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This paper explores the changing terrain of disability support policy in Australia. Drawing on a critical disability framework of policy sociology, the paper considers the policy problem of access to education for people with disabilities under recent reform by means of the National Disability Insurance Scheme (NDIS), which commenced full roll-out across the country from July 2016. The paper reviews NDIS reports, legislation and associated literature to consider how eligibility to scheme participation and education services are shaped, and how education is positioned in the development and implementation of the NDIS. The analysis highlights tensions that exist for people with disabilities and their families who both access the scheme and who might draw on its provision to support their education, because of the way the policy is oriented towards pathological categorisation, standardised outcomes and service delineation rather than integrated support and informed involvement. The paper concludes by arguing that despite the policy priority across Organisation for Economic Co-operation and Development countries of increasing lifelong learning opportunities, fragmented NDIS policy in Australia prevents people with disabilities from achieving this ideal. 相似文献
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Teacher competency frameworks comprise a number of competencies that enable a teacher to develop effective teaching practices. However, their conception, value, use and recognition vary widely. Equally, assessment and measurement of such competencies differ across contexts. More recently, a body of research has emerged which focuses the lens of teacher preparation on the inclusion of high leverage practices. The focus of this study is to report a synthesis of the literature pertaining to the ‘core competencies’ and ‘high leverage practices’ selected for inclusion in teacher preparation. A systematic review of the literature was conducted in order to synthesis available evidence. Results are presented in two sections; competency-based approaches; and high leverage practice approaches in teacher preparation. Findings are discussed from the perspective of epistemological and methodological questions emerging from the research and the implications for teacher preparation. 相似文献
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Alvarez Adam Farinde-Wu Abiola Delale-O’Connor Lori Murray Ira E. 《The Urban Review》2020,52(5):880-903
The Urban Review - Research stresses a need for more contextually nuanced urban teacher preparation programs that explore racially oppressive structures in society. This article presents a case... 相似文献
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Karen L. Jones Peter Tymms David Kemethofer Joe O’Hara Gerry McNamara Stephan Huber 《牛津教育评论》2017,43(6):805-822
It has been widely documented that accountability systems, including school inspections, bring with them unintended side effects. These unintended effects are often negative and have the potential to undo the intended positive effects. However the empirical evidence is limited. Through a European comparative study we have had the rare opportunity to collect empirical evidence and study the effects (both intended and unintended) of school inspections (a key system of accountability) in a systematic way, across seven countries. We present the findings of the unintended effects in this paper. Survey self-report responses from school principals in each country, with differing school inspection systems, are analysed to measure the prevalence of these unintended effects and to investigate the part played by pressure to do well in inspections. A key finding is that increasing pressure in school inspection systems is associated with the undesired effect of the narrowing and refocusing of the curriculum and instructional strategies. We also show that a proportion of school principals admit to misrepresenting the school in data sent to the inspectorate and show evidence for formalisation/proceduralisation (excessive focus on records) and ossification (fear of experimentation in teaching), although these factors are less related to changes in pressure. 相似文献
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Babak Abedin Farhad Daneshgar John D’Ambra 《Education and Information Technologies》2011,16(3):227-244
By the proliferation of online courses, the social dimension of computer supported collaborative learning (CSCL) is becoming
more important than before. Research shows that communicative behavior adaptation to the computer medium is a critical issue
in CSCL social relationship development. Two dominant theories in the CSCL field, social information processing theory and
adaptive structuration theory, argue that individuals do not simply receive the technology passively but they adapt their
behavior to increase benefits from the technology. This paper develops an instrument in order to operationalize the notion
of individual’s communicative behavior adaptability in CSCL. Through an exploratory factor analysis performed on a small sample
of post graduate students of an online degree in an Australian university, three factors have been unveiled: (1) individual
perception of self-representation, (2) individual perception of compatibility, and (3) individual perception of the use of
computer technology. Identification of these factors is expected to facilitate understanding of individuals’ social behaviors
in CSCL environment, which in turn will guide the design of CSCL systems. In addition, the paper examines the relationships
between the extracted factors and four environmental factors: learner’s characteristics, course characteristics, instructor
characteristics, and technology characteristics. The results show that none of these characteristics strongly affect perception
of self-representation or perception of the use of computer technology. On the other hand, a strong relationship was found
between perception of compatibility and learner’s and course characteristics. The reliability as well as validity of the study
is examined and findings are discussed. These findings will provide further insights into the design process of CSCL systems. 相似文献
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为适应城市建设和房地产行业的迅猛发展,作为园林工程技术专业(园林规划设计方向)的核心课程《园林树木学》的课程教学必须进行迅速而深刻的改革,应结合国内园林专业学生就业形势以及高职教育的本身特点,改革教学内容、更新教学方法,建立适应市场需要的人才培养新模式,采用多元化考核评定方式,以培养有人才市场、有竞争优势、服务于园林建设行业的专业人才。 相似文献
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