Inclusive education practices call for the diverse and individual needs of all students to be met satisfactorily. The needs and experiences of artistically talented students in Australian visual art classrooms are currently unknown. This study addresses this gap in research through an inquiry into the experiences of artistically talented students and their teachers in visual art classrooms, by examining the accounts of a group of students and teachers at one high school in South East Queensland. This study is significant as it provides teachers, parents and others involved in the education of artistically talented students with additional means to plan and cater for the educational needs of artistically talented students. Teacher and student accounts of the visual art classroom in this study indicated that identification processes for artistically talented students are unclear and contradictory. Furthermore, teacher and student accounts of their experiences presented a wide variety of conceptions of the visual art classroom and point towards an individualised approach to learning for artistically talented students. This study also discovered a mismatch between assessment practices in the subject visual art and assessment of art in the ‘real world’. Specifically, this study proposes a renewal of programs for artistically talented students, and recommends a revision of current procedures for the identification of artistically talented students in visual art classrooms.

In diesem Artikel wird der Frage nachgegangen, was der Mehrwert von Vorlesungsaufzeichnungen als Ergänzungsangebot zur Präsenzlehre ist. Die Beantwortung dieser Frage wird auf Basis der Befunde einer dreiteiligen Evaluation vorgenommen, welche eine Befragung der Lehrenden und Studierenden sowie eine Logfile-Analyse umfasst.

The aim of this study is to describe school teachers` experience that in their mainstream class teach students received in compulsory school for students with intellectual disability. How do teachers work so the students with intellectual disability became included in the class? To get answers to my purpose, I have used the following research questions: How is the experience of working with didactic, social and spatial inclusion described? What appears as challenges for including processes with integrated students? I have performed qualitative interviews with five primary school teachers. The teachers in the study teach or have taught integrated pupils who are enrolled in compulsory school. They teach or have taught the pupils in grade five in their class. As a conceptual starting point, I have chosen to use Asp Onsjös`(2008) different aspects of inclusion. Didactic, social and spatial inclusion. The result of the study shows that in the theoretical subjects mathematics and Swedish integrated pupils more often get individual support outside the classroom by a remedial teacher. In the practical subjects such as physical education and art, on the contrary the integrated pupils are taught with their classmates.  The result of the study reveals that teachers' didactic knowledge and skills are important for how the inclusion looks like in the classroom. Teaching is a social activity - a large part of the students´ social life takes place in the classroom. How teachers plan their lessons is related to how students with learning disabilities can participate. The teachers in the study describe that it is a challenge to have integrated students. According to them it is not just that students develop knowledge. A major challenge, according to the teachers, is to enhance the opportunities for the students being socially included with their classmates. The teachers in the study ask for the need for cooperation with remedial teacher and asking for more guidance. Working together with remedial teacher and other colleagues to support the integrated student in their learning is a recurring theme during the interviews. / Syftet med denna studie är att beskriva grundskollärares erfarenheter av att i den egna grundskoleklassen undervisa elever mottagna i särskolan. Hur arbetar lärarna för att elever med utvecklingsstörning ska bli inkluderade i klassen? För att få svar på mitt syfte harföljande forskningsfrågoranvänts: Vilka erfarenheter av arbete med didaktisk, socialt och rumslig inkludering beskrivs? Vad framstår som utmaningar för inkluderande processer kring integrerade elever? Jag har genomfört kvalitativa intervjuer med fem grundskollärare. Grundskollärarnai studien undervisar eller har i sin klass undervisat integrerade elever som är mottagnai särskolan. De undervisar eller har undervisat eleverna i årskurs fem. Som begreppslig utgångspunkt har jag valt att använda mig av Asp-Onsjös (2008) olika aspekter på inkludering. Didaktisk, social och rumslig inkludering. Studiens resultat visar att i de teoretiska ämnena matematik och svenska får integrerade elever oftare individuellt stöd utanför klassrummet av en speciallärare. I de praktiska ämnena exempelvis idrott och bild däremot undervisas de integrerade elever tillsammans med sina klasskamrater. I studiens resultat framkommer att lärarnas didaktiska kunskaper och färdigheter har betydelse för hur inkluderingen ser ut i klassrummet. Undervisning är en social aktivitet -en stor del av elevens sociala liv sker i klassrummet. Hur lärarna planerar sin undervisning hör ihop med hur elever med utvecklingsstörning kan delta. Lärarna i studien beskriver att det är en utmaning att ha integrerade elever. Enligt dem handlar det inte bara om att eleverna utvecklas kunskapsmässigt. En stor utmaningen är enligt lärarna är att stärka möjligheterna till att eleven är socialt inkluderad med sina klasskamrater. Lärarna i studien lyfter fram ett behov av ett nära samarbete med speciallärare och efterfrågar mer handledning. Att arbeta tillsammans med en speciallärare och andra kollegor för att stötta den integrerade eleven i sitt lärande är ett återkommande tema under intervjuerna.

