Navigating the Manifestation Determination Process: A Teacher's Perspective

2015 ◽  
Vol 24 (3) ◽  
pp. 38-48 ◽  
Author(s):  
Jennifer D. Walker ◽  
Brittany L. Hott
Keyword(s):  
Manifestation Determination ◽  
Determination Process ◽  
Teacher's Perspective

Manifestation Determination Decisions and Students With Emotional/Behavioral Disorders

2016 ◽  
Vol 25 (2) ◽  
pp. 107-118 ◽  
Author(s):  
Jennifer D. Walker ◽  
Frederick J. Brigham
Keyword(s):  
Special Education Teachers ◽  
Student Behavior ◽  
Relevant Information ◽  
The Other ◽  
Future Research ◽  
Team Members ◽  
Manifestation Determination ◽  
Determination Process ◽  
And Behavior

Sixteen general and special education teachers were randomly assigned to one of four teams that were to make manifestation determinations using two different “hidden profiles” case studies based on students with an emotional behavioral disability. One case study was constructed to support a decision of the behavior not being a manifestation of the disability and the other case study was constructed to support a conclusion that the behavior of concern was a manifestation of the disability. To fully understand the student and behavior of concern, team members were required to actively share and discuss all of the relevant information they possessed. Both the teams working with profiles supporting the manifestation of the disability reached that conclusion; however, the two teams working with profiles that supported a non-manifestation of disability conclusion reached different conclusions, one declaring the behavior to be a non-manifestation and the other declaring it to be a manifestation of the disability. Overall, participants found the manifestation determination process to be an effective way to discuss student behavior, but special and general educators approached the determination process differently. Discussion of the manifestation determination review (MDR) process is presented along with implications for practice, limitations, and future research.

PORTFOLIOS ASSESSMENT AS A METHOD OF ASSESSMENT OF LANGUAGE IN ESL CLASSROOM CONTEXT

2015 ◽  
Vol 8 (2) ◽  
pp. 61
Author(s):  
Juella Rumiris
Keyword(s):  
Assessment Tool ◽  
Theoretical Perspective ◽  
Curriculum Planning ◽  
Classroom Context ◽  
Learning Program ◽  
English As Second Language ◽  
English As Foreign Language ◽  
Learning Improvement ◽  
Method Of Assessment ◽  
Teacher's Perspective

The use of portfolios as an assessment tool probably is unlikely common in Asian countries. Portfolios is commonly considered as a compilation of students’ work for a certain period of time. In fact, the portfolios may show the originality of and the nature of students’ learning improvement. In this paper, the writer will discuss portfolios as a method of assessment in English as Second Language or English as Foreign Language (ESL/EFL) classroom context from teacher’s perspective. This paper is designed with this format order: firstly to explain about the degree of portfolios method to assess content, skills and knowledge in the teach-ing-learning program in the ESL/EFL context, to correlate portfolios system to model of curriculum planning and policy context. Secondly, to discuss the strengths and weaknesses of portfolios method from a theoretical perspective, and analyse the validity, reliability, and fairness. Thirdly, to specify the association of portfolios method and the types of assessment and the correlation of portfolios method with assessment for learning. Fourthly, to evaluate the degree of portfolios method of assessment promoting learning of the knowledge, skills, and abilities related to my teaching experience.Keywords : Portfolios, Assessment, Curriculum, Learning, Knowledge, Skills.

PERCEPCIÓN DE LOS DOCENTES DE EDUCACIÓN SECUNDARIA SOBRE LA CALIDAD DE LA ENSEÑANZA EN LA PROVINCIA DE ALBACETE

2020 ◽  
Author(s):  
Manuel Ángel González Berruga
Keyword(s):  
Secondary Education ◽  
Teaching Style ◽  
Collaborative Teaching ◽  
School Failure ◽  
Experienced Teachers ◽  
Pedagogical Practice ◽  
La Mancha ◽  
School Risk Factors ◽  
Teacher's Perspective ◽  
Interpretative Research

Teachers have an important role in the development of an education of quality in Secondary Education schools. School failure continue being a persistent phenomenon in Spain and Castilla La Mancha. School Risk perspective is a proposal that allows to recognize factors in the construction of school failure in the pass of the student through the educational system. It is presented a descriptive-interpretative research from the theorical perspective of Productive Pedagogies to know the school risk factors from teacher’s perspective of 11 Secondary Education schools of Albacete region. It is observed a low perspective in diversity attention and learning contextualization. Teachers plan the pedagogical practice in relation to the average student in ordinary or PMAR classrooms. Less experienced teachers have a favorable perception in some factor about quality teaching. Teachers from schools with a high sociocultural and economic level present an integral and collaborative teaching style as opposed to middle and low-level schools.

Self-Determination Through Autonomy or Independence? – On the Current and Future Position of New Caledonia

ICL Journal ◽  
2021 ◽  
Vol 15 (1) ◽  
pp. 67-105
Author(s):  
Markku Suksi
Keyword(s):  
Human Rights ◽  
New Caledonia ◽  
Legal Order ◽  
The Self ◽  
Self Determination ◽  
Normative Framework ◽  
European Court ◽  
Determination Process ◽  
The Right

Abstract New Caledonia is a colonial territory of France. Since the adoption of the Nouméa Accord in 1998, a period of transition towards the exercise of self-determination has been going on. New Caledonia is currently a strong autonomy, well entrenched in the legal order of France from 1999 on. The legislative powers have been distributed between the Congress of New Caledonia and the Parliament of France on the basis of a double enumeration of legislative powers, an arrangement that has given New Caledonia control over many material fields of self-determination. At the same time as this autonomy has been well embedded in the constitutional fabric of France. The Nouméa Accord was constitutionalized in the provisions of the Constitution of France and also in an Institutional Act. This normative framework created a multi-layered electorate that has presented several challenges to the autonomy arrangement and the procedure of self-determination, but the European Court of Human Rights and the UN Human Rights Committee have resolved the issues regarding the right to vote in manners that take into account the local circumstances and the fact that the aim of the legislation is to facilitate the self-determination of the colonized people, the indigenous Kanak people. The self-determination process consists potentially of a series of referendums, the first of which was held in 2018 and the second one in 2020. In both referendums, those entitled to vote returned a No-vote to the question of ‘Do you want New Caledonia to attain full sovereignty and become independent?’ A third referendum is to be expected before October 2022, and if that one also results in a no to independence, a further process of negotiations starts, with the potential of a fourth referendum that will decide the mode of self-determination New Caledonia will opt for, independence or autonomy.

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