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Australasian Journal of Special and Inclusive Education最新文献

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JSI volume 42 issue 1 Cover and Back matter JSI第42卷第1期封面和封底
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2018-07-01 DOI: 10.1017/jsi.2018.11
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引用次数: 0
JSI volume 42 issue 1 Cover and Front matter JSI第42卷第1期封面和封面问题
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2018-07-01 DOI: 10.1017/jsi.2018.10
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引用次数: 0
Bridging the Research-to-Practice Gap: Implementing the Research-to-Practice Model 弥合研究到实践的差距:实施研究到实践的模式
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2018-05-24 DOI: 10.1017/jsi.2018.9
Christine Grima-Farrell
{"title":"Bridging the Research-to-Practice Gap: Implementing the Research-to-Practice Model","authors":"Christine Grima-Farrell","doi":"10.1017/jsi.2018.9","DOIUrl":"https://doi.org/10.1017/jsi.2018.9","url":null,"abstract":"In recent years, researchers have worked closely with parents, teachers, other school staff, and external stakeholders to increase knowledge on ways to effectively teach children and adolescents with disabilities in mainstream school settings. State, national, and global directives have encouraged the implementation of research-based practices and contributed to advocacy efforts for students with and without disabilities. In a longitudinal comparative case study, Grima-Farrell (2017) responded to these movements by striving to enhance teacher knowledge on how to effectively implement and sustain the use of validated teaching approaches to maximise the student engagement and success of all students. This paper specifically reports on the school-based efforts of 6 experienced teachers as they strive to implement research-based practices to respond to the diverse needs of their students. Results are presented using the research-to-practice model (Grima-Farrell, 2017) as a conceptual framework for guiding instructional decision-making through the implementation and sustained use of validated educational research approaches.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"416 1","pages":"82 - 91"},"PeriodicalIF":0.7,"publicationDate":"2018-05-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84898337","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}
引用次数: 2
Vale Professor Simon H. Haskell AM, 1928–2018 淡水河谷教授西蒙·h·哈斯克尔，1928-2018
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2018-05-23 DOI: 10.1017/JSI.2018.8
M. Steer
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引用次数: 0
Leadership, Inclusion, and Quality Education for All 领导、包容和全民优质教育
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2018-05-21 DOI: 10.1017/jsi.2018.5
S. Carter, Lindy Abawi
{"title":"Leadership, Inclusion, and Quality Education for All","authors":"S. Carter, Lindy Abawi","doi":"10.1017/jsi.2018.5","DOIUrl":"https://doi.org/10.1017/jsi.2018.5","url":null,"abstract":"The purpose of this research was to investigate leadership facilitating effective inclusive school practices. Data were collected from leaders at a complex multicultural school perceived by the system and local community as an inclusive school with a focus on quality education. A qualitative case study was used and data were collected over a 6-month period of immersion at the research site. Data included semistructured interviews with the head of special education and the school principal, observations of dialogical and behavioural data described within the lead researcher's reflective journal, and the documented operational structure of the school. The findings include insights into what the principal and head of special education believed inclusion to be, and how these leaders worked with staff to embed inclusive practices. The conclusion drawn from the study is that school leadership for inclusion involves making hard decisions. It is a complex and multifaceted act requiring consciously targeted effort, advocacy, and particular ways of leading. Inclusive practices need reinforcing by frequently articulated expectations, support, and acknowledgement that for all stakeholders inclusion is a constant journey toward a shared vision.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"20 1","pages":"49 - 64"},"PeriodicalIF":0.7,"publicationDate":"2018-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82319567","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}
引用次数: 33
Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform 领导有效的全纳学校:准备和改革的考虑
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2018-05-21 DOI: 10.1017/jsi.2018.6
Bonnie Billingsley, David E. DeMatthews, Kaylan Connally, J. McLeskey
{"title":"Leadership for Effective Inclusive Schools: Considerations for Preparation and Reform","authors":"Bonnie Billingsley, David E. DeMatthews, Kaylan Connally, J. McLeskey","doi":"10.1017/jsi.2018.6","DOIUrl":"https://doi.org/10.1017/jsi.2018.6","url":null,"abstract":"School leadership is critical to provide students with disabilities with opportunities to learn in inclusive schools. We summarise research about inclusive leadership, outlining factors that promoted and impeded inclusive schools in the United States. Next, we provide an example of a national collaboration between the Council of Chief State School Officers (CCSSO) and the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center that linked the Professional Standards for Educational Leaders (PSEL; National Policy Board for Educational Administration, 2015) to a supplemental guidance document, titled PSEL 2015 and Promoting Principal Leadership for the Success of Students With Disabilities. The latter illustrates what effective inclusive school leadership means for each of the 10 PSEL standards, and provides recommendations for improving leadership preparation and policy, including licensure. We also consider possible implications of this work for those in other countries, emphasising the need for widely understood and shared leadership practices and the need to link such practices to initial and ongoing leadership development.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"81 1","pages":"65 - 81"},"PeriodicalIF":0.7,"publicationDate":"2018-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74782643","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}
引用次数: 29
Canadian Preservice Teacher Views of Inclusive Physical Education 加拿大职前教师对全纳体育的看法
