study undertaken by a teacher who is studying for the postgraduate National Award for SEN Co‐ordination (NASENCO) for SENCos is featured within the article to illustrate the principles and techniques associated with strategic change management. The study is framed by a commentary that also includes references to more critical treatments of the shift towards quantified performance assessment, monitoring and management (of pupils, teachers and schools) which has been read as a displacement of professional judgement‐based teaching practice. 相似文献
673.
This paper explores the contribution that action learning can make to the formation of social capital via experiences of action learning projects in NHS Pathology Services in the UK. The paper describes the development of action learning practice in recent years, reviews the notion of social capital and considers how action learning might contribute to its formation. A case study of action learning in the development of a locally unified pathology service is used to illustrate the processes by which actions and learnings may be transferred and extended from sets to contribute to organisational learning in wider systems and networks. 相似文献
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This article discusses concepts of variability and suggests a possible alternative measure that appears to support some students’ intuition. 相似文献
678.
Mike Perry 《Teaching Statistics》2005,27(3):72-75
This article discusses concepts of unfairness in allocations of objects (coins) to positions (students) and introduces possible measures for unfairness based on intuition. 相似文献
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680.
Silvia Gabrielli Yvonne Rogers Mike Scaife 《Education and Information Technologies》2000,5(4):251-262
Virtual Reality (VR) technology seems to offer the opportunity of designing 3D worlds and navigation activities which provide settings that are close to children's everyday experiences, capitalising on their enthusiasm for videogame-like technologies.This paper describes how different types of exploration of a VR scene by 6[emsp4 ]y-old children affected their performance in a series of spatial tasks. Individual children explored a desktop virtual world where we varied both the visual perspective on the VR scene (route vs. survey view) and the level of exploration control (active vs. passive movement). We measured children's knowledge of the spatial layout of the environment through their memory of objects' location in the virtual scene and through the analysis of their wayfinding abilities within the scene.The results indicate that children were able to develop and display different levels of allocentric knowledge about the virtual world depending on the way they had familiarized with it and on the characteristics of the task demands. This finding contributes to inform the design of VR technologies aimed at supporting or evaluating spatial abilities in children of this age. 相似文献