Suchergebnisse

The American Opportunity Tax Credit (AOTC) is a temporary tax provision that provides financial assistance to taxpayers whose children (or who themselves) are attending college. The AOTC is scheduled to expire at the end of 2017, at which point Congress may allow the provision to expire, extend the provision in its current form, or extend a modified version of the AOTC. In light of increased congressional interest in reforming the tax code, policy makers may choose to consider modifying the AOTC in conjunction with other education tax benefits. This book provides both an in-depth description o

This article reports on a survey of recipients of 51 technical assistance projects in 18 states and territories provided by the Teaching Research Assistance to Children Experiencing Sensory Impairments project. On the basis of the respondents' assessments of factors that result in the most effective provision of technical assistance by consultants in educational settings, the authors present a systematic approach to the achievement of desired individual, programmatic, and systemwide changes through technical assistance.

Bei der Umsetzung eines inklusiven Bildungssystems nehmen SchulassistentInnen eine Schlüsselfunktion ein. Sie unterstützen Kinder und Jugendliche mit Behinderung beim Regelschulbesuch und tragen entscheidend zu einem erfolgreichen Bildungsweg dieser SchülerInnen bei. Obwohl ihr Tätigkeitsfeld umfassend ist, weisen Untersuchungen darauf hin, dass SchulassistentInnen sich selbst nicht als ausreichend qualifiziert einschätzen und es ihnen an spezifischen Kompetenzen mangelt, um Kinder mit Behinderungen zu unterstützen und Inklusion zu ermöglichen. Um diesem Qualifizierungsbedarf zu entsprechen, werden im Rahmen des internationalen Kooperationsprojekts IMAS II fünf web-basierte Wissensboxen zu Themen, die für den Berufsalltag von AssistentInnen bedeutsam sind, konzipiert. Die Wissensboxen werden gemeinsam mit AssistentInnen, den begleiteten Kindern und ihren MitschülerInnen als MitforscherInnen entwickelt, anschließend mit AssistentInnen, LehrerInnen, Eltern und SchülerInnen erprobt und evaluiert. Diese flexible Fortbildungsmöglichkeit soll zur Qualitätssteigerung und längerfristigen Qualitätsentwicklung der Schulassistenz sowie zum Gelingen von Inklusion im Schulbereich beitragen. ; Teaching assistants play a key role in the implementation of an inclusive educational system. They support children and adolescents with special educational needs (SEN) in regular schools and contribute in a decisive way to a successful education of these students. Although their field of activity is very comprehensive, scientific evidence indicates that assistants do not consider themselves to be sufficiently qualified and lack specific competences to support students with SEN and enable inclusion. In order to meet this need for qualification, five web-based knowledge boxes on topics relevant to the daily work of assistants are being designed and evaluated within the framework of an international cooperation project IMAS II funded by the European Union. The knowledge boxes will be developed together with assistants, accompanied students and their classmates as co-researchers and then tested with assistants, teachers, parents and students. The impact of the knowledge boxes will be evaluated. This flexible further training opportunity is intended to contribute to a quality improvement and long-term quality development of assistance services and to the success of inclusion in schools.

Bei der Umsetzung eines inklusiven Bildungssystems nehmen SchulassistentInnen eine Schlüsselfunktion ein. Sie unterstützen Kinder und Jugendliche mit Behinderung beim Regelschulbesuch und tragen entscheidend zu einem erfolgreichen Bildungsweg dieser SchülerInnen bei. Obwohl ihr Tätigkeitsfeld umfassend ist, weisen Untersuchungen darauf hin, dass SchulassistentInnen sich selbst nicht als ausreichend qualifiziert einschätzen und es ihnen an spezifischen Kompetenzen mangelt, um Kinder mit Behinderungen zu unterstützen und Inklusion zu ermöglichen. Um diesem Qualifizierungsbedarf zu entsprechen, werden im Rahmen des internationalen Kooperationsprojekts IMAS II fünf web-basierte Wissensboxen zu Themen, die für den Berufsalltag von AssistentInnen bedeutsam sind, konzipiert. Die Wissensboxen werden gemeinsam mit AssistentInnen, den begleiteten Kindern und ihren MitschülerInnen als MitforscherInnen entwickelt, anschließend mit AssistentInnen, LehrerInnen, Eltern und SchülerInnen erprobt und evaluiert. Diese flexible Fortbildungsmöglichkeit soll zur Qualitätssteigerung und längerfristigen Qualitätsentwicklung der Schulassistenz sowie zum Gelingen von Inklusion im Schulbereich beitragen. ; Teaching assistants play a key role in the implementation of an inclusive educational system. They support children and adolescents with special educational needs (SEN) in regular schools and contribute in a decisive way to a successful education of these students. Although their field of activity is very comprehensive, scientific evidence indicates that assistants do not consider themselves to be sufficiently qualified and lack specific competences to support students with SEN and enable inclusion. In order to meet this need for qualification, five web-based knowledge boxes on topics relevant to the daily work of assistants are being designed and evaluated within the framework of an international cooperation project IMAS II funded by the European Union. The knowledge boxes will be developed together with assistants, accompanied students and their classmates as co-researchers and then tested with assistants, teachers, parents and students. The impact of the knowledge boxes will be evaluated. This flexible further training opportunity is intended to contribute to a quality improvement and long-term quality development of assistance services and to the success of inclusion in schools.

Recent educational research suggests that joint reflection can enhance student teachers' reflections on their own practice if they have adequate tutor support. This study aims to identify and characterize the assistance offered by college tutors in situations of joint reflection and analyses their contribution to the development of students' ability to reflect on their teaching practice. More specifically, we aim to identify the kind of tutor assistance that best helps students to develop their reflective capacity and to understand the situations they encounter during teaching practice. ; This research was funded by the Ministerio de Economía y Competitividad, Gobierno de España (Ministry of Economy and Competitiveness, Spanish Government), (EDU2013-44632-P. It was also funded by the Agència d'Ajuts Universitaris i de Recerca (Agency of University and Research Grants) (AGAUR), Generalitat de Catalunya (Generalitat of Catalonia), (2014 ARMIF 00052).