Delving deeper into the black box: formative assessment,inclusion and learners on the autism spectrum

This paper explores the implementation of formative assessment through the ‘autism lens’ in order to analyse why the process can be exclusionary for some learners on the autism spectrum. The central thesis of the paper is that, where teachers have no understanding of the autism learning style, they are likely to revert to a normative, ‘majoritarian’ construction of learning. Two problems may flow from this. First, majoritarian assumptions about learning could dominate the inferential process that is the foundation stone of formative assessment. This could lead teachers to mis-read what is going on inside the heads of learners on the autism spectrum, and cause them to make partial and inaccurate inferences about their learning. Second, majoritarian assumptions may also inform the interactive process that underpins formative assessment. Social interaction can be challenging for learners on the autism spectrum and can limit or exclude their participation unless sensitive modifications are made to the social and communication environment. The case is, therefore, made for teacher awareness of a ‘minoritarian’ perspective that foregrounds knowledge and understanding of the autism learning style. Arguably, this knowledge and understanding could enable teachers to adapt the formative assessment process so that it is more effective and inclusive for this group of learners.     

Start talking and stop misbehaving

Abstract

School exclusions remain at a high level in the UK. Exclusions are the result of the interaction of complex factors, and schools are not equipped to tackle disaffection and disruptive behaviour on their own. The article describes the evaluation of a multidisciplinary home and school support project in a city borough. The project provides early intervention for primary school children at risk of developing serious emotional and behavioural problems and of subsequent exclusion. To this end the project works with children, parents/carers and schools in a holistic manner. The project also aims to improve home-school relationships, increase teacher understanding and integrate professional practice. Both mainstream and special settings have found the project to be of value.     

Latin American immigrant women and intergenerational sex education

People of Latin American descent make up the largest and fastest-growing minority group in the USA. Rates of pregnancy, childbirth, and sexually transmitted infections among people of Latin American descent are higher than among other ethnic groups. This paper builds on research that suggests that among families of Latin American descent, mothers have a particularly strong influence on the sexual attitudes and behaviours of their children, yet that parents of Latin American descent communicate less with their children about sex than parents of other ethnic groups. It examines the messages about sex women received as children in their countries of origin, and how these messages and their views of the USA influence the sexual education women provide for their children. On the basis of data from focus groups, we suggest that, in spite of the persistence of sexual silence, some women's self-reflective analyses of their own sexual education as well as their views of the USA as a sexually more open society contribute to their views of silence as dangerous and trigger more open communication with sons and daughters. Mothers hope to break the cycle of unwanted pregnancy by speaking with daughters about the consequences of menstruation and with sons about contraception.     

温湿度自动检定系统的应用与改进研究

介绍了温湿度检定系统的工作原理与应用方法,指出了当前工作中的不足,提出了检定系统的改进方案。针对具体问题,充分运用计算机技术,以vb编程语言为基础,利用当前设备中现有的RS232和RS485串行接口,并采用USB摄像头图像采集技术,由计算机按照检定规程实时采集温湿度数据和控制检定过程,完成了温湿度检定系统的自动化改造。同时,针对改造后应用过程中的问题,提出了进一步的改进思路和方法。本次改造充分利用了当前设备的功能和接口,以及市场上廉价的普通USB摄像头,实现了检定过程的自动化,节省了大量的人力、提高了工作效率和检定精度,具有一定的推广价值。     

国有资产学提高实验教学质量刍议

国有资产学的跨学科属性,决定了国有资产学教学方法的多样性。现阶段国有资产学实验教学重理论验证、轻逻辑演绎,重实验形式,轻内在要求,对提升国有资产学教学质量并无显著促进作用。为提高国有资产学实验教学质量,规制国有资产学实验教学过程中出现的问题,国有资产学实验教学应实现理论探讨与实验教学的无缝衔接,强化使用具有基础性实验功能的系统动力学软件,加强实验课程教学的全程监督管理,突出强调实验教学后期的经验总结。     

浅谈高职护理实验教学中沟通能力的培养

现代医学模式要求护理人员不仅要有扎实的理论知识基础、熟练的护理技能,还要具备良好的人际交往与沟通技巧;在护理实验教学中,使护生认识到与患者沟通的重要性,运用多种教学方式,培养护生基本的沟通技巧,为以后的临床工作打下了良好的基础。     

基于PIC单片机的电力线载波系统的探讨

随着电力线载波技术的不断发展,该技术已经得到广泛应用。尤其是国家电网的不断升级、改造,为电力线载波通信提供了重要的契机。提出一种基于PIC单片机的简单的电力线载波系统,通过PIC单片机实现数据的生成和接口电路。该系统适用于本地的数据传输。如本地自动抄表系统、消防安全报警系统等。     

论中西方跨文化交流困境的原因

造成中西方跨文化交流困境的原因在于:根深蒂固的意识形态"成见"使跨文化交流出现对立;"前理解"对概念的不同阐释使跨文化交流缺少对话的空间;话语"不平等"使跨文化"对话"变成强势话语的"独霸天下"。     

试论媒介融合趋势下新闻传播人才的培养改革

不断演进的媒介大融合发展趋势,对新闻传播人才在角色、技能、知识等方面提出了新的诉求。新形势下新闻传播人才培养,需要业界和学界共同关注、联手行动,高校应瞄准业界人才需求,围绕专业设置、课程体系、教学环节、师资建设等方面,进一步加大对新闻传播人才培养的改革力度,提高人才的业界适应度。     

提问交互模型（QICT）教学应用方法的实践研究

提问交互模型（QICT）是异步在线交流环境中促进学生批判性思维的有效工具,其教学应用方法结合了脚手架的思想和异步在线交流的特点．将整个批判性思维的教学过程分为预备、教师引导、学习伙伴引导和自我引导四个阶段。研究结合“传播学”课程教学．以课程网站的论坛为异步在线交流平台,运用实验研究法、问誊调查法和内容分析法对QICT模型的教学应用方法进行了实践研究。研究发现．QICT模型的教学应用方法对学生批判性思维具有促进作用．证明该方法对批判性思维教学具有积极影响。同时还发现,教师引导阶段对后续学习伙伴引导阶段和自我引导阶段起到良好的示范作用．地位至关重要。