The international journal on school disaffection最新文献_第2页

Mediated disaffection and reconfigured subjectivities: The impact of a vocational learning environment on the re-engagement of 14–16-year-olds 中介不满与主体性重构:职业学习环境对14 - 16岁青少年再投入的影响

The international journal on school disaffection Pub Date : 2015-11-01 DOI: 10.18546/IJSD.11.2.03

D. Allan

引用次数: 4

Bangladeshi teachers' perceptions about student behavior in primary schools 孟加拉国教师对小学生行为的看法

The international journal on school disaffection Pub Date : 2014-01-01 DOI: 10.18546/IJSD.11.1.04

Saiful Malak, Joanne Deppeler, U. Sharma

引用次数: 6

Oral language competence and the transition to school: socio-economic and behavioural factors that influence academic and social success 口语能力和向学校的过渡:影响学业和社会成功的社会经济和行为因素

The international journal on school disaffection Pub Date : 2014-01-01 DOI: 10.18546/IJSD.11.1.01

P. Snow

引用次数: 11

How is behaviour policy in Scotland made, and what does this mean for the policy that ensues? 苏格兰的行为政策是如何制定的，这对随后的政策意味着什么?

The international journal on school disaffection Pub Date : 2014-01-01 DOI: 10.18546/IJSD.11.1.03

G. Macleod

引用次数: 2

Customization in Schooling Markets: The Relationship between Curriculum and Pedagogy in a "Pop-Up" Learning Project, and the Epistemic Opportunities Afforded by Students' Interests and Backgrounds. 教育市场中的定制化:“弹出式”学习项目中课程与教学法的关系，以及学生兴趣和背景所提供的认知机会。

The international journal on school disaffection Pub Date : 2013-12-01 DOI: 10.18546/IJSD.10.2.01

D. Hayes

引用次数: 7

Precarious education and the university: Navigating the silenced borders of participation 不稳定的教育与大学:探索参与的沉默边界

The international journal on school disaffection Pub Date : 2013-12-01 DOI: 10.18546/IJSD.10.2.02

V. Harwood, S. O’Shea, Jonnell Uptin, N. Humphry, L. Kervin

{"title":"Precarious education and the university: Navigating the silenced borders of participation","authors":"V. Harwood, S. O’Shea, Jonnell Uptin, N. Humphry, L. Kervin","doi":"10.18546/IJSD.10.2.02","DOIUrl":"https://doi.org/10.18546/IJSD.10.2.02","url":null,"abstract":"Access to and participation in university education is a key equity issue, with increased efforts to widen the participation of secondary school-aged students from low socio-economic status (LSES) backgrounds in many countries worldwide. In Australia, programmes aimed at widening university participation generally target LSES children and young people engaged in schooling. Access to such programmes thus demands a connection to schooling, yet not all school-age young people have such connections: they may experience what we term 'precarious' relationships to education. Without school connections, young people with precarious relationships to education have extremely limited opportunities to engage (or to imagine engaging) in higher education. This paper considers this issue from the perspectives of young people who have precarious relationships with school education. Drawing on qualitative research investigating disadvantage and university education, the paper reports on how the imagination of university education, which might be argued to be a 'silenced' border of social inclusion, is described by young people with precarious relationships to education. Drawing on Judith Butler's book Precarious Life (2004), the paper puts forward the argument that the precariousness of education is relational and that universities thus have a moral responsibility to recognize and respond to the educational precariousness of the Other.","PeriodicalId":90740,"journal":{"name":"The international journal on school disaffection","volume":"10 1","pages":"23-44"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312969","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

Scuttle the deadbeats? A higher percentage of boats will rise if there are fewer leaky boats 干掉那些游手好闲的家伙?如果漏水的船减少，船的比例就会上升

The international journal on school disaffection Pub Date : 2013-01-01 DOI: 10.18546/IJSD.10.1.01

Linda J. Graham

引用次数: 0

Discourses on Behaviour: A Role for Restorative Justice?. 行为话语:恢复性司法的角色?

The international journal on school disaffection Pub Date : 2013-01-01 DOI: 10.18546/IJSD.10.2.03

V. Harold, T. Corcoran

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引用次数: 11

Mathematics Instruction in US Psychiatric Schools for Secondary Students with Emotional/Behavioural Disorders or Learning Disabilities. 美国精神病学学校对有情绪/行为障碍或学习障碍的中学生的数学教学。

The international journal on school disaffection Pub Date : 2013-01-01 DOI: 10.18546/IJSD.10.1.04

P. Maccini, Joseph Calvin Gagnon, Candace A. Mulcahy, Kenneth Wright

{"title":"Mathematics Instruction in US Psychiatric Schools for Secondary Students with Emotional/Behavioural Disorders or Learning Disabilities.","authors":"P. Maccini, Joseph Calvin Gagnon, Candace A. Mulcahy, Kenneth Wright","doi":"10.18546/IJSD.10.1.04","DOIUrl":"https://doi.org/10.18546/IJSD.10.1.04","url":null,"abstract":"Students served in alternative and segregated settings tend to receive educational services that are not on par with their public school peers. To develop a better understanding of the problem, the authors conducted a national study of secondary psychiatric schools in the United States. Specifically, the authors administered a survey to mathematics teachers in psychiatric schools to investigate (a) student and classroom level characteristics, and (b) special education mathematics teachers’ reported use of research-supported instructional practices with students classified with a learning disability (LD) or emotional/behavioural disorder (ED). The majority of the participating teachers stated that most of their students performed below grade level in mathematics. Teachers also reported frequently using a number of research-supported practices, including components of explicit instruction, strategy instruction, real-world problem solving, and instructional adaptations. However, the respondents also indicated that they seldom or never used a number of other research-supported practices. The authors provide implications for practice and future research based on the findings.","PeriodicalId":90740,"journal":{"name":"The international journal on school disaffection","volume":"10 1","pages":"47-71"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68312730","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: 5

Racialized Subjects in a Colour Blind School. 一所色盲学校的种族化课程。

The international journal on school disaffection Pub Date : 2013-01-01 DOI: 10.18546/IJSD.10.1.05

Laila Colding Lagermann

引用次数: 5