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Author: John Igbino Publisher: GRIN Verlag ISBN: 3656165874 Category : Education Languages : en Pages : 385
Book Description
Doctoral Thesis / Dissertation from the year 2010 in the subject Pedagogy - Adult Education, University of London (Goldsmiths College), course: Education, language: English, abstract: The focus of the research in this thesis concerns the meanings of inclusion. The thesis explores the meanings of inclusion within the post-compulsory education policy subsystem of the national education policy system. The thesis uses ethnographic analysis of policy documents, ethnographic interviews and surveys to explore the meanings of inclusion and the experiences of learners, teachers, College policy-makers, curriculum managers and course co-ordinators together with the factors that influence those meanings and experiences in the cross-cultural contexts of further education colleges. The thesis begins with a critical review of theoretical models of inclusion before embarking on historical explorations of the evolution of inclusive policy 1945 - 2010 and thence the meanings of inclusion from the perspectives of adult learners, teachers, College policy-makers, curriculum managers and course co-ordinators. From the results of the analysis of ethnographic interviews, surveys and documents it was found that the meanings of inclusion, the experiences of inclusion and the factors that influenced these meanings and experiences were varied and contested. The thesis argues that irrespective of the variability and contests there is a common thread running through the various meanings. The common thread which the thesis argues runs through the meanings centre on the answers to the question: inclusion into what? It was found that colleges manipulate and adjust learners to curricular programmes in order to meet the recruitment, retention, achievement, and progression targets set by the Learning and Skills Council (LSC). The thesis argues that the physical environment and the layout and the level of technology and teaching aids in the classroom are not material to the meanings of inclusion to a
Author: John Igbino Publisher: GRIN Verlag ISBN: 3656165874 Category : Education Languages : en Pages : 385
Book Description
Doctoral Thesis / Dissertation from the year 2010 in the subject Pedagogy - Adult Education, University of London (Goldsmiths College), course: Education, language: English, abstract: The focus of the research in this thesis concerns the meanings of inclusion. The thesis explores the meanings of inclusion within the post-compulsory education policy subsystem of the national education policy system. The thesis uses ethnographic analysis of policy documents, ethnographic interviews and surveys to explore the meanings of inclusion and the experiences of learners, teachers, College policy-makers, curriculum managers and course co-ordinators together with the factors that influence those meanings and experiences in the cross-cultural contexts of further education colleges. The thesis begins with a critical review of theoretical models of inclusion before embarking on historical explorations of the evolution of inclusive policy 1945 - 2010 and thence the meanings of inclusion from the perspectives of adult learners, teachers, College policy-makers, curriculum managers and course co-ordinators. From the results of the analysis of ethnographic interviews, surveys and documents it was found that the meanings of inclusion, the experiences of inclusion and the factors that influenced these meanings and experiences were varied and contested. The thesis argues that irrespective of the variability and contests there is a common thread running through the various meanings. The common thread which the thesis argues runs through the meanings centre on the answers to the question: inclusion into what? It was found that colleges manipulate and adjust learners to curricular programmes in order to meet the recruitment, retention, achievement, and progression targets set by the Learning and Skills Council (LSC). The thesis argues that the physical environment and the layout and the level of technology and teaching aids in the classroom are not material to the meanings of inclusion to a
Author: John Igbino Publisher: GRIN Verlag ISBN: 3656165491 Category : Education Languages : en Pages : 378
Book Description
Doctoral Thesis / Dissertation from the year 2010 in the subject Pedagogy - Adult Education, University of London (Goldsmiths College), course: Education, language: English, abstract: The focus of the research in this thesis concerns the meanings of inclusion. The thesis explores the meanings of inclusion within the post-compulsory education policy subsystem of the national education policy system. The thesis uses ethnographic analysis of policy documents, ethnographic interviews and surveys to explore the meanings of inclusion and the experiences of learners, teachers, College policy-makers, curriculum managers and course co-ordinators together with the factors that influence those meanings and experiences in the cross-cultural contexts of further education colleges. The thesis begins with a critical review of theoretical models of inclusion before embarking on historical explorations of the evolution of inclusive policy 1945 – 2010 and thence the meanings of inclusion from the perspectives of adult learners, teachers, College policy-makers, curriculum managers and course co-ordinators. From the results of the analysis of ethnographic interviews, surveys and documents it was found that the meanings of inclusion, the experiences of inclusion and the factors that influenced these meanings and experiences were varied and contested. The thesis argues that irrespective of the variability and contests there is a common thread running through the various meanings. The common thread which the thesis argues runs through the meanings centre on the answers to the question: inclusion into what? It was found that colleges manipulate and adjust learners to curricular programmes in order to meet the recruitment, retention, achievement, and progression targets set by the Learning and Skills Council (LSC). The thesis argues that the physical environment and the layout and the level of technology and teaching aids in the classroom are not material to the meanings of inclusion to adult learners and teachers. Instead the thesis creates new arguments based on four behavioural, principles namely, Honesty, Order, Obedience and Diligence (HOOD), concerning the centrality of primary educational goals, primary, secondary and circumstantial educational factors to the meanings of inclusion. The thesis defines how ethical dilemmas have led to perceptive distortions of the professional identity of teachers.
