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Article
Publication date: 1 March 2016

Thomas D. Fallace

For over a century, social studies educators have drawn upon the works of philosopher John Dewey to justify an interdisciplinary vision for the field. This manuscript explores the…

Abstract

For over a century, social studies educators have drawn upon the works of philosopher John Dewey to justify an interdisciplinary vision for the field. This manuscript explores the intellectual context that engendered Dewey’s pedagogical vision, outlines how and why Dewey organized his interdisciplinary curriculum at the University of Chicago Laboratory School, and traces how Dewey expanded his pedagogy in the 1920s and 1930s to include the interdisciplinary study of social and political issues in the classroom. The author argues that Dewey’s interdisciplinary pedagogy is best appreciated through a developmental and contingent framework.

Details

Social Studies Research and Practice, vol. 11 no. 1
Type: Research Article
ISSN: 1933-5415

Keywords

Book part
Publication date: 30 September 2020

Julia B. Lindsey, Rachelle Kuehl and Heidi Anne Mesmer

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the…

Abstract

Purpose: The purpose of this chapter is to provide research-based information to foster positive discussions about the need for phonics and phonemic awareness instruction in the primary grades. In order to read, students must possess secure knowledge of the alphabetic principle (i.e., that speech sounds are represented by combinations of letters in the alphabet) as well as the ability to aurally separate the distinct sounds (phonemes) that make up words.

Design: In this chapter, the authors provide essential definitions of phonics and phonemic awareness terms, highlight peer-reviewed research and best instructional practices, and clarify findings in relation to the recently renewed controversy over how to effectively teach reading to young children. The authors draw from respected research journals and years of classroom experience to provide recommendations to literacy teachers.

Findings: Explicit, systematic phonics instruction is crucial for beginning readers because most children will not intuit phonics concepts. To set the stage for phonics instruction (connecting speech sounds with their written representations), students must understand how to separate sounds in words. Therefore, instruction in phonemic awareness must be given independently of alphabetic representations; that is, students need to be able to hear the distinct sounds before mapping them onto written words. Once a student has mastered this understanding, however, instructional time need not be devoted to its development.

Practical Implications: This chapter contributes to the literature on phonics and phonemic awareness by clearly explaining the differences between the two concepts and their necessary inclusion in any beginning reading program. It includes practical activities teachers can use to develop these understandings in the classroom and provides research evidence to support their use.

Details

What’s Hot in Literacy: Exemplar Models of Effective Practice
Type: Book
ISBN: 978-1-83909-874-1

Keywords

Book part
Publication date: 23 August 2018

Margaret Noble and Jessica Grant

Access to higher education (HE) in rural and coastal communities has been a developing area of research over the last two decades. This chapter looks at the particular issues of…

Abstract

Access to higher education (HE) in rural and coastal communities has been a developing area of research over the last two decades. This chapter looks at the particular issues of access and participation facing tertiary institutions in the context of Tasmania (Australia) and New Zealand. Both locations in the southern hemisphere have particular cultural, social and geographical circumstances and are characterised by dispersed rural and regional communities over extensive geographical areas and considerable tracts of remote territory. They share strong similarities to the issues facing access and inclusion in HE in the northern hemisphere and globally.

Details

Access to Success and Social Mobility through Higher Education: A Curate's Egg?
Type: Book
ISBN: 978-1-78743-836-1

Keywords

Article
Publication date: 1 April 1903

From a recently published letter addressed to a well‐known firm of whisky manufacturers by Mr. JOHN LETHIBY, Assistant Secretary to the Local Government Board, it is plain that…

Abstract

From a recently published letter addressed to a well‐known firm of whisky manufacturers by Mr. JOHN LETHIBY, Assistant Secretary to the Local Government Board, it is plain that the Board decline to entertain the suggestion that the Government should take steps to compel manufacturers of whisky to apply correct descriptions to their products. The adoption of this attitude by the Board might have been anticipated, but the grounds upon which the Board appear to have taken it up are not in reality such as will afford an adequate defence of their position, as the negative evidence given before the Select Committee on Food Products Adulteration and yielded by the reports of Public Analysts is beside the mark. The introduction of a governmental control of the nature suggested is not only undesirable but impracticable. It is undesirable because such a control must be compulsory and is bound to be unfair. It would be relegated to a Government Department, and of necessity, therefore, in the result it would be in the hands of an individual—the head of the Department—and subject entirely to the ideas and the unavoidable prejudices of one person. It is impracticable because no Government or Government Department could afford to take up a position involving the recommendation of particular products and the condemnation of others. No Government could take upon itself the onus of deciding questions of quality as distinguished from questions merely involving nature and substance. A system of control, in order to be effective and valuable alike to the public and the honest manufacturer, must be voluntary in its nature in so far as the manufacturer is concerned, and must be carried out by an independent and authoritative body entirely free from governmental trammels, and possessing full liberty to give or withhold its approbation or guarantee.

Details

British Food Journal, vol. 5 no. 4
Type: Research Article
ISSN: 0007-070X

Article
Publication date: 6 June 2016

George Okello Candiya Bongomin, Joseph Mpeera Ntayi, John C. Munene and Isaac Nkote Nabeta

The purpose of this paper is to examine the mediating role of social capital in financial literacy and financial inclusion relationship in rural Uganda. The major aim is to…

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Abstract

Purpose

The purpose of this paper is to examine the mediating role of social capital in financial literacy and financial inclusion relationship in rural Uganda. The major aim is to establish the role of social capital in the relationship between financial literacy and financial inclusion.

