692 research outputs found
Inclusion: Responding to diversity and ideological confusion
Full text linkThis chapter focusses on how educational systems can become inclusive and looks at the ideological shifts and policy attempts to respond to diversity amongst learners in England as part of a wider global move towards greater inclusion. Tensions that arise and lead to ideological confusion are discussed and these show that education cannot be considered without thinking about wider social systems. The overall failure of the education system to respond to diversity and meet the needs of all learners and how this marginalizes some groups is introduced. This leads onto a moral imperative to build capacity in schools and to start to redesign the system along the principles of Universal Design. The way in which schools can respond to diversity at a local level is then considered through reflecting on several research projects that encourage teachers to learn together and to solve practical problems in order to remove barriers to participation and engagement. Common themes are identified that can then support the aspirational Sustainable Development Goal 4 and the move towards full inclusion in mainstream schools by 2030
Inclusion: Responding to diversity and ideological confusion
Full text linkThis chapter focusses on how educational systems can become inclusive and looks at the ideological shifts and policy attempts to respond to diversity amongst learners in England as part of a wider global move towards greater inclusion. Tensions that arise and lead to ideological confusion are discussed and these show that education cannot be considered without thinking about wider social systems. The overall failure of the education system to respond to diversity and meet the needs of all learners and how this marginalizes some groups is introduced. This leads onto a moral imperative to build capacity in schools and to start to redesign the system along the principles of Universal Design. The way in which schools can respond to diversity at a local level is then considered through reflecting on several research projects that encourage teachers to learn together and to solve practical problems in order to remove barriers to participation and engagement. Common themes are identified that can then support the aspirational Sustainable Development Goal 4 and the move towards full inclusion in mainstream schools by 2030
Early School Leaving and Learners with Disabilities and/or Special Educational Needs: A Review of the Research Evidence Focusing on Europe
No full textThis report sets out the findings of a review of the research evidence on early school leaving (ESL) in Europe, with particular reference to young people identified as having special educational needs and/or disabilities.
The review primarily focuses on published material that directly relates to the situation in one or more European countries and that is available in English. However, there is a paucity of research that meets these criteria. European research literature has therefore been supplemented, where necessary, by literature from other parts of the world.
Download the literature review as a PDF in English below.This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Early School Leaving and Learners with Disabilities and/or Special Educational Needs: To what extent is research reflected in European Union policies?
No full textThis report summarises the key research literature on learners with special educational needs and/or disabilities with regard to the phenomenon of early school leaving (ESL). It compares its findings and implications to the positions adopted by EU policy documents. It makes recommendations on how policy-makers might tackle the issue of ESL more effectively, particularly as it impacts on learners with special educational needs and/or disabilities.
The report is based upon the findings of the report Early School Leaving and Learners with Disabilities and/or Special Educational Needs: A Review of the Research Evidence Focusing on Europe.This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein
Garry Neill Kennedy: Printed Matter / Imprimés 1971-2009, by Peter Trepanier [book review]
Full text linkThe article reviews the book "Garry Neill Kennedy: Printed Matter/Imprimés 1971-2009" by Peter Trepanier, part of the "Occasional Papers" book series.Peer reviewedreview article
The participation of women employed in traditionally male dominated occupations including plumbing: 1975–2013
No full textAuthor Garry Cruickshank investigates the gender gap in New Zealand’s plumbing profession. Having established that the proportion of female plumbers is almost unchanged since 1975, Cruickshank compares this information with data gathered from other trades and exposes the widespread nature of this trend across traditionally male dominated industries. The author reflects on what could to be done to alter this situation
Crimson clover
No full textprepared by Dr. Don Ball (Extension Agronomist/Alumni Professor, Auburn University) and Dr. Garry Lacefield (Extension Agronomist/Professor, University of Kentucky).Title from PDF front panel (viewed on February 5, 2020).Covers OCLC #1139336431, OCLC #1139347191Includes bibliographical references.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Putting clovers in grass pastures
No full textauthors: Dr. Garry Lacefield, Professor Emeritus, University of Kentucky, Dr. Don Ball, Professor Emeritus, Auburn University.Title from PDF front panel (viewed on February 5, 2020).This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references.Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Integrity in Publishing: Some Considerations for Dealing with Complaints about Author Misconduct
No full textComplaints made to editors about an author’s unethical behaviour relating to work submitted for publication or work that has already been published must be dealt with in accordance with The Committee on Publication Ethics (COPE). Despite the ramifications of breaches of ethical practice, there is little published information about how complaints relating to author misconduct are managed. This paper provides an overview of the subject and will be of interest to authors and would-be authors
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