The major problem of this study was to compare the views of the role of the student in a science class as reported by college science educators and secondary science teachers of grades 6-8 and of grades 9-12. Analysis of individual items. The Q-sorts indicate that all groups in this study recommend greater emphasis on student activities, student discovery, student questions, teacher accepting students' new ideas and viewpoints, student freedom to ask any science question, student enjoyment of science, more time spent in doing things other than listening, student ease in getting equipment, student revealing likes and dislikes in science, student maintenance of science equipment and student use of laboratory equipment.

This thesis reports on the perceptions held by second year preservice primary teachers and their tutors/supervisors of a 1990 microteaching program at a regional university in Queensland. Perceptions were ascertained on (a) the skills addressed, (b) peer and tutor feedback, (c) the self evaluation techniques used, (d) the content level taught, (e) the videotaping of the sessions, and (f) the effectiveness of the program in the continuing development of teaching skills for preservice teachers. Perceptions were collected using a questionnaire designed for the purpose. The questionnaire incorporates fixed response options, for which percentages of those agreeing with each response are presented in tabular form. It also invites open ended responses which are coded according to the areas designated of interest for the study. A Likert type rating scale is used to ascertain opinions on the effectiveness of the program for developing particular classroom teaching skills. Results of the study indicate that for the participants, microteaching is appropriate and effective in helping to provide prospective teachers with experiences that complement practice teaching in schools, but that the actual structure and components of any such program requires some discussion. Analysis indicates a need to vary microteaching programs from those of many traditional approaches based on the early Stanford model. The writer suggests the concept of a teaching-learning laboratory based on a macro teaching skill approach with peers as more appropriate for current preservice teacher education.

Abstract   The purpose of this study was to examine how teachers in regular classrooms include pupils with special educational needs. I also wanted to find out what support teachers get of special education teachers, and the teaching perspective the teachers have when they work whit pupils. The teachers that have been interviewed and observed in this study work in regular classes.   This report is a qualitative study based on interviews and observations whit four teachers. The results indicate that the teachers are conscious of how they teach and their teaching strategies. The teachers agree that all students should be included in regular education, because learning occurs in the interaction between individuals. No one should be excluded from their regular classroom. But for students with special needs to receive an equal education, there should be more resources in the classroom. Special educators should be more involved in the regular teaching, to create conditions to a school for all pupils.     Keywords: Inclusion, pupils whit special educational needs, regular classroom teaching, special education, teaching strategies, a school for all.

The primary purpose of this study was to examine the inhibitors affecting classroom teaching by surveying the perceptions of secondary teachers. This purpose was based on the growing crisis of "teacher burnout" which was thoroughly documented. Since it appears that burnout most often affects those teachers who work in conventional classrooms, characteristics of teaching effectiveness within these classrooms were the basis for inhibitor comparison. Seven characteristics were produced by a crosstabulation of studies on effective teaching spanning the last fifty years. The inhibitor choices presented with these seven characteristics were extracted from an extensive list produced by the literature and classified under six areas of origin. The characteristics and inhibitors ultimately selected were surveyed among teachers in a large Southwest metropolitan area.

Thesis (M.A. (English Studies)) --University of Limpopo, 2015. / Refer to document / VLIR Scholarship

There are Stories that we are told, stories that we tell, and Stories that are told through us. This text sets out to ask whether self-regulation is a tool to support the progressivist educator or something that undermines the goals of progressivism. But we cannot avoid the footnotes or philosophy in educational research. What is ‘progressivism?’ How does its theory connect or disconnect from its practice? Can it function or live up to its name if those who call themselves ‘progressive’ teachers or parents are distracted by The Question of ‘How do I get them to do what I want them to do?’ And, what about the follow-up fear of control or chaos or the belief that ‘Those kids can’t handle their freedom?’ Employing an ‘out-of-the-box’ narrative academic writing approach, weaving stories from personal parenting and teaching moments with case studies, the questions surrounding self-regulation reveal some surprising answers. Can the narrative surrounding Classroom Management co-exist with progressivist educational goals or the tool of self-regulation? Can democracy be promoted, taught, or lived without praxis? / Graduate

In diesem Artikel wird der Frage nachgegangen, was der Mehrwert von Vorlesungsaufzeichnungen als Ergänzungsangebot zur Präsenzlehre ist. Die Beantwortung dieser Frage wird auf Basis der Befunde einer dreiteiligen Evaluation vorgenommen, welche eine Befragung der Lehrenden und Studierenden sowie eine Logfile-Analyse umfasst.