British Journal of Special Education最新文献

{"title":"School teachers' knowledge and perceptions of inclusive education in Fiji","authors":"Jonathan Chitiyo,&nbsp;Victor Alasa","doi":"10.1111/1467-8578.12483","DOIUrl":"10.1111/1467-8578.12483","url":null,"abstract":"<p>This study examines teachers' level of knowledge of inclusive education as well as their perceptions of the practice. Participants were a sample of 162 teachers in Fiji. Results indicate that the participants demonstrated professional knowledge of inclusive education, with a good understanding of inclusive education as indicated by their high level of understanding of the important processes involved in its implementation. Significant relationships were found between the demographic variables of school level, years of work experience and participants' knowledge of inclusive education. These findings offer valuable insights into the status of inclusive education in Fiji. Recommendations and implications for practice and future research are provided.</p>","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135590600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Politics page","authors":"John Perry","doi":"10.1111/1467-8578.12475","DOIUrl":"https://doi.org/10.1111/1467-8578.12475","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50143809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Special educational and additional learning needs. An essential guide By J. Wearmouth, London: Sage Publications. 2022. pp. 280. £24.99 (pbk). ISBN: 9781529712049","authors":"Paul Drury","doi":"10.1111/1467-8578.12478","DOIUrl":"https://doi.org/10.1111/1467-8578.12478","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50143810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Special educational and additional learning needs. An essential guide By J. Wearmouth, London: Sage Publications. 2022. pp. 280. £24.99 (pbk). ISBN: 9781529712049","authors":"Emily Patterson","doi":"10.1111/1467-8578.12479","DOIUrl":"https://doi.org/10.1111/1467-8578.12479","url":null,"abstract":"","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":1.3,"publicationDate":"2023-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50143517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Empirical Study on Autonomous Learning of Non-English Majors","authors":"Chunhua Chen, Xingyu Ma","doi":"10.37745/bje.2013/vol11n1394100","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n1394100","url":null,"abstract":"Firstly, this study is to obtain the first-hand information of non-English major college students' autonomous learning in the process of foreign language learning through questionnaire survey. Secondly, through the analysis of the collected data, find out the students' performance in eight aspects of independent learning, and compare their slightly strong and slightly weak items. The results of the study put forward feasible suggestions and elucidate the implications for English teaching, and provide a practical basis for the subsequent research on autonomous learning.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135487299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Influence of the Use of E-Learning Technologies on the Learning of Business Education Courses as Perceived by Business Education Students in South-South, Nigeria","authors":"Akpomedaye Emehi, Basil O. Nwosu","doi":"10.37745/bje.2013/vol11n124460","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n124460","url":null,"abstract":"The study was carried out to determine perceived influence of the use of e-learning technologies on the learning of Business Education courses in Public Universities in South-South, Nigeria. The study was guided by two research questions and two null hypotheses. The study adopted descriptive survey research design. The population of the study is eight hundred and seventy-nine final year students in public universities in South-South, Nigeria. The sample of size of 275 Business Education students, through Yaro Yamane formula was studied. Structured questionnaire containing 25 item entitled “Perceived influence of the use of e-learning technologies on the learning of Business Education courses” were used for data collection. The instrument was validated by three (3) experts. The Cronbach Alpha Reliability coefficient was 0.97 and 0.91. 275 copies of instrument were distributed; 250 copies were successfully retrieved from students. Mean (X) and Standard Deviation (SD) were used in analyzing the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistical tool. The findings showed that the use of digital library, video conference and Google search engine have positive influence on the learning of Business Education in Public Universities in South-South, Nigeria. The hypotheses tested showed there is no significant difference between the opinion of students in Federal and State Universities perceived influence of digital library in learning of Business Education courses, there is no significant difference in the mean ratings of male and female Business Education students on the perceived influence of the use of video conferencing in learning of Business Education courses, Nigeria and there is no significant difference in the mean ratings of Business Education Students in Federal and State Universities on the perceived influence of the use of Google Search Engine in learning of business education courses in public universities based on school ownership. Based on the findings of the study, it was concluded that, the use of digital camera, digital library, video conferencing and Google search engine are believed to have influence on the learning of Business Education courses in public universities in South-South, Nigeria. The study recommended among others that management of public universities in South-South zone of Nigeria should endeavour to adequately provide e-learning technologies identified in order to sustain e-learning in learning of business education courses. The educational implication is that the e-learning technologies for teaching and learning of Business Education courses influence teaching and learning of Business Education courses. Training and re-training of lecturers in the utilization of e-learning technologies should be adopted, because it will improve lecturers’ skills in business education courses and also help students to learn better and faster in the classroom.