Relevant bibliographies by topics / Social research|Special education|Teacher education

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Social research|Special education|Teacher education'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Social research|Special education|Teacher education"

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McMurray‐Schwarz, Paula, and Angela C. Baum. "INFUSING SPECIAL EDUCATION CONTENT INTO TEACHER EDUCATION COURSES." Journal of Early Childhood Teacher Education 21, no. 2 (January 2000): 249–53. http://dx.doi.org/10.1080/0163638000210217.

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PAUL, JAMES, BETTY EPANCHIN, HILDA ROSSELLI, and ALBERT DUCHNOWSKI. "The Transformation of Teacher Education and Special Education." Remedial and Special Education 17, no. 5 (September 1996): 310–22. http://dx.doi.org/10.1177/074193259601700507.

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As public schools implement the national reform agenda and as educational philosophy and practice reflect the changes in culture and science, teacher educators are finding themselves needing to make more extensive changes in their programs and in themselves. what follows is a discussion of the changes in one department of special education that restructured all aspects of its program in order to respond to educational reforms in institutions of higher education and to the reforms relative to services integration. addressing the broad reform agendas that cut across and integrate fields of education, social welfare, public health, and other service systems has resulted in changes both within the university of south florida and between the university and the community. a major focus of this article is on our attempt to address the changing needs of teachers and schools. a discussion of the national and local contexts of our work, and the philosophy guiding our research and program development, is followed by a description of specific changes in our approach to teacher education and our work in the community.
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Greer, Diana L., and Edward L. Meyen. "Special Education Teacher Education: A Perspective on Content Knowledge." Learning Disabilities Research & Practice 24, no. 4 (November 2009): 196–203. http://dx.doi.org/10.1111/j.1540-5826.2009.00293.x.

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Pua, Daisy J., David J. Peyton, Mary T. Brownell, Valentina A. Contesse, and Nathan D. Jones. "Preservice Observation in Special Education: A Validation Study." Journal of Learning Disabilities 54, no. 1 (May 26, 2020): 6–19. http://dx.doi.org/10.1177/0022219420920382.

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Advancing teacher candidates’ overall competence through use of valid teacher observation systems should be an essential element of teacher preparation. Yet, the field of special education has not provided observation protocols designed specifically for preservice teachers that are founded in theoretical perspectives and research on effective instruction for students with learning and other high-incidence disabilities (SWDs). To address this need, a group of researchers in special education teacher preparation and measurement developed the Preservice Observation Instrument for Special Education (POISE). The POISE is an observation system rooted in effective special education practices that support the growth of preservice teachers who will serve SWD across instructional settings. The purpose of this article is to report on the development and psychometric properties of the POISE. Specifically, we employed Kane’s argument-based validity approach to frame each stage in the development process of the POISE. We conducted two phases of content validation activities, development activities, and a pilot study to assess the degree to which scores from POISE provided evidence for the scoring, generalizability, and extrapolation inferences. In the end, the POISE represents a promising observation instrument for the development of special education teacher candidates.
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Olson, Amy J., and Carly A. Roberts. "Navigating Barriers as Special Education Teacher Educators." Research and Practice for Persons with Severe Disabilities 45, no. 3 (April 27, 2020): 161–77. http://dx.doi.org/10.1177/1540796920914969.

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Special education teacher educators face multiple systemic, institutional, and social barriers in preparing teacher candidates to provide students with significant disabilities access to the general curriculum. This qualitative interview study explores how special education teacher educators are working to navigate these barriers while employing strategies at multiple levels. The 14 special education teacher educators in this study utilized strategies to navigate barriers to access the general curriculum in four distinct ways by (a) building relationships, (b) advocacy, (c) increasing knowledge, and (d) being resilient. The discussion includes recommendations for special education teacher educators regarding how to navigate barriers and support pre- and in-service teachers in providing students with significant disabilities access to the general curriculum.
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Salvador, Karen, and Jacqueline Kelly-McHale. "Music Teacher Educator Perspectives on Social Justice." Journal of Research in Music Education 65, no. 1 (February 15, 2017): 6–24. http://dx.doi.org/10.1177/0022429417690340.

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Given the shifting demographics in American education, the rising likelihood of students with special needs being taught in inclusive classrooms, and the increasing openness with which students are challenging gender and sex norms, social justice has become a prevalent research topic in music education. This survey sought to investigate the perspectives of music teacher educators with regard to social justice, music education, and music teacher education. Many of the 361 respondents indicated engagement with social justice and shared methods for addressing social justice topics in music teacher education as well as describing limitations that prevented them from doing more. However, about 50% of respondents defined social justice in “difference-blind” terms. A further 10% to 15% of respondents rejected the need to address social justice topics in music teacher education, stated it was not their job, and/or described social justice as a waste of instructional time that should be spent on content. In contrast, 10% to 15% of respondents expressed a desire for assistance understanding more about social justice in school music settings and/or suggestions how to teach about social justice topics in undergraduate music teacher education. This article concludes with a discussion of these findings and suggestions for future research.
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Majoko, Tawanda. "Teacher Key Competencies for Inclusive Education: Tapping Pragmatic Realities of Zimbabwean Special Needs Education Teachers." SAGE Open 9, no. 1 (January 2019): 215824401882345. http://dx.doi.org/10.1177/2158244018823455.

