金曉菁|責編:李琬琪
金曉菁，寧波諾丁漢大學教育博士，現就職于寧波城市職業技術學院國際學院。從事特殊教育研究15年，曾就職于寧波市特殊教育指導中心。主要研究方向為融合教育、英語教育。曾在British Journal of Special Education等期刊發表論文多篇。
目錄
Chapter 1 Introduction 1.1 Statement of the Problem 1.2 Significance of the Study 1.3 Definitions of Key Terms Chapter 2 Literature Review 2.1 Overview of Inclusive Education 2.1.1 The Origins of Inclusive Education 2.1.2 Issues of Inclusive Education 2.2 The History of Special Education in China 2.2.1 Special Education in Ancient China 2.2.2 Special Education from the Late 19th Century to 1949 2.2.3 Between 1949 and 1978 2.2.4 Since 1979 2.3 The Policy and Practice of LRC 2.3.1 The Historical and Cultural Context of Special Education in China 2.3.2 The Policies and Practice of Special Education 2.3.3 The Origins of LRC 2.3.4 The Expansion of LRC 2.3.5 The Most Recent Policies 2.3.6 The Connection Between LRC and Inclusive Education 2.4 Key Elements Behind the Success of LRC 2.4.1 Teachers' Perceptions 2.4.2 Preparation and Personal Development 2.5 Evaluation of the Practice of the LRC 2.6 Conceptual Framework Chapter 3 Methodology 3.1 Research Design 3.2 Data Collection 3.2.1 The Stance of the Researcher 3.2.2 Interviews 3.2.3 Observations 3.2.4 Document Analysis 3.3 Sampling 3.3.1 Site 3.3.2 Educational Structures of Jiangzhou 3.3.3 School Selection 3.3.4 Information About Three Schools 3.3.5 Participants 3.4 Data Analysis 3.5 Validity and Reliability 3.5.1 Description Validity 3.5.2 Triangulation 3.5.3 Member Check 3.6 Ethical Issues Chapter 4 Findings 4.1 The Practice of LRC in Three Schools 4.1.1 The Practice of LRC in Haihong Primary School 4.1.2 The Practice of LRC in Dongfang Primary School 4.1.3 The Practice of LRC in Zipu Primary School 4.1.4 Comparing the Practice of LRC in the Three Schools
4.2 How is LRC Perceived by Teachers 4.2.1 How Teachers Perceive Their Roles 4.2.2 Teachers' Attitudes and Perceptions of Students with SEN 4.2.3 How Teachers Perceive the Parents 4.2.4 Professional Development Related to SEN 4.2.5 Teachers' Perceptions of LRC 4.3 How Inspectors Perceive the Implementation of LRC 4.3.1 Quality of Provision 4.3.2 Quality of Teaching 4.3.3 Policy Rhetoric Chapter 5 Discussion 5.1 Discussion of the Findings 5.1.1 Inclusive Culture 5.1.2 Inclusive Policies 5.1.3 Inclusive Practices 5.2 Implications for Practice 5.2.1 Optimise the Training System for Mainstream School Teachers 5.2.2 Set the Criteria for Workload Identification and Performance Evaluation 5.2.3 The Further Spread of the Idea of Inclusive Education and the Policy of LRC Chapter 6 Conclusion 6.1 Introduction 6.2 The Originality of the Study 6.3 Limitations of the Study 6.4 Implications for Further Study Appendix A 隨班就讀學校校長和行政人員的訪談框架 Appendix B 班主任訪談框架 Appendix C 資源教師訪談框架 Appendix D 檢查者的訪談框架 Appendix E The Main Information About the Participants Appendix F Field Notes Bibliography
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