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926.
Gary Peters 《The International Journal of Art & Design Education》2005,24(3):299-307
The aim of this article is to reconsider the (age old) problem of relating theory to practice in art education by placing it within the largely ignored context of improvisation. In so doing it is hoped that some of the well‐known ‘difficulties’ art practitioners have when confronted with the (usually mandatory) history and theory components of their programmes of study might be better understood and, perhaps, managed rather differently. 相似文献
927.
While great progress has been made by the international community to promote inclusive education for all children, regardless
of race, ethnicity, socio-economic status, gender or disability, many countries still continue to marginalize and exclude
students in educational systems across the globe. High-stakes assessments in market-driven economies have increased exclusionary
practices. Using international databases and research studies, this paper provides evidence of the poor performance of high-stakes
assessment policies, particularly in the United States. The authors analyse and compare the key assumptions and consequences
of a market-based system of education with those of a system that is based upon the principles of inclusive education through
a school-community model and examples from Europe and Latin America. These models demonstrate that the twin goals of quality
and equity can be achieved within a system that addresses educational policy and practices more broadly than market-based
reforms. Conclusions call for policy-makers to respond to the discrimination and exclusion of various populations around the
world by considering the impact of current educational models and the potential they have to support genuinely inclusive education
for everyone. 相似文献
928.
Michael J. Richardson Paul Caldarella Benjamin J. Young Ellie L. Young K. Richard Young 《Psychology in the schools》2009,46(7):605-615
The Systematic Screening for Behavior Disorders (SSBD), a screening system to identify elementary students at risk for emotional and behavioral disorders, was evaluated for use in middle and junior high schools. Teachers completed SSBD Stages One and Two on students in grades 6 to 8 who had characteristics of internalizing or externalizing disorders. Teacher, parent, and self‐rating forms of the Achenbach System of Empirically Based Assessment (ASEBA) and the Social Skills Rating System (SSRS) were also completed on 66 students nominated via the SSBD as at risk for internalizing and externalizing problems. Office discipline referrals and grade point averages, for students nominated at SSBD Stage One, were compared with nonnominated students resulting in medium to large effect sizes. Small to moderate correlations were also found between SSBD Stage Two scores and ASEBA and SSRS scores, including several from the parent and student forms. © 2009 Wiley Periodicals, Inc. 相似文献
929.
Building on previous work in the areas of resistance and discursive practice, we explore their interrelations, interactions, and possibilities for advocacy of/by and for diverse disabled students within the context of two teacher-preparation programs in the United States: Teachers College, and Michigan State University. Using these two approaches as examples, we propose a model of advocacy for teachers who have students with disabilities, as well as other diverse children and youth in their classrooms and schools. We conclude with some key recommendations for teachers to transform their practice and advocate for these students. 相似文献
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