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This study examined the teaching competencies perceived by special needs education teachers to be essential for inclusive education. Entrenched in inclusive pedagogy, this descriptive study draws on a sample of 24 special needs education primary school teachers purposively drawn from Midlands educational province of Zimbabwe. Throughout the analysis of data, a constant comparative approach of the organization of data with continual adjustment was used. The study found that participants perceived screening and assessment, differentiation of instruction, classroom and behavior management, and collaboration to be key competencies required of teachers for inclusive education. Pre-service and in-service training of teachers in these key competencies could facilitate successful and effective implementation of inclusive education through equipping them to respond to child diversity. This study could serve as a baseline for future research on key competencies of teachers for inclusive education.
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Castle, Kathryn. "The State of Teacher Research in Early Childhood Teacher Education." Journal of Early Childhood Teacher Education 34, no. 3 (July 2013): 268–86. http://dx.doi.org/10.1080/10901027.2013.816807.

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Loos, N. "Townsville’s Aboriginal and Islander Teacher Education Program." Aboriginal Child at School 14, no. 3 (July 1986): 46–56. http://dx.doi.org/10.1017/s0310582200014401.

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Historically, universities and colleges have been preoccupied with studying Aborigines, and to a much lesser extent Islanders, doing research on them, and teaching about them. In the mid 1970s, however, the then Mt Lawley, Townsville, and Torrens Colleges of Advanced Education independently launched special entry, indigenous teacher education programs. By providing personal, social and academic support for an enclave of Aborigines and Islanders within white institutions, it was hoped that students would be able to learn to cope with the demands of tertiary education and graduate with the same qualifications as other students in the colleges. With varying degrees of success, this has happened, such that this enclave support model has been adopted in a number of other colleges and in universities, and is now the most important single reason for the increased number of Aboriginal and Islander students in tertiary education.
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Foster, Liam, and Andrew Gunn. "Special issue on social science research methods education." Teaching Public Administration 35, no. 3 (July 23, 2017): 237–40. http://dx.doi.org/10.1177/0144739417708839.

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Dissertations / Theses on the topic "Social research|Special education|Teacher education"

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Ruich, Lawrence Joseph. "Voices of Special Educators Teaching Students with Emotional Disturbances (ED)| Examining the Marginalized of the Marginalized." Thesis, Indiana University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10244144.

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This qualitative study examines the identities of three secondary special education teachers in self-contained classrooms. Nationally, there is a serious shortage of special educators interested in and successful working with students exhibiting emotional and behavioral disorders. An understanding of teacher identity and the personal and professional contexts that contribute to it is critical to the retention of these teachers in the field and the preparation of future special educators. Interviews, observations, and the use of image elicitation provided data to examine each participant’s identity in relation to the students they taught, the school setting, and their sense of self. Analysis of collected data emphasized their historical past, present relationships (e.g., family, colleagues), professional development, and lives within the school.

Cross-case analysis findings illuminate each teacher’s reasons for working with students who exhibit challenging behaviors and how their personal experiences shaped their identity and approach to teaching. Findings demonstrate how teacher-participants addressed student autonomy through empowerment or control via an instituted behavioral model. Social and relational aspects of teaching effected collaboration within the classroom and school setting.

Findings from this study indicate several implications. Due to the stressful and emotional work environment, the field has both a quantity and a quality shortage. Preparation programs must offer prospective teachers the chance to observe and participate in daily work within restricted settings while cultivating and recognizing a network of supports. Well-planned mentor and field-based programs offer on-the-job resources that help incoming teachers with classroom practice and the stimulation of identity development. Schools should implement strategies to improve the consistency of instructional aide support for special education teachers.

It is important to recognize the systemic structures that shape teacher identity. Institutional settings rarely challenge the status quo; so it is important that teachers resist, otherwise practices appear fixed and unalterable. While working with students who are emotional, aggressive, combative, and traumatized, teachers should detach from maladaptive conduct and not associate the student with their behavior. It is essential for special educators experiencing the effects of a school system and the challenges brought by students to practice a method of self-care.

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Tino, Gabrielle. "Effects of a Social Story Intervention on the Social Engagement of a Preschool Student Diagnosed with Autism Spectrum Disorder." Thesis, Caldwell College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10281945.

