1,721,019 research outputs found
Inclusive practices
No full text[Extract] From what you've read up to this point in the book, you will have come to realise that inclusive teaching involves the adoption by the teacher of early childhood educator of a positive attitude toward inclusion and the applications of effective teaching practices. Taken together, these are the foundations of responsive teaching. This chapter develops several of the ideas that were introduced by David Evans in Chapter 4 and provides additional building blocks to help you identify and address students' learning needs
Home, school and community relationships
No full textThis chapter will focus on the development of inclusive relationships between homes, schools and communities. Collaboration, team work and good communication have long been recognised as important qualities for teachers and a characteristic of high performing schools. We know that when teachers collaborate and solve problems, they develop new knowledge together that can lead to curriculum reform and transformation of teaching for social change. More recently, schools are described as communities made up of teachers, students, parents, specialist and support staff that are embedded within the culture of the people in the neighbourhood. Business groups and community organisations are often involved in various ways in the life of the school to provide direct support to the students and parents, and to benefit the greater community as a whole. Shared decision making involving members of the school community can empower and transform students’ lives. Communities that value and respect members and provide a safe learning environment for everyone to express their views, build awareness and develop capabilities together are more likely to be inclusive
Early and middle years of schooling
No full textArts, Education & Law Group, School of Education and Professional StudiesNo Full Tex
Early and middle years of schooling
No full textFrom P-12, students move through a series of developmental phases: early childhood, middle childhood, early adolescence, and late adolescence/young adulthood. This chapter focuses on inclusion for students at the phase of early adolescence because significant education changes have occurred recently in schools catering for those students. Early adolescent education takes place in the middle years of schooling, usually Years 6-9. For the purpose of this chapter, 'students with special support needs' refers to young adolescents who, in earlier times, were excluded from regular or general classrooms and sent to separate and specialist schools, centres and units.\ud
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In this chapter you will learn about:\ud
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- recent reforms in the middle years of schooling.\ud
- how inclusion for young adolescents may be more challenging than inclusion for other phases of learning.\ud
- how small middle school communities promote inclusion for young adolescents.\ud
- strategies teachers can use to build and maintain community in middle schools.\ud
- factors that influence the success of middle years teachers working with young adolescents in inclusive schools. \ud
- practical measures teachers can take, in light of these factors, to promote the success of inclusion. \ud
- whether inclusive teaching in middle schools is generic or young adolescent-specific.\ud
- the different responses to inclusion by young adolescents, how teachers can identify those responses and what they can do to ensure they are
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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