A Little Learning is a Dangerous Thing: Factors Influencing the Increased Identification of Special Educational Needs from the Perspective of Education Policy-makers and School Practitioners

This article considers the increased identification of special educational needs in Australia’s largest education system from the perspectives of senior public servants, regional directors, principals, school counsellors, classroom teachers, support class teachers, learning support teachers, and teaching assistants (n = 30). While their perceptions of an increase generally align with the story told by official statistics, participants’ narratives reveal that school-based identification of special educational needs is neither art nor science. This research finds that rather than an objective indication of the number and nature of children with special educational needs, official statistics may be more appropriately viewed as a product of funding eligibility and the assumptions of the adults who teach, refer, and assess children who experience difficulties in school and with learning.     

Toward a Globally Sensitive Definition of Inclusive Education Based in Social Justice

While many policies, pieces of legislation and educational discourse focus on the concept of inclusion, or inclusive education, the field of education as a whole lacks a clear, precise and comprehensive definition that is both globally sensitive and based in social justice. Even international efforts including the UN Convention on the Rights of Persons with Disabilities and the Education for All action merely reproduce efforts in the West, especially those of the United States and the United Kingdom. The current article proposes a definition for inclusive education that is both globally sensitive and centred around social justice for individuals with exceptionalities.     

马克思公民观的二维透视及其当代价值

马克思公民观是对资本主义传统公民观的扬弃。首先,马克思认为资本主义宣扬的"自由、平等"的公民观,具有鲜明的资本主义的阶级虚伪性与历史局限性。其次,资本主义公民观存在明显的理论与现实语境的缺陷。为此,马克思对这种公民观进行了充分的批判,建构出以社会人载体形式存在为内涵的公民观。     

Factors affecting successful reintegration

This study explores the perspectives of education practitioners towards the process of reintegrating pupils (many of whom display social, emotional and behavioural difficulties), from a pupil referral unit (PRU) to mainstream educational provision in a rural bilingual Welsh authority, and examines the barriers and facilitators they identified as evident within their individual schools and catchment area served with regards to reintegrating and including pupils. The study locates the process within a specific geographical context and discusses whether there are specific reintegration barriers and facilitators inherent within the setting. Patterns of pupil referral and reintegration between the PRU and mainstream schools were examined and analysed from “pupil tracking data” which tracked pupils throughout an academic year from their arrival at the PRU before the perspectives of education practitioners towards potential reintegration barriers and facilitators were gathered through an initial expert sample and a second landscape sample postal questionnaire. Interviews were subsequently conducted with respondents from Primary, Secondary and PRU settings to drill down into the influence of specific barriers and facilitators identified earlier. This study suggests that although generic reintegration barriers and facilitators may be evident within all settings, there were specific factors inherent within this geographical context identified by education practitioners, which acted in the most part as barriers to successful reintegration and inclusion.     

E-government research in the United States

The purpose of this exploratory study is to review scholarly publications and assess egovernment research efforts as a field of study specific to the United States e-government environment. Study results reveal that researchers who focus on the U.S. e-government environment assess specific e-government topics at the federal, state, and local levels; however, there are gaps in the research efforts by topic areas and across different levels of government, which indicate opportunities for future areas of research. Results also find that a multitude of methodology approaches are used to assess e-government. Issues, however, exist that include lack of or weak presentations of methodologies in publications, few studies include multi-method evaluation approaches for data collection and analysis efforts, and few studies take a theory-based approach to understanding the U.S. e-government environment.     

Guided reading: young pupils' perspectives on classroom practice

Guided reading is widely perceived to be tricky in English primary schools; prior research has found difficulties with teacher interpretation and implementation. The study reported here suggests that to understand the problems associated with it we should also take into account pupils' perspectives on their guided reading lessons. In this case, the pupils were 4–7 years old. The special challenges of accessing young pupil perspectives were addressed through co‐authored drawings, a type of graphic elicitation. The drawings, together with other collected data, generated insights into pupil perceptions of literacy practices, of the role of friends and ability grouping in learning to read, and of their teachers' organisational challenges. A socio‐cultural analysis of these data indicates that these pupils were sensitive to the social and cultural contexts of their guided reading lessons. It may be that precise official advice for guided reading in England, originating in the National Literacy Strategy documents in 1999 and the Primary National Strategy documents in 2003 and 2008, has been insufficiently sensitive to the complex teaching and learning contexts of guided reading and that this discrepancy has contributed to the identified difficulties. The paper concludes that some rethinking of the literacy practice of guided reading would be valuable.     

Mobile learning and the socio-materiality of classroom practices

The use of socio-material perspectives as a perspective for understanding new technologies in education has experienced a resurgence. At the same time, mobile learning as a concept is growing fast. This paper takes up the notion of mobile learning and classroom practices from a socio-material perspective, and looks at what socio-materiality has to offer for the understanding of mobile learning and classroom practices.     

沧州市农村小学生体质健康的调查分析及应对策略

小学生的体质健康水平已成为国家、社会、学校和家庭关注的重点内容.小学生正处在快速生长和发育时期,健康的身体对未来生活和工作至关重要,而现实的情况是小学生的体质在逐年下滑.对沧州市农村小学生体质健康情况进行调查和数据分析,为科学开展农村小学体育运动及提高小学生身体健康提供有益指导.     

“巴黎手稿”中劳动概念的三重视域

在马克思所著的“巴黎手稿”中,劳动无疑是一个重要论题。要完整理解手稿离不开对劳动概念的系统解读。从总体上说,手稿的劳动概念有三重视域：经济学的、哲学的、共产主义的。可以说,手稿的劳动概念经历了哲学视域的自由自觉的劳动对经济学视域生产劳动（异化劳动）的否定再到共产主义视域对异化劳动的积极扬弃的否定之否定过程;奠基于“劳动”概念的“巴黎手稿”在对近代西方形而上学、国民经济学和空想社会主义批判过程中表征了马克思主义的真正诞生地和秘密。     

Managing mandated educational change

This paper explores teachers' perspectives on the management of mandated educational change in order to understand how it may be managed more effectively. A case study of teachers' responses to the introduction of a quality teaching initiative in two New South Wales schools found that while some teachers described the strong negative impact of this externally initiated approach, others had taken charge of the required change and worked creatively with it. This suggests that it is possible for mandated change to be managed in positive ways, and an alternative approach is explored. Implications for governments, schools and teachers are discussed.