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Learning social skills through play is an important aspect of a preschool child’s development. Young students who are not developing normally, such as those diagnosed with Autism Spectrum Disorders, tend to exhibit more difficulty in their social skills development. As a result of this serious deficit, these skills must be taught by the teacher once the child begins their journey through education. Thus, it is necessary for the special education teacher to embed different teaching strategies into the curriculum so as to teach children with ASD the proper social skills effectively and efficiently.

The goal of the present study was to determine if the reading of a social story and the discussion of that social story on a daily basis can positively affect the behavior and social skills of a preschool student diagnosed with Autism Spectrum Disorder (ASD). The student under study was a 4-year old male who presented with limited social skills. The teacher/researcher applied a social story intervention that included the reading of a social story on a daily basis, a comprehension check that was followed by a modeled play scenario between the student and the teacher/researcher. The study was conducted for a period of 5 weeks. The teacher/researcher used comprehension checks, field notes and partial interval record forms in order to measure growth in student behaviors and social interactions. The results of this study indicated that applying a social story intervention on a daily basis can effectively improve a preschool ASD student’s social skills and provide that student an opportunity to be socially successful during structured and unstructured dramatic play time.

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Minarik, Darren William. "Teaching About Disability and Special Education in a Secondary Social Studies Teacher Education Program: A Self-Study." Diss., Virginia Tech, 2017. http://hdl.handle.net/10919/86382.

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The civic mission of the National Council for the Social Studies (NCSS) affirms the need for teachers to meet the unique and diverse learning needs of students with disabilities. However, scholarly work within social studies is limited regarding effective teaching practices for students with exceptional learning needs. Moreover, the research that does exist rarely aligns with the NCSS position statement addressing powerful teaching and learning as meaningful, integrative, value-based, challenging, and authentic. This study examines how one teacher educator with a background in both social studies and special education facilitates understanding about disability, special education, and the instructional needs of exceptional learners in an introductory special education course for pre-service secondary social studies teachers. Using data collected through course evaluations, assignment artifacts, weekly blog journal entries, colleague observations of class sessions, and student interviews, the author uses Professional Working Theory to analyze how practice (What I do), theory (How I understand), and ethics (Why I do) impacts course design and delivery. The author raises questions beyond improving personal practice by challenging others to consider how their teacher preparation programs address special education and disability for social studies pre-service teachers, suggesting that an accumulation of knowledge through similarly themed studies provides an opportunity for a beneficial comparison of practices. The author discusses recommendations to improve research intersecting special education and social studies education.
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Cooley, Margaret. "How students from non-dominant cultures perceive their social and cultural experiences in relation to school success." Thesis, Wayne State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3646956.

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This study explores the shared narratives of males who are African American, come from low-income families, struggled with school success, and may have been identified as needing specialized instructional services or having learning disabilities. This study includes three participants' narratives on the obstacles and supports they faced during their high school years and when transitioning beyond. It identifies shared themes of sports, reputation, and instruction, transitioning, and mentoring — including the relationship between each and how it impacted their school success.

The development of these thematic elements are related to developing networks and resources related to culture values, identities, and access to social capital. Participants ranged from 22-23 years of age, all having officially graduated from high school, transitioned to college to play sports, but failed to meet the academic requirements necessary to maintain eligibility.

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Camaya, Claribel. "Teachers' perceptions of social skills instruction for children with autism spectrum disorders." Thesis, University of Phoenix, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742176.

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The purpose of this phenomenological study was to explore how educators describe their lived experiences with regard to addressing social skills challenges for children with ASD and what meaning can be derived from the experiences of those educators. Digitally recorded semistructured interviews were conducted with twelve educators working in school settings in Southern California. The participants held a variety of titles and all participants had at least six years of experience teaching social skills to children with ASD. Findings from this study resulted in five major thematic groups: (a) defining social skills; (b) how social skills are assessed; (c) program characteristics; (d) instructional and standardization challenges; and (e) critical factors. Study findings primarily indicated a need for a more structured approach to research due to the diversity within the ASD diagnosis and the complexity and broad nature of social skills. Two major recommendations for future research evolved from this study. First, future research should systematically explore the varying characteristics within the ASD population and how intervention strategies or intervention types impact the subpopulations within the ASD diagnosis. Finally, research should explore social motivation as a possible pivotal characteristic for successful social skills development and whether it is possible to cultivate motivation.

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Chambers, Cynthia R. "Social Skill Instruction." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3905.

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Aubrey-Martinez, Carey. "Cooperative learning activities in social studies classrooms and the effect on self-determination for students with and without Individualized Education Programs (IEPs)." Thesis, Wayne State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10105024.

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Students with disabilities are spending significantly more time in the general education setting than they have historically. General education teachers are in need of strategies to enable them to work with these students more successfully. Additionally, research shows that all students could benefit from activities geared toward developing self-determination skills.