Author: John Igbino Publisher: AuthorHouse ISBN: 1546296166 Category : History Languages : en Pages : 587
Book Description
In 1944 twenty thousand Allied Airborne Special Force troops in five Brigades commanded by Major General Orde Wingate landed behind the Japanese lines in Northern Burma. The Operation was Codenamed Operation Thursday. The Special Force troops were nicknamed ‘Chindits’. Four thousand Nigerian troops fought in the Special Force Brigades as Chindits during Operation Thursday. This book is an account of their operations behind Japanese lines between February and August 1944. The Brigade’s Insignia was the Black African Spider advancing on its prey. Thus, the Brigade called itself the ‘Spider Brigade’; its Battalions, namely the 6th, 7th and 12th Nigeria Regiments, ‘Spider Regiments’, and its troops ‘Spidermen’. The book is a well-written account of the Spider Brigade’s battles against the 18th Division of the Imperial Japanese Army. It should force Chindit Historians to confront the anomalies in Contemporary History’s treatment of Nigerian Chindits. The book is a scholarly and dispassionate excursion into the 14th Army’s Campaigns, putting under the microscope the preconceived assumptions of British and Indian Armies’ Officer Corps about the fighting quality of Nigerian Chindits. Thus, the book is an important and long overdue account of Operation Thursday that will become the standard work on Nigeria’s contributions to Allied Airborne Invasion of Burma.
Author: Len Barton Publisher: Springer Science & Business Media ISBN: 1402051190 Category : Education Languages : en Pages : 212
Book Description
This book represents an original and innovative series of insights, ideas and questions concerning inclusive education and cross-cultural understandings. Drawing on historical and cultural material, policy developments, legislation and research findings, the book provides a critical exploration of key factors including inclusive education, human rights, change, diversity and special educational needs. The contributors focus closely on how these factors are defined and experienced within particular societies.
Author: Audrey J. Murrell Publisher: Taylor & Francis ISBN: 1317601726 Category : Psychology Languages : en Pages : 254
Book Description
Mentoring Diverse Leaders provides up-to-date research on the impact of mentoring relationships in organizations, particularly as they relate to cultivating diverse leadership. Contributions from experts in the fields of psychology, business, law, non-profit management, and engineering draw connections between mentoring research, theory, and practice in both domestic and global organizations. Rather than standing apart from the broader goals and objectives of these organizations, they demonstrate the ways mentoring for diversity actually drives innovation and change, talent management, organizational commitment, and organizational success.
