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1.
An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive. 相似文献
2.
Geoff Berry 《Asia-Pacific Journal of Teacher Education》1994,22(2):177-188
Community school personnel in Papua New Guinea are expected to undertake an increasingly complex leadership role in making education more relevant to the needs of the community, yet current administrative training does not acknowledge this leadership perspective. In the light of this changing role, the current model for the in‐service development of community school leaders in Papua New Guinea appears limited theoretically. This is because existing programmes are inadequate epistemologically and do not fully equip community school leaders with the knowledge required to cope with educational change. Existing programmes are based on a technical rationality which serves bureaucratic purposes rather than contributing to teacher empowerment and organisational reward. A new approach is required which recognises the increasing complexities of community school leadership and which links leadership training with the process of professional development. 相似文献
3.
Andrew Noyes Geoff Wake Pat Drake 《International Journal of Science and Mathematics Education》2011,9(2):483-501
This paper explores the potential impact of a national pilot initiative in England aimed at increasing and widening participation
in advanced mathematical study through the creation of a new qualification for 16- to 18-year-olds. This proposed qualification
pathway—Use of Mathematics—sits in parallel with long-established, traditional advanced level qualifications, what we call ‘traditional Mathematics’ herein. Traditional Mathematics is typically required for entry to mathematically demanding undergraduate programmes. The structure, pedagogy and assessment
of Use of Mathematics is designed to better prepare students in the application of mathematics, and its development has surfaced some of the tensions
between academic/pure and vocational/applied mathematics. Here, we explore what Use of Mathematics offers, but we also consider some of the objections to its introduction in order to explore aspects of the knowledge politics
of mathematics education. Our evaluation of this curriculum innovation raises important issues for the mathematics education
community as countries seek to increase the numbers of people that are well prepared to apply mathematics in science and technology-based
higher education courses and work places. 相似文献
4.
5.
Amanda Clacy Natassia Goode Rachael Sharman Geoff P. Lovell Paul M. Salmon 《Journal of sports sciences》2017,35(22):2232-2239
Broader contextual factors that influence concussion management have tended to be overlooked. To address this, the present study used a sociotechnical systems approach to identify perceived responsibilities and applied strategies for three domains of concussion management (i.e., prevention, identification and treatment). Participants were 118 members of the community rugby union system in Australia (69.2% male). Participants from throughout the rugby system (e.g., players, parents, coaches, club management) were asked open-ended questions about their perceived responsibilities and the strategies they use for concussion management. It was found that (a) proper training, technique correction and education were recurrent prevention themes; (b) the majority of key stakeholders felt that they could consistently identify concussion; however, medical aids (medics) were the only system actors who stated a responsibility to use standardised concussion assessment measures and (c) less than one third of the respondents indicated their involvement in treating concussion. This study identifies specific junctures in the system that prevents effective concussion management strategies. A sociotechnical systems approach improves the understanding of concussion prevention, and management beliefs and behaviours. 相似文献
6.
Bright 《体育健康知识画刊》2009,(8):94-94
要想撒欢跑.就得让双脚充分地自由伸展.现在就让我们看看”蝉影”这双透如蝉翼、轻若风影的超轻透气跑鞋。 相似文献
7.
Geoff Southworth 《Education 3-13》2013,41(2):3-6
This article argues that to base educational policy largely on the results of comparative studies which measure differences in test scores could be dangerous and may lead to unintended consequences. It is especially important to take note of the socio-cultural, political and economic differences which often have deep historic roots. In particular, the paper challenges the assumption that education has been the central determinant in the economic growth of what have become known as the ‘tiger economies’ situated around the Pacific Rim. 相似文献
8.
David Halpin Marny Dickson Sally Power Geoff Whitty Sharon Gewirtz 《Curriculum Journal》2013,24(3):197-206
The English EAZ experience illustrates the difficulties of developing an innovative, responsive and inclusive curriculum within an evaluative state characterized by high stakes testing. Consequently, while government exhortations to ‘raise standards’, ‘innovate’ and ‘promote social inclusion’ clearly serve an important rhetorical function, they may underestimate the challenges involved and overestimate the capacity of schools within disadvantaged areas to ‘make a difference’. 相似文献
9.
Clinical and diagnostic approaches to special educational needs do not translate easily into educational models. In some cases, these approaches can serve to limit understanding of children's wider needs. Children with specific speech and language difficulties (SSLD) are a case in point. Clear criteria exist for identification, but identification mechanisms may not relate to the child's wider educational needs. This paper addresses the ways that children with SSLD present in mainstream educational settings. The study aimed to identify all Year 3 children with SSLD in two English local education authorities. One hundred and thirty-three children (95 boys and 37 girls were identified). Sixty-five per cent of the children were in mainstream schools, 14.3 per cent in mainstream schools with designated units and the remainder in special schools. Half were at stage 5 of the Code of Practice, with most of the remaining participants at stage 3. Children experienced a wide range of difficulties, in addition to their primary speech and language problems. Patterns of difficulties varied across children, and associations existed between particular forms of language problems and learning and relationship problems. Professionals (teachers, educational psychologists and speech and language therapists) varied in their understanding of the children's needs. The data highlight the range and diversity of the needs of children with specific speech and language difficulties and the need for a multi-professional approach to these children. It is argued that ‘best practice’ for these children must consider the impact of speech and language problems on children's access to the curriculum and their social and behavioural needs. Narrow diagnostic models do not provide the appropriate information to inform educational practice and support inclusive policies. 相似文献
10.