The purpose of this descriptive study was to see if the use of cooperative learning activities could improve the self-determination abilities of general education students and students with an Individualized Education Program in a social studies classroom. Students were given the American Institutes for Research Self-Determination Scale as a pretest and posttest.

Scores were compared between control and intervention group as well as the subgroups of students with Individualized Education Programs (IEPs) and general education students. Data from this study supports the use of cooperative learning activities in the social studies classroom in order to promote self-determination for all students. Recommendations for teachers as well as further research are made as well.

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Thrasher, James Frank. "Teacher-student ethnicity, suspension/expulsion, and referrals to special education: Implications for African-American males." Scholarly Commons, 1997. https://scholarlycommons.pacific.edu/uop_etds/2750.

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The purpose of this study was to examine the relationship between teacher ethnicity and student ethnicity as it might affect teacher decisions to refer the student for suspension, expulsion, or special education. One hundred, thirty-seven elementary and secondary school teachers read a case history vignette in which student ethnicity was varied. Teachers were asked to respond to a series of questions. Responses were grouped into three subscales, measuring the respondent's tendency to refer the student for suspension, expulsion, or special education, respectively. Data were analyzed with three sets of one-way analyses of variance, one for each of the three subscales. In each set of analyses, student ethnicity was held constant, with teacher ethnicity constituting the grouping variable. Tukey post-hoc comparisons were used to detect mean differences when overall F's were significant. The analyses indicated a trend (p =.08) for white teachers to refer for suspension. Post hoc analyses revealed that white teachers were more likely to refer white students for suspension than were African-American teachers. Significant main effects were also found for the expulsion variable in Asian students (p =.02) and the special education variable in Hispanic students (p =.04). White teachers were more likely than Asian teachers to refer Asian students for expulsion, and less likely than African-American teachers to refer Hispanic students to special education. Subsidiary analyses in which teacher ethnicity was held constant with student ethnicity constituting the grouping variable revealed that African-American teachers were more likely to refer Hispanic students to special education than African-American students. Asian teachers were more likely to refer Hispanic students for expulsion than Asian students. A trend (p =.06) emerged in the tendency of white teachers to refer white students more often than Asian students for special education. Hypothesis 1, hypothesis 2, and hypothesis 3 were only partially supported. The study did not reveal bias toward African American male students. However, there appears to be some relationship among teacher ethnicity bias, student ethnicity, suspension, expulsion, and special education.
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Tamagni, Amanda Lee. "Discipline Policy and Preschool Special Education Students' Social Skills." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7085.

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Preschool special education students lack of personal-social skills is affecting their kindergarten readiness and placing them at risk for exposure to school discipline in a large school district in the Southeastern United States. The purpose of this quantitative study was to examine the relationship between the quality of school discipline policies and personal-social skills of preschool special education students within the focus district. Ecological systems theory provided the framework for the study. Data collection included archived personal-social skills scores, as measured by the Battelle Developmental Inventory 2 (BDI 2), of 354 preschool special education students. Four trained educators rated the effectiveness of the schools' discipline policies using the Teaching and Guidance Policies Essentials Checklist (TAGPEC). Findings from simple linear regression analysis indicated no significant relationship between the TAGPEC ratings and students' BDI 2 scores. An ANCOVA was used to compare BDI 2 scores of students in Title I and non-Title I schools (n = 96 students per group) while conrolling for TAGPEC ratings, but results showed no statistically significant differences. The average quality of the discipline policies was rated as inadequate overall. Findings may be used by district administrators to improve the quality of current discipline policies. A policy recommendation was developed to encourage effective discipline policies and create a supportive school environment to promote positive social behaviors of all students, including the youngest and most vulnerable.
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Silverman, Sarah Kozel. "ON RESPONSIBILITY: TEACHERS’ CONCEPTIONS OF PROMOTING SOCIAL JUSTICE." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1245300262.

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Books on the topic "Social research|Special education|Teacher education"

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Zeichner, Kenneth M. Teacher education and the struggle for social justice. New York, NY: Routledge, 2009.

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Sharma, Suniti. Internationalizing teacher education for social justice: Theory, research, and practice. Charlotte, NC: Information Age Publishing, Inc., 2014.

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Mittler, Peter J. Overcoming exclusion: Social justice through education. New York, NY: Routledge, 2012.

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A political sociology of educational reform: Power/knowledge in teaching, teacher education, and research. New York: Teachers College Press, 1991.

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Schecter, Sandra. Ideological divergences in a teacher research group. Berkeley, CA: National Center for the Study of Writing, Carnegie Mellon University, 1992.

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Inman, Sally. Good practice in teacher education: With special reference to the teaching of social studies. [London]: University of London Goldsmith's College, 1987.

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1947-, Delamont Sara, ed. Feminism and the classroom teacher: Research, praxis, pedagogy. London: Falmer Press, 2000.

