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441.
The future of educational provision for pupils with special educational needs can be seen to be central to educational debate across Europe and the USA. Legislation from many countries has focused upon the means by which the achievement of a more inclusive education system can be achieved. This article suggests that whilst the socio‐political and moral arguments for inclusion have been well established, insufficient attention has been given to the development of an understanding of classroom practices which are conducive to creating an inclusive education system. The moral imperative for inclusion is clear and few teachers would deny that a move towards a more equitable education system should be regarded as a priority. Yet, moves towards the achievement of greater inclusion have been slow. Existing research has demonstrated that under some circumstances inclusion can be efficacious, yet many teachers remain uncertain with regard to its implementation in their schools. This article argues that there is a need to move forward from debating the justification of inclusion and to shift efforts in the direction of an analysis of effective classroom practice to meet the needs of those pupils who are currently presenting the greatest challenges to teachers. 相似文献
442.
Koo HP Rose A El-Khorazaty MN Yao Q Jenkins RR Anderson KM Davis M Walker LR 《Sex education》2011,11(1):27-46
US adolescents initiate sex at increasingly younger ages, yet few pregnancy prevention interventions for children as young as 10-12 years old have been evaluated. Sixteen Washington, DC schools were randomly assigned to intervention versus control conditions. Beginning in 2001/02 with fifth-grade students and continuing during the sixth grade, students completed pre-intervention and post-intervention surveys each school year. Each year, the intervention included 10-13 classroom sessions related to delaying sexual initiation. Linear hierarchical models compared outcome changes between intervention and control groups by gender over time. Results show the intervention significantly decreased a rise over time in the anticipation of having sex in the next 12 months among intervention boys versus control boys, but it had no other outcome effects. Among girls, the intervention had no significant outcome effects. One exception is that for both genders, compared with control students, intervention students increased their pubertal knowledge. In conclusion, a school-based curriculum to delay sexual involvement among fifth-grade and sixth-grade high-risk youths had limited impact. Additional research is necessary to outline effective interventions, and more intensive, comprehensive interventions may be required to counteract adverse circumstances in students' lives and pervasive influences toward early sex.ClinicalTrials. gov identifier: NCT00341471. 相似文献
443.
Rose M. Marra Fran Arbaugh John Lannin Sandra Abell Mark Ehlert Rena Smith Dominike Merle-Johnson Meredith Park Rogers 《International Journal of Science and Mathematics Education》2011,9(4):793-816
Given the large investment in teacher professional development (PD), further understanding of the factors that impact PD success
is needed. In a previous study, the authors established a framework for categorizing PD projects using the notion of orientations.
A PD orientation is comprised of project characteristics that drive the PD design and implementation for that project. In
this study, we applied this orientation framework to 14 science and mathematics PD projects and examined the relationship
between projects of differing orientations and PD outcomes (e.g. perceived improvement in teaching practices). The results
provide support for the value of the framework and demonstrate that PD projects with different orientations exhibit differing
participant outcomes. This study also provides evidence of the value of this research framework for understanding how PD implementation
characteristics are related to PD outcomes, as well as points to the value of a “balanced” orientation where both content
and pedagogy are addressed in equal parts. 相似文献
444.
In this study, we use a mixed-method systematic literature review of articles that include African American counselor education doctoral student participants in the research. From this corpus of inquiry, we provide an opportunity for counselor education researchers to lead the way with inclusive scholarship and the use of strengths-based frameworks. We examine how to conceptualize research particularly for African American doctoral student participants and offer suggestions on how to write the discussion and implication sections in a way to promote innovation and excellence. 相似文献
445.
Rose Zhang 《英语沙龙》2014,(1):64-64
正这些可爱的线偶出自北京服装学院工科院系学生之手,其中还有位男生。谁说编织只属于女生,谁说编织只是限于爱好!那些在静谧的时光中一针一线的穿插,是放松,也是一种创作。你想编 相似文献
446.
447.
Lisa M. Hagermoser Sanetti Sandra M. Chafouleas Lindsay M. Fallon Rose Jaffrey 《Journal of educational and psychological consultation》2014,24(3):239-260
Performance feedback (PF) is an empirically supported method of increasing teachers' treatment adherence. In the evaluations of PF to date, however, PF was delivered by someone external to the school. The primary purpose of this case study was to provide an exploratory evaluation of the effectiveness and feasibility of PF when delivered by a school-based consultant to teachers implementing a classwide behavioral intervention. Teacher treatment adherence and student outcomes were also evaluated. Results indicate that overall, (a) teachers demonstrated moderate-to-high, but variable, levels of treatment adherence; (b) when teachers demonstrated lower levels of treatment adherence, the school-based consultant implemented PF with high adherence for 5 weeks, after which adherence varied; and (c) student outcomes improved. 相似文献
448.
449.
AbstractThe practice of exercise has shown to be beneficial to quality of life of individuals with HIV/AIDS. Thus, the present study analysed the effects of a combined exercise training in persons living with HIV/AIDS. Ten participants participated in the present study. The following variables were analysed: viral load and cell counts for TCD4+/TCD8; maximal oxygen consumption (VO2max); total mass, absolute fat mass, relative fat mass, absolute lean mass, relative lean mass and body mass index; fasting glycaemia, fasting insulinaemia, homeostatic model assessment (HOMA) index (insulin resistance – homeostatic model assessment (IR-HOMA)); total cholesterol, triglycerides, high-density lipoprotein (HDL), very low-density lipoprotein (VLDL), low-density lipoprotein (LDL); superoxide dismutase, catalase, glutathione peroxidase activities; thiobarbituric acid reactive substances. The combined exercise training consisted of resistance exercises plus aerobic training (60 min · session?1, three times per week, during 20 weeks). The number of TCD4+ cells, absolute lean mass and relative lean mass, muscle strength for the 45° leg press, seated row and triceps extension, HDL-c levels as well as VO2max increased post-training. The activity of superoxide dismutase, catalase, glutathione peroxidase enzymes and thiobarbituric acid reactive substances levels were diminished post-training. Finally, it can be concluded that combined exercise training is able to change positively several variables related to health of individuals with HIV/AIDS, mainly the immune system as well as antioxidant mechanisms re-establishment. 相似文献
450.
Alister Jones Cathy Buntting Rose Hipkins Anne McKim Lindsey Conner Kathy Saunders 《Research in Science Education》2012,42(4):687-708
Futures thinking involves a structured exploration into how society and its physical and cultural environment could be shaped in the future. In science education, an exploration of socio-scientific issues offers significant scope for including such futures thinking. Arguments for doing so include increasing student engagement, developing students?? values discourse, fostering students?? analytical and critical thinking skills, and empowering individuals and communities to envisage, value, and work towards alternative futures. This paper develops a conceptual framework to support teachers?? planning and students?? futures thinking in the context of socio-scientific issues. The key components of the framework include understanding the current situation, analysing relevant trends, identifying drivers, exploring possible and probable futures, and selecting preferable futures. Each component is explored at a personal, local, national, and global level. The framework was implemented and evaluated in three classrooms across Years 4?C12 (8 to 16-year olds) and findings suggest it has the potential to support teachers in designing engaging science programmes in which futures thinking skills can be developed. 相似文献