Special education has had a complex history in New Zealand. The Ministry of Education's document Special Education 2000 is the latest attempt by Government to make policy and provision clear, fair and consistent. This paper examines Special Education 2000 in its historical, political and social contexts, with particular reference to the claim of the policy to be part of a government strategy for an inclusive education system.
Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.
Research object – creativity education in physical education lessons. Hypotheses: 1. Students and teachers opinion about to creativity education about physical education lessons is different. 2. Girls and boys attitudes towards the education of creativity in physical education lessons are different. Research target – find out teachers and students attitudes towards the education of creativity in physical education lessons. Research objectives: 1. Analyze scientific literature and discuss the concept of creativity, factors influencing and inhibit creativity and creativity in education physical education classes. 2. To determine student"s approach to creativity education during physical education lessons. 3. Compare girls and boys attitude about creativity education. 7 4. Compare the IX – X and XI – XII classes" students approach to creativity education during physical education lessons. 5. Set the physical education teacher's approach to creativity education during physical education lessons. 6. Comparison of physical culture teachers' and students' attitudes towards the education of creativity in physical education lessons. Conclusions: 1. Consensus in the scientific literature on the concept of creativity is not, but in my opinion, this is a person's ability to solve tasks and issues an original, flexible and efficient. Creativity leads to inheritance, environmental influences, and both factors together. Creativity inhibits criticism, evaluation and personal growth unfavorable political system. Only a creative teacher can develop creative personalities. Therefore, modern physical education lesson the teacher must ensure creativity, critical thinking, the ability to work in a group. 2. 74, 9% of the students ' point of view (p. < 0, 05), creativity is innate and partly a desire to grow as students. Many students refer desire to improve for a creative personality, which is manifested through the originality. Teachers more favorably assesses the student's ability to adapt to one another and create a task for something new, but in psychical education classes" creativity educating tasks are assigned rarely. Creativity is educated only partially because of the development of physical education teacher is a partially creative. 3. The analysis of questionnaire data, disaggregated by sex, it should be noted that even a significant disagreed when p<0.05, so all this data confirm a second hypothesis that boys and girls differ in opinion on the creativity education and its" development through psychical education lessons. 4. Taking into account the classes have not received significant difference that creativity is innate or the result of education. In all other aspects of the students' approach to creativity education in accordance with the classes differed significantly (p < 0, 05). 5. 79,5% of teachers think that creativity is innate and partly educated. Most of the teachers described themselves as a likeness of new impressions, although in physical education classes creativity developing tasks are rare and the educates creativity only in part. In terms of teachers, students" lack of initiative prevents them from being creative in physical education classes. In teachers" point of view, for physical education lesson to be more creative, students lack of self-expression. 6. 56,4% of teachers believe (p< 0,05), that creativity leads to an environment in which student grow, where family, friends, teachers are and the creativity development is engaging in an activity that can be suppressed by the authoritarian relationships, strict discipline, and the negative 8 reaction of the teacher. Pupils in terms of criticism. (47.6 percent) creativity is determined by the environment in which the student grow, where family, friends, teachers are and creativity education condition is freedom of expression, which is not suppressed by authoritarian relationships, strict discipline, and the negative reaction of the teacher and criticism. Teachers and students think different what could make the psychical education lessons more creative. So while students and teachers aims in physical education lessons are quite similar, but their views on this issue are different, and this confirms the first raised hypothesis.
This article is devoted to the formation of educational systems in Russia and in the world. The factors of their formation, which are certain milestones on the historic path of the world education systems' development, are considered in their real condition. The current state of education in different groups of countries is analyzed, as well as the tasks that they face. The demands of global information society in educational sphere and new technological opportunities, in particular multilevel system of programmed on-line education in Russia, are also studied.
The subject of the article is a personalistic education and placing the teacher-educator in the role of a master. In personalistic education, emphasis is placed on assisting the student in becoming a full person by opening him to the values of truth, goodness and beauty. It was assumed that this upbringing leads to self-education, and is car-ried out through dialogue and authenticity, and thus it can be effectively carried out only in cooperation: family, school and religious community, understood as guarantor and carrier of absolute values. Implemented at the school level, it should help the student gain a personal insight into the world of higher values and teach him to make the fundamental value of his own choices. As a result, it was found that the teacher is a teacher-educator who enjoys spiritual and intellectual authority, directs his activities to form the whole person, and his goal is to enable the student to formulate independent judgments about reality. The master is a teacher who, having an un-common level of knowledge and extensive experience in a given field, is able to develop it in others, fascinate as a personal model, inspire, arouse the passion of seeking truth, growing in goodness and love of beauty; give direction to the student's search and discreetly control, and finally enjoy the fruits of working together with him.
Education Policy Unravelled examines the nature of contemporary education policy, its purposes and political formation. It charts the continuity of policy development along neo-liberal lines, taking an historical perspective and moving from New Labour to the emerging position of the Coalition government. Contrary to popular belief about recent radical change in education policy, the author team draws attention to the fact that there have been strong similarities and nuanced disagreements between successive modern governments. Written in an accessible style, the book contains a number of activities and pedagogical features designed to appeal to students, to inform thinking and understanding around key policy issues. This is an invaluable guide for engaging with education policy as it uses a variety of key elements of policy theory in order to support students through some of the complexities involved in contemporary policy analysis and critique.
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The purpose of this chapter is to provide an overview of the topic of education and crime. While at first glance this appears to be a simple task, there is an inherent complexity in examining such a broad subject. There are many different perspectives from which a discussion of education and crime could develop. Criminologists might assume this would be an overview of the impact that an individual's education level may have upon their criminal or anti-social behavior. On the other hand, parents might assume this is a discussion of the impact of school violence and crime upon the safety and learning of their children. While legislatures might assume this is a comparison of the monies spent on fighting crime in the United States versus that which is spent to improve American schools. Then, the novice might be expecting all or none of these approaches. This chapter attempts to address all of these views, albeit briefly.
Thank you for the invitation to address a session of your Conference on the topic "Future Trends in Education". I am not sure of the basis of my expertise to address such a topic. It is a topic normally reserved for the gurus of academia and of educational bureaucracies. Perhaps, however, the invitation is in relation to the role of the College with which I am associated in being at the "leading edge" of developments in post-compulsory education in Australia.Perhaps before I say anything, I should direct attention to my belief in the capacity of people to respond to need. Yesterday, I sat with two of our teachers who had taken themselves off to help the centre develop their "detention activities" into credit courses associated with courses at our College and then provide completion experiences on Saturdays and at the end of children's sentences. There is hope.
The legal system and how it works -- Students with disabilities : history of the law -- Statutory provisions -- The people -- Who is protected -- Identification, evaluation, and eligibility -- Free appropriate public education -- Individualized education program -- Placement and least restrictive environment -- Private school placements, residential placements, and public school choice programs -- Special issues with secondary students -- Procedural safeguards -- Discipline -- Americans with Disabilities Act and section 504 of the Rehabilitation Act -- Remedies -- Special education misconduct -- The status and future of special education law.
The Editor of the American Oxford Encyclopedia shows how encyclopedias can be used as instruments of education. He dwells upon the importance of choosing the right system of basic concepts for devel oping the contents, and warns of false distinctions between facts and theories.