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Hardy, Ian. The politics of teacher professional development: Policy, research and practice. New York: Routledge, 2012.

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Leithwood, Kenneth A. Evaluating policy implementation: The case of special education legislation. [Toronto]: The Ontario Institute for Studies in Education, 1988.

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Research on second language teacher education: A sociocultural perspective on professional development. New York: Routledge, 2011.

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Book chapters on the topic "Social research|Special education|Teacher education"

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Lee, Wing On, and Maria Manzon. "Teacher Education in Social Studies and Civic Education." In The SAGE Handbook of Research on Teacher Education, 649–64. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n37.

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Lynch, Shrehan, and Jennifer L. Walton-Fisette. "Social Justice in Physical Education, A Summary of Research and Teaching." In Encyclopedia of Teacher Education, 1–4. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-1179-6_374-1.

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Toohey, Kelleen, and Bonnie Waterstone. "Chapter 8. Working for Social Justice in a Collaborative Action Research Group." In Social Justice Language Teacher Education, edited by Margaret R. Hawkins, 162–78. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694249-010.

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Kyeyune, Robinah. "Chapter 5. Enfranchising the Teacher of English through Action Research: Perspectives on English Language Teacher Education in Uganda." In Social Justice Language Teacher Education, edited by Margaret R. Hawkins, 86–101. Bristol, Blue Ridge Summit: Multilingual Matters, 2011. http://dx.doi.org/10.21832/9781847694249-007.

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Zembylas, Michalinos, and Sharon Chubbuck. "Emotions and Social Inequalities: Mobilizing Emotions for Social Justice Education." In Advances in Teacher Emotion Research, 343–63. Boston, MA: Springer US, 2009. http://dx.doi.org/10.1007/978-1-4419-0564-2_17.

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Green, Bill, and Jo-Anne Reid. "Rural Social Space: A Conceptual-Analytical Framework for Rural (Teacher) Education and the Rural Human Services." In Ruraling Education Research, 29–46. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0131-6_3.

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Farnsworth, Valerie. "Functions of Assessment in Social Justice Teacher Education Approaches." In The SAGE Handbook of Research on Teacher Education, 994–1010. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n57.

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Brown, Tony. "The Social Administration of Mathematics Subject Knowledge Through Teacher Education." In A Contemporary Theory of Mathematics Education Research, 49–72. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55100-1_5.

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Stephens, Paul. "The Pre-service Education of Disability Pedagogues in Norway: Maximising Social Pedagogic Ambition." In A Companion to Research in Teacher Education, 193–202. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-4075-7_13.

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Flessner, Ryan, and Katherina A. Payne. "The Impact of Social Theories on Agency in Teacher Education." In The SAGE Handbook of Research on Teacher Education, 286–300. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2017. http://dx.doi.org/10.4135/9781526402042.n16.

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Conference papers on the topic "Social research|Special education|Teacher education"

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Fadhul, Shereen Radhi. "The Perceptions of the Special Education Teacher and Families of Children with Disabilities about Cooperative Partnership." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0271.

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This study aimed to identify the perceptions of the special education teacher and families of children with disabilities about cooperative partnership in the primary stage, specifically in the age group from 6 to 11 years, in order to contribute to providing a vision that can be relied upon in facing the challenges and obstacles that prevent cooperative partnership between families of children, people with disabilities and a special education teacher. The study followed the quantitative and qualitative approach to its relevance to the nature of the study. The study sample consisted of a teacher specializing in the field of special education and eight families from the families of students with disabilities in one of the integration elementary schools for girls affiliated to the Ministry of Education and Higher Education in Qatar. In collecting the data, the researcher used the cooperation and interview scale prepared by Batoul Khalifa 2017. The results of the study found that there are statistically significant differences between the order of the principles of cooperative partnership of the special education teacher and the families of students with disabilities in relation to the principle of family rights and social media. As the overall principles of cooperative partnership of the special education teacher achieved the final percentages, while the results of the principle of family rights and social media among the families of students with disabilities ranged between 33% and 36%. The study also found the relationship of the perceptions of families of students with disabilities about communicating with the educational level of the family, as university and secondary education occupied 44%, compared to only 12% for the average educational level, and the principle of communication among the families of students with disabilities reached 80%.
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Kuzmicheva, Tatiana, and Iuliia Afonkina. "Social and Educational Barriers to Inclusive Education of Individuals with Special Health Needs." In IFTE 2020 - VI International Forum on Teacher Education. Pensoft Publishers, 2020. http://dx.doi.org/10.3897/ap.2.e1353.

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Feng, Lijuan. "Research on Public Art Education of Teacher Education Major in Local Colleges." In 2nd International Conference on Contemporary Education, Social Sciences and Humanities (ICCESSH 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iccessh-17.2017.55.