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2018-04-30 DOI: 10.1017/jsi.2018.4
Brent Bradford, T. Loreman
{"title":"Canadian Preservice Teacher Views of Inclusive Physical Education","authors":"Brent Bradford, T. Loreman","doi":"10.1017/jsi.2018.4","DOIUrl":"https://doi.org/10.1017/jsi.2018.4","url":null,"abstract":"In this paper, we explored various aspects of Canadian preservice elementary school teacher views about inclusive physical education. Based on prior work by Loreman (2014) that broadly examined preservice teacher views on inclusive education, in this study we looked specifically at inclusive physical education using a different sample of participants in the same program. Preservice teachers were asked a series of open-ended questions relating to their understandings, feelings of teaching self-efficacy, attitudes, and concerns relating to inclusive physical education in elementary school. Their responses reflected a strong focus on ability diversity (e.g., disability) and indicated that inclusive physical education means that all students should be part of the learning environment or that some should be excluded in roughly equal proportion. Depending on the curricular dimension, their self-perceived levels of preparedness ranged from low to high. The participants also presented a strong case for the necessity of resources available for the teaching of inclusive physical education.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"111 1","pages":"30 - 48"},"PeriodicalIF":0.7,"publicationDate":"2018-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72932497","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}
引用次数: 1
Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings 在包容性环境中，利用教师准备中的高杠杆实践减少研究与实践之间的差距
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2018-04-26 DOI: 10.1017/jsi.2018.3
J. McLeskey, Bonnie Billingsley, D. Ziegler
{"title":"Using High-Leverage Practices in Teacher Preparation to Reduce the Research-to-Practice Gap in Inclusive Settings","authors":"J. McLeskey, Bonnie Billingsley, D. Ziegler","doi":"10.1017/jsi.2018.3","DOIUrl":"https://doi.org/10.1017/jsi.2018.3","url":null,"abstract":"Although researchers have developed evidence-based practices and identified other effective practices that show promise for improving outcomes for students with disabilities, these practices are all too frequently not used in inclusive classrooms. Some have posited that this research-to-practice gap may result because teachers lack confidence in these practices and do not find them feasible for use in their classrooms. More recently, researchers have begun to examine whether teacher education may contribute to this research-to-practice gap. We contend that teacher preparation is an important contributor to the research-to-practice gap, and discuss how teacher preparation might be changed to better prepare teachers to use effective practices in inclusive classrooms. Primary changes that are needed include identifying a set of high-leverage practices that serve as the core curriculum of teacher education and using a practice-based approach to systematically prepare future teachers to use these practices.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"53 1","pages":"3 - 16"},"PeriodicalIF":0.7,"publicationDate":"2018-04-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85200307","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}
引用次数: 13
(Re)-Defining ‘Teacher’: Preservice Teachers with Disabilities in Canadian Teacher Education Programs (重新)-定义“教师”:加拿大教师教育计划中的残疾职前教师
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2018-04-18 DOI: 10.1017/jsi.2018.2
Alina Wilson, Laura Sokal, Deb Woloshyn
{"title":"(Re)-Defining ‘Teacher’: Preservice Teachers with Disabilities in Canadian Teacher Education Programs","authors":"Alina Wilson, Laura Sokal, Deb Woloshyn","doi":"10.1017/jsi.2018.2","DOIUrl":"https://doi.org/10.1017/jsi.2018.2","url":null,"abstract":"Directors of Student Teaching from the Western Canadian provinces participated in focus groups about the realities and decision-making processes around practicum for preservice teachers with disabilities. Results showed current standards, when applied rigidly, served to reify a static, homogenous, and unrealistic definition of ‘teacher’ that marginalises preservice teachers with disabilities. However, the effort of directors to challenge this notion of ‘teacher’, framed within the constructionist model of disability, gives hope for a more inclusive future teaching force.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"55 1","pages":"17 - 29"},"PeriodicalIF":0.7,"publicationDate":"2018-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78786382","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}
引用次数: 6
Transition Planning Processes for Young People Serving Custodial Sentences in New South Wales, Australia 澳大利亚新南威尔士州服刑青年的过渡规划程序
IF 0.7
Australasian Journal of Special and Inclusive Education Pub Date : 2018-03-25 DOI: 10.1017/jsi.2018.1
Therese M. Cumming, I. Strnadová, S. O’Neill
{"title":"Transition Planning Processes for Young People Serving Custodial Sentences in New South Wales, Australia","authors":"Therese M. Cumming, I. Strnadová, S. O’Neill","doi":"10.1017/jsi.2018.1","DOIUrl":"https://doi.org/10.1017/jsi.2018.1","url":null,"abstract":"The aim of the study was to identify transition planning processes as reported by participants for school-aged youth serving custodial sentences in New South Wales (NSW), Australia, and to establish the extent to which these reflect current evidence or research-based transition practices reported in the literature. The authors used inductive content analysis methodology to analyse interviews with 44 staff members from the education and juvenile justice systems in NSW. The findings of the study indicate that although a number of evidence/research-based practices are being used, there are some that still need to be implemented. Specifically, there is a need for more involvement of the families of incarcerated youth and support for the self-determination of the young people in custody.","PeriodicalId":53789,"journal":{"name":"Australasian Journal of Special and Inclusive Education","volume":"80 1","pages":"93 - 110"},"PeriodicalIF":0.7,"publicationDate":"2018-03-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84194191","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}
引用次数: 6
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