Spaces of inclusion: investigating place,positioning and perspective in educational settings through photo-elicitation

This paper presents findings from a collaborative research study which sought to explore perspectives and understandings of the concept of inclusion, as played out in schools and colleges in northwest England, via the use of images. The research had two parts: in the first part, children and young people took photographs in their school setting that they felt represented inclusion or exclusion, offering an explanation for their choice. Some of these photographs and the accompanying comments were anonymised and formed the second part of the research that sought the viewpoints and perspectives of student-teachers, serving teachers, teaching assistants and academics via seminars and workshops. It is the responses received in the seminars and workshops that form the focus of this paper. Four images and a range of responses to them have been selected for discussion and are framed within three key inter-related themes of place, positioning and perspective. Such an analysis is made to consider how self-positioning might inform diverse interpretations of the cultural construction and visual representation of inclusion and exclusion.     

Who am I? 52 Tuesdays,intimacy and the search for an authentic life

Recent research shows that young people list media entertainment as one of the sources where they find information about what they really want to know about sex and what is not taught through the school curriculum – namely, relationships and eroticism. This paper addresses the potential role that may be played by small independent alternative feature films such as 52 Tuesdays in the sexual education of young people. While 52 Tuesdays’ purpose was never explicitly pedagogic, the subject matter – family relationships, sexual experimentation, sexual identity and agency, and transgender experience – situates it firmly within the concerns of contemporary young people.     

鬼屋

无论你何时醒来总有一扇门关着。一对幽灵般的夫妇手牵着手,从一间屋子走到另外一间,一会儿把东西提起来,一会儿又把它们打开,不停地确定。“现在我们离开它了。”她说。他又补充道, “噢,但它还在这儿!”“它在楼上,”她嘟哝着。“也在花园里。”他悄声说。“安静,”他们说,“否则就惊醒他们了。”但不是你弄醒我们的。哦,不是。“他们正在找他;他们正在拉上窗帘,”一个可能说,然后继续看上一两页。“现在他们已经找到它了,”一个将很肯定,     

Identifying and predicting classes of response to explicit phonological spelling instruction during independent composing

After explicit spelling instruction, low achieving second grade spellers increased the number of correctly spelled words during composing but differed in response trajectories. Class 1 (low initial and slow growth) had the lowest initial performance and improved at a relatively slow rate. Class 2 (high initial and fast growth) started higher than Class 1 but below Class 3 and improved at the fastest rate. Class 3 (highest initial but slow growth) had the highest initial performance but improved at a rate similar to Class 1. Class 3 differed from Classes 1 and 2 on orthographic coding. Classes 1, 2, and 3 differed on rapid automatic naming (RAN letters). Spelling instruction plus supplementary activities to improve orthographic coding in working memory and rapid, automatic coordination of phonological and orthographic codes may facilitate transfer of spelling learned during instruction to applying that spelling knowledge during independent composing.     

Ethical reasoning and mental health services with deaf clients

Ethical problems encountered by mental health practitioners working with deaf clients are often complex and involve issues not fully addressed in professional codes of ethics. A principles-based ethical reasoning process can assist in resolving many of these ethical concerns. Principles such as beneficence, nonmaleficence, autonomy, fairness, integrity, and respect are found in the ethical codes of many disciplines; these can also create a common language or reference point when professionals from different fields attempt to deal with shared problems. This article discusses some applications of these principles in working with deaf individuals and proposes an ethical decision-making process that can provide a framework for ethical reasoning in thinking through complex problems.     

Evaluation of a Teaching Kit for Family and Consumer Science Classrooms: Motivating Students To Use a Food Thermometer with Small Cuts Of Meat

ABSTRACT: The U.S. Dept. of Agriculture recommends use of food thermometers to safely cook small cuts of meat, yet most consumers do not use them. Consumers lack knowledge about how and why to use food thermometers with small cuts of meat. Opportunities exist for family and consumer science classes to provide education about thermometers to adolescents, who may disseminate this information to parents. The most successful nutrition programs are based on behavior-change theories compared with standard interventions. A teaching kit for high school students was developed, based on the Health Belief and Transtheoretical Models, covering the "how's" and "why's" of using food thermometers. After participating in the lessons, students' knowledge about the reasons for using a thermometer and their self-confidence in using thermometers increased. In addition, students were more ready to use a thermometer with small cuts of meat after completing the intervention.     

Participation and language learning in bilingual classrooms in Chaco (Argentina) / Participación y aprendizaje de lenguas en las aulas bilingües del Chaco (Argentina)

This paper analyses the possibilities for participation and bilingual learning of Wichi children in Chaco (Argentina) in the contexts in which they are currently educated. From a theoretical and methodological approach that links language learning and participation in social and historically located events, two learning environments are discussed: (i) with two teachers (a teacher fluent only in Spanish and a bilingual assistant); and (ii) a bilingual teacher. The data analysis reveals that in type (i) environments the common participation formats, as well as the method in which the semiotic resources at stake are managed, limit the possibilities of bilingual learning in Wichi pupils. However, the more open and flexible interaction formats in type (ii) environments, as well as the activation of bilingual speaking modes, promote spontaneous and guided participation by pupils, therefore offering a greater potential for bilingual learning. Both cases reflect the place that languages and speakers hold in classrooms.