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Triwardhani, Ike Junita, Wulan Trigartanti, and Indri Rachmawati. "Teacher and Student Communication in Science Education at Schools." In 2nd Social and Humaniora Research Symposium (SoRes 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200225.030.

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Du, Qing-hua. "Study on Teacher-Student Relationship in Postgraduate Education." In 2018 International Seminar on Education Research and Social Science (ISERSS 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/iserss-18.2018.36.

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Zhang, Hui, and Ping Jiang. "Curriculum of Pre-service Teacher Education in China:Problems and Strategies." In 2016 2nd International Conference on Humanities and Social Science Research (ICHSSR 2016). Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/ichssr-16.2016.60.

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Kong, Yiquan, and Tao Wu. "Research and practice of new technology and teacher education fusion mode under the future education space station." In 2015 International Conference on Social Science and Higher Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.15.

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Hudcova, Bianka. "PSYCHOSOCIAL FIRST AID FOR PEOPLE WITH DISABILITIES IN CRISIS SITUATIONS – THE ROLE OF A SPECIAL EDUCATION TEACHER." In NORDSCI Conference on Social Sciences. SAIMA CONSULT LTD, 2018. http://dx.doi.org/10.32008/nordsci2018/b1/v1/17.

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"Conceptual and Procedural Values and Skills in Mathematics of Teacher Education Students." In International Conference on Research in Social Sciences, Humanities and Education. Universal Researchers (UAE), 2016. http://dx.doi.org/10.17758/uruae.uh0516141.

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Zhang, Lina, and Chunyan Wu. "Comparative Research about the Contemporary Preschool Teacher Education in Germany and France." In 2018 International Conference on Social Science and Education Reform (ICSSER 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icsser-18.2018.79.

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Reports on the topic "Social research|Special education|Teacher education"

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Marchais, Gauthier, Sweta Gupta, and Cyril Owen Brandt. Improving Access to Education for Marginalised Girls in Conflict Areas. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/ids.2021.053.

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A high proportion of out-of-school children across the world live in conflict-affected contexts. To remove barriers to education for marginalised girls in those contexts, a key challenge is to understand the multiple and intersecting forms of marginalisation and their changing dynamics during violent conflict. Research from the REALISE education project in the Democratic Republic of the Congo (DRC) identifies key considerations for education programmes for marginalised girls in conflict areas, such as inclusive education for girls and boys, links between education and peace-building, and extra-curricular activities to support social relationships.
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Policy Studies, Center for Indonesian. Valorizing Research and Evidence for Social Inclusion in Indonesia: A Situational Analysis of the Current Information Uptake in Education Policymaking. Jakarta, Indonesia: Center for Indonesian Policy Studies, 2019. http://dx.doi.org/10.35497/281875.

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Policy Studies, Center for Indonesian. Valorizing Research and Evidence for Social Inclusion in Indonesia: A Practical Guide for Information Uptake in the Indonesian Education Policymaking Process. Jakarta, Indonesia: Center for Indonesian Policy Studies, 2019. http://dx.doi.org/10.35497/281876.

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McGinnity, Frances, Emma Quinn, Philip J. O'Connell, Emer Smyth, Helen Russell, Bertrand Maître, Merike Darmody, and Samantha Arnold. Monitoring report on integration 2016. Edited by Alan Barrett, Frances McGinnitty, and Emma Quinn. ESRI, March 2017. http://dx.doi.org/10.26504/bkmnext330.

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This report examines migrant integration in Ireland in the areas of employment, education, social inclusion and active citizenship, and includes a special theme on migrant skills and competencies.The report presents a range of findings, including that a significant proportion of immigrants in Ireland are now Irish citizens, income poverty is higher among non-Irish groups than Irish, and employment rates are lower among African nationals than any other nationality grouping. The report uses indicators to measure different aspects of immigrant inclusion in Irish society, using the most recently available data.
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Yatsymirska, Mariya. SOCIAL EXPRESSION IN MULTIMEDIA TEXTS. Ivan Franko National University of Lviv, February 2021. http://dx.doi.org/10.30970/vjo.2021.49.11072.

