Notice bibliographique
Résumé
Welcome to this themed issue of the International Journal of Whole Schooling. In this issue, teacher educators and researchers from Australia, Canada and the United States of America explore the reciprocal relationship between principles of whole schooling and inclusive schooling. The researchers shed light on systemic challenges that teacher educators must acknowledge in order to prepare teachers to be more effective in the complex world of the diverse classroom. They also offer examples of teacher educators who respond to some of the challenges in the sustained and creative work they do with schools and teachers. In the first article, Whole School Initiative: Has Inclusive Education Gone Astray? Joseph Agbenyega and Sunanta Klibthong present an Australian research project that explored the experiences of families of sub-Saharan African descent and preschool educators as they implemented two new national curricular. Curricular aimed at supporting a whole school approach to early childhood inclusive education and developed professional relationships with families to achieve common outcomes for all children in Australia. The concepts of Belonging, Becoming and Being underpin this new curriculum framework. Through the lens of Bourdieu's social theory concepts of Field, Capital and Habitus we hear of the juxtaposition of policy and practice through the stories the families shared. The families tell of experiences where their children are treated differently because of their race and cultural heritage, which results in the whole family becoming marginalized from the early years' education setting. Through these stories, we are challenged, as teacher educators to adopt an inclusive whole schooling approach to educate all teachers to understand the complexity of diversity. In the second article which is based in the USA, Understanding and Dismantling Barriers for Partnerships for Inclusive Education: A Cultural Historical Activity Theory Perspective, Federico Waitoller and Elizabeth Kozleski share their research which problematizes the partnerships and relationships between school district practicum/intern sites and teacher preparation programs in evolving inclusive pedagogies. Their article draws from Cultural Historical Activity Theory (CHAT), where they examined one school-university partnership from the point of view of university-based site faculty. The research study shines a light on the tensions that emerge when teacher educators and district personnel, two communities with different core missions, engage in a common activity intended to produce mutual benefits. Recommendations are offered to teacher educators to enable them to anticipate and reduce barriers to active, engaged school-university partnerships that support greater inclusive policies and practices. …
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,007 | 0,008 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,002 | 0,001 |
| Études des sciences et des technologies | 0,011 | 0,024 |
| Communication savante | 0,019 | 0,027 |
| Science ouverte | 0,002 | 0,019 |
| Intégrité de la recherche | 0,009 | 0,020 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,010 | 0,001 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».