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135486675","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Strategies for Effective Utilization of Hybrid Approaches for Improve Instruction in Office Technology and Management (OTM) In Public Tertiary Institutions in South East, Nigeria","authors":"B. O. Nwosu, Ugwu Jerry Agha","doi":"10.37745/bje.2013/vol11n127490","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n127490","url":null,"abstract":"This study was carried out to investigate strategies for effective utilization of hybrid instructional approaches in Office Technology and Management (OTM) in public tertiary institutions in South East, Nigeria. The study answered two (2) research questions which were raised based on two (2) variables. Two null hypotheses were tested at 0.05level of significance. The study adopted descriptive survey research design and the study area was South East geo-political zone of Nigeria. The population of the study consisted of two hundred and sixty-eight (268) business educators employed under Business Education Department of public tertiary institutions in South-East Geopolitical zone, Nigeria. The instrument for data collection was a structured questionnaire titled “Strategies for effective utilization of hybrid instructional approaches in office technology and management questionnaire (SEUHIAOTMQ)” with 18 items. The instrument was validated by three experts, two in business education and one in science education. Reliability of the instrument was determined through pilot test using Cronbach Alpha Reliability Statistical Tool. The analysis yielded a reliability coefficient of 0.85. Mean and standard deviation were used to answer the research questions while independent t-test was used to test the hypotheses at 0.05 level of significance. The result of the analysis revealed that utilization of flipped model and rotational teaching strategies can enhance effective teaching of Office Technology and Management (OTM) in public tertiary institutions. The study also revealed that gender and years of experiences did not affect the opinion of business educators’ opinion on strategies for effective utilization of hybrid or blended instructional approaches in Office Technology and Management (OTM) in public tertiary institutions in South East, Nigeria. The implication of the findings was that that every business educator should attend regular in-service education so as to keep abreast of current and future innovations in teaching. Based on the findings, it was recommended, among others, that management of public tertiary institutions in South East, Nigeria should from time to time train business educators on emerging technologies which can be adopted for hybrid instructional approaches in public tertiary institutions.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135486792","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teaching English Intensively by NESTs in the Saudi EFL Setting: Status and Implications","authors":"Khaloufah Al-Shehri","doi":"10.37745/bje.2013/vol11n121443","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n121443","url":null,"abstract":"Intensive EFL programs become the current mainstream in the Saudi educational system in most undergraduate tracks. They are aimed at compensating students’ previous lack of exposure to English. These programs are chiefly staffed by NESTs. The policy makers believe that native-English instruction is an ideal teaching model that can offer authentic English in the EFL classrooms. There is, however, a dearth of the conducted research studies that examine such a trend. This paper endeavors to assess NESTs’ teaching performance based on a list of teaching competencies at Jeddah's intensive English program. The data are qualitatively collected via an observation checklist of seven NESTs. The main findings reveal that NESTs significantly perform high in almost 60% of these competencies. Also, there are no significant differences between the median ranks of NESTs in all the teaching competencies according to these variables: nationality, experience and qualification. This paper recommends that the ideal EFL instruction requires NESTs to be aquatinted with a wide range of technical, contextual and cultural competencies along with their nativeness.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135486797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Corroborating Magnusson’s PCK Model for Teaching Genetics at The Ghanaian Senior High School Level","authors":"Dennis Wilmot, Kofi Acheaw Owusu, Ezekiel Akotuko Ayimbila","doi":"10.37745/bje.2013/vol11n135781","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n135781","url":null,"abstract":"Confirmatory factor analysis was conducted on survey data from 149 Senior High School biology teachers in Ghana to validate Magnusson's framework of pedagogical content knowledge (PCK) in science teaching. The questionnaire aligned with Magnusson's conceptualization of PCK, encompassing components like teaching orientations, knowledge of students' understanding, instructional strategies, assessment, and science curriculum within genetics. The results affirmed the integrative model of PCK, indicating strong interactions among its components. While the transformative model also showed relevance, its imposition led to a notable decrease in goodness of fit. This underscores the applicability of Magnusson's integrated PCK model for understanding Ghanaian SHS teachers' PCK in genetics instruction. The findings emphasize the importance of integrated training in knowledge domains like assessment, instruction, curriculum, and understanding to foster effective teaching.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135487300","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating on How Maasai Parents’ Experiences on Secondary Education Influence Their Provision of Teaching and Learning Resources to Their Children in Longido and Monduli Districts-Tanzania","authors":"Patrick N. Olemong’I, Ladislaus Semali, Eugene Lyamtane","doi":"10.37745/bje.2013/vol11n132548","DOIUrl":"https://doi.org/10.37745/bje.2013/vol11n132548","url":null,"abstract":"This study investigates the engagement of Maasai parents in providing teaching and learning resources to facilitate formal education in the Longido and Monduli districts. Guided by the participatory model of development, which emphasizes collaboration and open communication channels among stakeholders, the study adopts a phenomenological research design, aligning with qualitative research principles. This approach enables the exploration of Maasai parents' lived experiences of formal education within the context of their culture. The study focuses on Maasai parents in the two districts, employing a purposive sampling technique to select a sample of 72 parents. Twelve focused group discussions were conducted, with six groups from Longido and six from Monduli. Additionally, snowball sampling was utilized to identify and include 10 Maasai traditional leaders from both districts. Data collection involved the use of an interview guide, and the collected data were transcribed and analyzed to identify emerging themes, which were supported by verbatim quotations. The findings of the study indicate a gradual shift in Maasai parents' attitudes towards formal education. In recent years, there has been an increased awareness among Maasai parents regarding the importance of formal education. The provision of school necessities for their children is comparatively satisfactory, and there is a willingness to utilize household resources to support their children's education. Moreover, the study reveals a fair degree of gender sensitivity among Maasai parents in resource provision. Despite the challenges of poverty, cultural constraints, and a harsh environment, Maasai parents are cognizant of their responsibility to meet their children's educational needs. Based on the study's conclusions, it is recommended that the central government, local government authorities, education stakeholders, and the general public continue to sensitize Maasai parents about the significance of active participation in their children's education. By doing so, it is anticipated that the quality of education offered in Maasai schools can be enhanced.","PeriodicalId":46054,"journal":{"name":"British Journal of Special Education","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135487124","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}