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The article investigates functional techniques of extralinguistic expression in multimedia texts; the effectiveness of figurative expressions as a reaction to modern events in Ukraine and their influence on the formation of public opinion is shown. Publications of journalists, broadcasts of media resonators, experts, public figures, politicians, readers are analyzed. The language of the media plays a key role in shaping the worldview of the young political elite in the first place. The essence of each statement is a focused thought that reacts to events in the world or in one’s own country. The most popular platform for mass information and social interaction is, first of all, network journalism, which is characterized by mobility and unlimited time and space. Authors have complete freedom to express their views in direct language, including their own word formation. Phonetic, lexical, phraseological and stylistic means of speech create expression of the text. A figurative word, a good aphorism or proverb, a paraphrased expression, etc. enhance the effectiveness of a multimedia text. This is especially important for headlines that simultaneously inform and influence the views of millions of readers. Given the wide range of issues raised by the Internet as a medium, research in this area is interdisciplinary. The science of information, combining language and social communication, is at the forefront of global interactions. The Internet is an effective source of knowledge and a forum for free thought. Nonlinear texts (hypertexts) – «branching texts or texts that perform actions on request», multimedia texts change the principles of information collection, storage and dissemination, involving billions of readers in the discussion of global issues. Mastering the word is not an easy task if the author of the publication is not well-read, is not deep in the topic, does not know the psychology of the audience for which he writes. Therefore, the study of media broadcasting is an important component of the professional training of future journalists. The functions of the language of the media require the authors to make the right statements and convincing arguments in the text. Journalism education is not only knowledge of imperative and dispositive norms, but also apodictic ones. In practice, this means that there are rules in media creativity that are based on logical necessity. Apodicticity is the first sign of impressive language on the platform of print or electronic media. Social expression is a combination of creative abilities and linguistic competencies that a journalist realizes in his activity. Creative self-expression is realized in a set of many important factors in the media: the choice of topic, convincing arguments, logical presentation of ideas and deep philological education. Linguistic art, in contrast to painting, music, sculpture, accumulates all visual, auditory, tactile and empathic sensations in a universal sign – the word. The choice of the word for the reproduction of sensory and semantic meanings, its competent use in the appropriate context distinguishes the journalist-intellectual from other participants in forums, round tables, analytical or entertainment programs. Expressive speech in the media is a product of the intellect (ability to think) of all those who write on socio-political or economic topics. In the same plane with him – intelligence (awareness, prudence), the first sign of which (according to Ivan Ogienko) is a good knowledge of the language. Intellectual language is an important means of organizing a journalistic text. It, on the one hand, logically conveys the author’s thoughts, and on the other – encourages the reader to reflect and comprehend what is read. The richness of language is accumulated through continuous self-education and interesting communication. Studies of social expression as an important factor influencing the formation of public consciousness should open up new facets of rational and emotional media broadcasting; to trace physical and psychological reactions to communicative mimicry in the media. Speech mimicry as one of the methods of disguise is increasingly becoming a dangerous factor in manipulating the media. Mimicry is an unprincipled adaptation to the surrounding social conditions; one of the most famous examples of an animal characterized by mimicry (change of protective color and shape) is a chameleon. In a figurative sense, chameleons are called adaptive journalists. Observations show that mimicry in politics is to some extent a kind of game that, like every game, is always conditional and artificial.
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Ha, Wei, and Ye Xiao. Early Childhood Development and Poverty Reduction in the People’s Republic of China. Asian Development Bank, September 2021. http://dx.doi.org/10.22617/wps210299-2.

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The People’s Republic of China (PRC) has eliminated absolute poverty in 2020. Its recent national 14th Five-Year Plan (2021–2025) highlights improving the quality of human capital as an essential goal. Research has shown that investing in early childhood development generates the highest rates of return and leads to better education, health, social, and economic outcomes. After decades of neglect, the government has been increasing investment in preschool education targeting children in ages 3–6 years since 2010. This paper recommends that a comprehensive and equitable early childhood development service system must be a priority in building essential public service systems.
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Mehta, Goverdhan, Alain Krief, Henning Hopf, and Stephen A. Matlin. Chemistry in a post-Covid-19 world. AsiaChem Magazine, November 2020. http://dx.doi.org/10.51167/acm00013.

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The long-term impacts of global upheaval unleashed by Covid-19 on economic, political, social configurations, trade, everyday life in general, and broader planetary sustainability issues are still unfolding and a full assessment will take some time. However, in the short term, the disruptive effects of the pandemic on health, education, and behaviors and on science and education have already manifested themselves profoundly – and the chemistry arena is also deeply affected. There will be ramifications for many facets of chemistry’s ambit, including how it repositions itself and how it is taught, researched, practiced, and resourced within the rapidly shifting post-Covid-19 contexts. The implications for chemistry are discussed hereunder three broad headings, relating to trends (a) within the field of knowledge transfer; (b) in knowledge application and translational research; and (c) affecting academic/professional life.
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Sanz, E., P. Alonso, B. Haidar, H. Ghaemi, and L. García. Key performance indicators (KPIs). Scipedia, 2021. http://dx.doi.org/10.23967/prodphd.2021.9.002.