Design/methodology/approach

The paper adopts and uses MedGraph programme (Excel version 3.0), Sobel and Kenny and Baron tests to test the mediation effect of social capital in the relationship between financial literacy and financial inclusion.

Findings

The results reveals that social capital is a significant mediator in the relationship between financial literacy and financial inclusion of rural poor in Uganda. Financial literacy did not have a direct effect on financial inclusion, but through full mediation of social capital. Existence of social capital into the relationship boosts the relationship between financial literacy and financial inclusion by 61.6 per cent among rural poor households in Uganda. Thus, the finding suggests that with the absence of social capital, financial literacy may fail to enhance the level of financial inclusion among rural poor households in Uganda.

Research limitations/implications

This study adopted only single research approach using a questionnaire. However, future research through interview may be of importance. Besides, for the purpose of triangulation, a study involving financial institutions’ staff may be viable. Moreover this study was limited by the fact that it was cross-sectional. Furthermore, a longitudinal study may be useful in future to investigate the mediating impact of social capital spanning over a long period of time.

Practical implications

Managers, policymakers and financial inclusion practitioners should advocate and embark on building social capital among rural communities, so as to improve on the level of financial inclusion.

Originality/value

While a large body of research has been carried out on financial literacy, this paper is the first to test the mediating role of social capital in the relationship between financial literacy and financial inclusion, especially in rural Uganda. This study generates evidence and contributes to the powerful influence of social capital in enhancing the level of financial inclusion based on financial literacy.

Details

Review of International Business and Strategy, vol. 26 no. 2
Type: Research Article
ISSN: 2059-6014

Keywords

Book part
Publication date: 13 May 2017

Sara E. Green and Shawn C. Bingham

In this chapter, we examine narratives of inclusion and exclusion told by professional performers with lifelong impairments who are successfully leading “inclusive” lives in order…

Abstract

In this chapter, we examine narratives of inclusion and exclusion told by professional performers with lifelong impairments who are successfully leading “inclusive” lives in order to bring their voices and experiences to the attention of academics, educators, policy makers, and service providers. We draw on stories told during in-depth interviews with 10 disabled comedians conducted as part of a larger project on the complex seemingly paradoxical relationship between disability and humor. We take an interpretive approach to our data collection and analysis consistent with principles of the emancipatory tradition in disability studies. These performers clearly value the inclusive childhoods their families provided. As children, they were educated in inclusive settings and participated in a wide variety of activities – often centering on the performing arts. Their rich and varied experiences (even the negative ones) have provided both fuel for performance and confidence to push back against attempts by others to exclude them from social and professional life in the everyday world. Their inclusive childhoods, however, are not entirely without a downside. In many cases, they did not develop a sense of disability pride, or even a disability identity, until they had opportunities to interact with others who have impairments during the transition to adulthood. For children raised in more inclusive settings, a conscious effort to provide opportunities to engage with other children and adults with impairments may be an important adjunct to inclusion.

Details

Working with Families for Inclusive Education
Type: Book
ISBN: 978-1-78714-260-2

Keywords

Abstract

Researcher Highlight: Dr. Carter G. Woodson (1875–1950)

Details

Black American Males in Higher Education: Diminishing Proportions
Type: Book
ISBN: 978-1-84855-899-1

Book part
Publication date: 16 September 2014

Ron Smith, Lani Florian, Martyn Rouse and John Anderson

This chapter aims to provide a critical analysis of special needs education within the United Kingdom today. Central to such an analysis is an understanding of the rapidly…

Abstract

This chapter aims to provide a critical analysis of special needs education within the United Kingdom today. Central to such an analysis is an understanding of the rapidly changing social and political milieu within which special needs education is embedded, including the rapidly changing demographics of schooling, and the devolution of political power into four separate but linked countries – England, Wales, Scotland and Northern Ireland. Following a discussion of such wider social, political and educational issues, the authors explore the convergences and divergences in policy and practice across the four devolved administrations. The authors describe a plethora of contemporary policy developments within each of the four administrations that speak to the need for special needs education to change in response to 21st century concerns about the problems of access to, and equity in, education for all children. Despite this, the authors remain extremely circumspect about the potential of many of these developments to lead to successful inclusive practices and developments on the ground – and explain why. The analysis in the concluding section focuses on the issue of teacher education for inclusion and some very innovate UK research and development projects that have been reported to successfully engage teachers with new paradigm thinking and practice in the field of inclusive special needs education.

Details

Special Education International Perspectives: Practices Across the Globe
Type: Book
ISBN: 978-1-78441-096-4

Article
Publication date: 1 June 2002

Barrie O. Pettman and Richard Dobbins

This issue is a selected bibliography covering the subject of leadership.

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Abstract

This issue is a selected bibliography covering the subject of leadership.

Details

Equal Opportunities International, vol. 21 no. 4/5/6
Type: Research Article
ISSN: 0261-0159

Keywords

Abstract

Details

The Peripatetic Journey of Teacher Preparation in Canada
Type: Book
ISBN: 978-1-83982-239-1

11 – 20 of 215