Narcie Kelly
Dados Biográficos
| ID | 3656282 |
|---|---|
| NOME | Narcie Kelly |
| PRENOMES | Narcie |
| SOBRENOME | Kelly |
| ASSINATURA | KELLY N |
| AFILIAÇÕES | University of Exeter |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 3 |
| TOTAL DE CITAÇÕES | 8 |
| TOTAL COMO AUTOR | 3 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2004 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2009 |
| ÍNDICE H | 1 |
Understanding young people's citizenship learning in everyday life
In this article we present insights from research which has sought to deepen understanding of the ways in which young people (aged 13—21) learn democratic citizenship through their participation in a range of different formal and informal practices and communities. Based on the research, we suggest that such understanding should focus on the interplay between contexts for action, relationships within and across contexts, and the dispositions that…
Pupils' views on inclusion
This study examined the views of 101 boys and girls aged 10–11 and 13–14 with statements of special educational needs for moderate learning difficulties. Questions centred on their experiences of school, teaching and learning in mainstream and special schools. The study is set in the context of the international move towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voi…
Pupils' perceptions of self and of labels
Background: The study is set in the context of international moves towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision making in education.Aims: To examine how children with moderate learning difficulties (MLD) in mainstream and special schools see themselves; to investigate their positive, negative and mixed self-perceptions; to explore their evaluation…
Pupils' views on inclusion
This study examined the views of 101 boys and girls aged 10–11 and 13–14 with statements of special educational needs for moderate learning difficulties. Questions centred on their experiences of school, teaching and learning in mainstream and special schools. The study is set in the context of the international move towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voi…
Pupils' perceptions of self and of labels
Background: The study is set in the context of international moves towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision making in education.Aims: To examine how children with moderate learning difficulties (MLD) in mainstream and special schools see themselves; to investigate their positive, negative and mixed self-perceptions; to explore their evaluation…
Pupils' views on inclusion
This study examined the views of 101 boys and girls aged 10–11 and 13–14 with statements of special educational needs for moderate learning difficulties. Questions centred on their experiences of school, teaching and learning in mainstream and special schools. The study is set in the context of the international move towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voi…
Pupils' perceptions of self and of labels
Background: The study is set in the context of international moves towards more inclusion of children with disabilities into mainstream schools and the greater importance attached to the child's voice in decision making in education.Aims: To examine how children with moderate learning difficulties (MLD) in mainstream and special schools see themselves; to investigate their positive, negative and mixed self-perceptions; to explore their evaluation…
Understanding young people's citizenship learning in everyday life
In this article we present insights from research which has sought to deepen understanding of the ways in which young people (aged 13—21) learn democratic citizenship through their participation in a range of different formal and informal practices and communities. Based on the research, we suggest that such understanding should focus on the interplay between contexts for action, relationships within and across contexts, and the dispositions that…
Pedagogy (3 obras) · Context (archaeology) (2 obras) · Developmental psychology (2 obras) · Inclusion (mineral) (2 obras) · Mainstream (2 obras) · Mainstreaming (2 obras) · Political science (2 obras) · Psychology (2 obras) · Social Psychology (2 obras) · Special education (2 obras)