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The project “Social network tools and procedures for developing entrepreneurial skills in PhD programmes” (prodPhD) aims to implement innovative social network-based methodologies for teaching and learning entrepreneurship in PhD programmes. The multidisciplinary teaching and learning methodologies to be developed will enable entrepreneurship education to be introduced into any PhD programme, providing students with the knowledge, skills, and motivation to engage in entrepreneurial activities. However, the use of the output of the project will depend on the nature and profile of the research or scientific field. In this context, key performance indicators (KPIs) form the base on which the quality and scope of the methodologies developed in the project will be quantified and benchmarked. The project’s final product will be an online tool that higher education students can use to learn entrepreneurship from a social network perspective. Performance measurement is one of the first steps of any project and involves the choice and use of indicators to measure the effectiveness and success of the project’s methods and results. All the KPIs have been selected according to criteria of relevance, measurability, reliability, and adequacy, and they cover the process, dissemination methods, and overall quality of the project. In this document, each KPI is defined together with the units and instruments for measuring it. In the case of qualitative KPIs, five-level Likert scales are defined to improve indicator measurability and reliability. The KPIs for prodPhD are divided into three main dimensions, depending on the stage of the project they evaluate. The three main dimensions are performance and development (which are highly related to the project’s process), dissemination and impact (which are more closely correlated with the project’s output), and overall project quality. Different sources (i.e., European projects and papers) have been drawn upon to define a set of 51 KPIs classified into six categories, according to the project phase they aim to evaluate. An Excel tool has been developed that collects all the KPIs analysed in the production of this document. This tool is shared in the Scipedia repository.
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Yatsymirska, Mariya. KEY IMPRESSIONS OF 2020 IN JOURNALISTIC TEXTS. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11107.

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The article explores the key vocabulary of 2020 in the network space of Ukraine. Texts of journalistic, official-business style, analytical publications of well-known journalists on current topics are analyzed. Extralinguistic factors of new word formation, their adaptation to the sphere of special and socio-political vocabulary of the Ukrainian language are determined. Examples show modern impressions in the media, their stylistic use and impact on public opinion in a pandemic. New meanings of foreign expressions, media terminology, peculiarities of translation of neologisms from English into Ukrainian have been clarified. According to the materials of the online media, a «dictionary of the coronavirus era» is provided. The journalistic text functions in the media on the basis of logical judgments, credible arguments, impressive language. Its purpose is to show the socio-political problem, to sharpen its significance for society and to propose solutions through convincing considerations. Most researchers emphasize the influential role of journalistic style, which through the media shapes public opinion on issues of politics, economics, education, health care, war, the future of the country. To cover such a wide range of topics, socio-political vocabulary is used first of all – neutral and emotionally-evaluative, rhetorical questions and imperatives, special terminology, foreign words. There is an ongoing discussion in online publications about the use of the new foreign token «lockdown» instead of the word «quarantine», which has long been learned in the Ukrainian language. Research on this topic has shown that at the initial stage of the pandemic, the word «lockdown» prevailed in the colloquial language of politicians, media personalities and part of society did not quite understand its meaning. Lockdown, in its current interpretation, is a restrictive measure to protect people from a dangerous virus that has spread to many countries; isolation of the population («stay in place») in case of risk of spreading Covid-19. In English, US citizens are told what a lockdown is: «A lockdown is a restriction policy for people or communities to stay where they are, usually due to specific risks to themselves or to others if they can move and interact freely. The term «stay-at-home» or «shelter-in-place» is often used for lockdowns that affect an area, rather than specific locations». Content analysis of online texts leads to the conclusion that in 2020 a special vocabulary was actively functioning, with the appropriate definitions, which the media described as a «dictionary of coronavirus vocabulary». Media broadcasting is the deepest and pulsating source of creative texts with new meanings, phrases, expressiveness. The influential power of the word finds its unconditional embodiment in the media. Journalists, bloggers, experts, politicians, analyzing current events, produce concepts of a new reality. The world is changing and the language of the media is responding to these changes. It manifests itself most vividly and emotionally in the network sphere, in various genres and styles.
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Tiefenthaler, Brigitte. Evaluierung des Netzwerks Altern. Endbericht. Technopolis Group - Austria, 2019. http://dx.doi.org/10.22163/fteval.2019.506.

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In 2015, the Federal Ministry of Education, Science and Research (BMBWF), together with the Federal Ministry of Transport, Innovation and Technology (BMVIT), the Austrian Research Promotion Agency (FFG) and other partners, founded the initiative "Strategic Networking Platforms in the Context of Major Societal Challenges", including such a platform on issues of demographic change. The BMBWF has commissioned the Austrian Platform for Interdisciplinary Ageing Issues(ÖPIA) with its implementation. The three-year BMBWF funding for the Ageing Network expired in mid-2019. Therefore, Department V/10 of the BMBWF commissioned Technopolis Group Austria to evaluate the Ageing Network. The aim of this evaluation was to form a basis for the decision on the further funding of the Network Ageing after the expiry of the current contract. To this end, we analysed and evaluated what has been achieved so far and developed recommendations for the future work of the Network Ageing. Translated with www.DeepL.com/Translator (free version)
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