Author: Publisher: Jeffrey Frank Jones ISBN: Category : Languages : en Pages : 791
Book Description
There are not more than five musical notes, yet the combinations of these five give rise to more melodies than can ever be heard. There are not more than five primary colors, yet in combination they produce more hues than can ever been seen. There are not more than five cardinal tastes, yet combinations of them yield more flavors than can ever be tasted. ― Sun Tzu, The Art of War Contents: A Preliminary Investigation into Dynamic Measurement and Implicit Affect in Assessing Cross Cultural Competence A Proposed Developmental Sequence for Cross-Cultural Competence Training in the DoD Assessing Alternative Approaches to the Development of a DEOMI Cross Cultural Inventory Behavioral Framework for Effective Intercultural Interactions Cross-Cultural Competence (3C) and Diversity Management Support Cross-Cultural Competence and Strain in the Military: The Role of Emotion Regulation and Optimism Cross-Cultural Competence What Roles Does It Play Within the Military? Cultural Heritage: Education Assessment Executive Summary Developing and Managing 3C Finding Value in Human Relations Foundation for Diversity Training: Competency Model and Learning Objectives Issues in Diversity Management Leadership in Cross-Cultural Contexts One Size Does Not Fit All, 3C Training and Development Symposium Regulatory Fit and Equal Opportunity/Diversity: Implication for DEOMI Relating Values to Military Styles, Force, Protection and Operational Goals The A Validation Study of the Defense Language Office Framework for Cultural Competence and an Evaluation of Available Assessment Instruments The Development of the CCCI The Effects of Personality Dissimilarity on Mission Readiness The Role of Affect in Cross-Cultural Competence Transformational Leadership Role of Diversity Climate When Diversity Training Isn't Enough
Author: Leda Kamenopoulou Publisher: Springer ISBN: 3319728296 Category : Education Languages : en Pages : 149
Book Description
This edited volume examines inclusive education and disability in the global South. Presenting four qualitative research studies conducted in Malaysia, Bhutan, Philippines and Belize, the authors examine the implementation of inclusive education and disabled children’s participation in the education system: contexts on which very little is known. Thus, this book provides a unique opportunity to access rare context-specific information concerning this region of the world; and to reflect on the particular challenges some countries face in the realization of full participation of all children within education. Authored by researchers who are also teaching professionals with experience and understanding of the complexities of the real world, this book reminds us that researchers and policy makers must listen to all voices and perspectives: especially those that have remained silenced and ignored.
Author: Felicity Armstrong Publisher: Routledge ISBN: 1136624384 Category : Education Languages : en Pages : 176
Book Description
First published in 2000. This book looks at 'inclusive' education in the context of policy and practice in a number of different countries, particularly in relation to children and young people of school age. At the heart of the idea of inclusive education lie serious issues concerning 'human rights', 'equal opportunities' and 'social justice'. The papers in this book will, hopefully, contribute to stimulating further debate and dialogue over both the conceptualisation and understanding of a cross-cultural approach to inclusion and exclusion.
Author: Michael Harris Bond Publisher: ISBN: 019954185X Category : Psychology Languages : en Pages : 754
Book Description
In recent years China has witnessed unprecedented economic growth, emerging as a powerful, influential player on the global stage. Now, more than ever, there is a great interest and need within the West to better understand the psychological and social processes that characterize the Chinese people. The Oxford Handbook of Chinese Psychology is the first book of its kind - a comprehensive and commanding review of Chinese psychology, covering areas of human functioning with unparalleled sophistication and complexity. In 42 chapters, leading authorities cite and integrate both English and Chinese-language research in topic areas ranging from the socialization of children, mathematics achievement, emotion, bilingualism and Chinese styles of thinking to Chinese identity, personal relationships, leadership processes and psychopathology. With all chapters accessibly written by the leading researchers in their respective fields, the reader of this volume will learn how and why China has developed in the way it has, and how it is likely to develop. In addition, the book shows how a better understanding of a culture so different to our own can tell us so much about our own culture and sense of identity. A book of extraordinary breadth, The Oxford Handbook of Chinese Psychology will become the essential sourcebook for any scholar or practitioner attempting to understand the psychological functioning of the world's largest ethnic group.
Author: Matthew J. Schuelka Publisher: SAGE ISBN: 1526485990 Category : Education Languages : en Pages : 936
Book Description
This handbook examines policy and practice from around the world with respect to broadly conceived notions of inclusion and diversity within education. It sets out to provide a critical and comprehensive overview of current thinking and debate around aspects such as inclusive education rights, philosophy, context, policy, systems, and practices for a global audience. This makes it an ideal text for researchers and those involved in policy-making, as well as those teaching in classrooms today. Chapters are separated across three key parts: Part I: Conceptualizations and Possibilities of Inclusion and Diversity in Education Part II: Inclusion and Diversity in Educational Practices, Policies, and Systems Part III: Inclusion and Diversity in Global and Local Educational Contexts
Author: John Igbino
Author: John Igbino
Author: John Igbino
Author: John Igbino
Author: Len Barton
Author: Audrey J. Murrell
Author: 
Author: Leda Kamenopoulou
Author: Felicity Armstrong
Author: Michael Harris Bond
Author: Matthew J. Schuelka