Between psychopathology and inclusion: the challenging collaboration between educational psychologists and child psychiatrists

This article reports on a Danish study on interprofessional collaboration between child psychiatrists and educational psychologists concerning children who are categorised as being at risk. Methodologically, the analysis is grounded in qualitative interviews with psychologists. A Foucauldian approach is applied to narratives and experiences that occur within these interviews concerning external collaboration with child psychiatrists. The article is informed by the research tradition that has problematised the significance of psychiatry and diagnoses in the field of special needs education and social pedagogy. We thus enquire into how the rise of diagnostics and medicalisation affects our understanding of children's difficulties. We discuss a paradox that is present in Denmark and other countries. As educational policies emphasise inclusion, the field of schooling experiences a huge rise in children with medical diagnoses. We argue that diagnostic knowledge is itself an insufficient basis for action and must be considered in relation to teachers’ overall training and teachers’ situated professionalism.     

Interactions between child behavior patterns and parent supervision: implications for children's risk of unintentional injury

Unintentional injuries are the leading cause of death for children. Prior research has implicated both child behavioral attributes and parent supervisory patterns as risk factors. The present study assessed interactions between these two risk factors and determined whether supervision moderates the relation between child attributes and injury. Mothers completed questionnaire measures of child attributes and supervisory patterns and also recorded how they supervised their young child (2–5 years) at home on each of 10 randomly selected days within a 3-week period. Results provide support for the moderating effect of supervision: Supervision interacted with some child attributes to elevate children's risk of medically attended injury and with other attributes to decrease injury risk. Implications for preventing childhood injuries are discussed.     

“现象——问题”对象观逻辑辨析——兼论教育现象与教育问题的逻辑关系

教育学研究对象之争主要有现象对象观和问题对象观,其中现象对象观内在推演的逻辑蕴涵从现象到本质再到规律的推理过程,问题对象观内在逻辑思路可概括为从问题(矛盾)到本质再到规律或从问题到矛盾,再到本质,最后通达规律的推演进程。据此分析现象———问题对象观中关于教育学是研究教育现象和教育问题,揭示教育规律的科学之表述所折射出的教育现象与教育问题之间用和连接的逻辑问题,在理清教育现象与教育问题逻辑关系的基础上将教育学的研究对象定义为教育学是研究教育现象,重点研究教育问题,揭示教育规律的科学。     

Examining the relationship between higher educational attainment,trauma symptoms,and internalizing behaviors in child sexual abuse survivors

The trauma symptoms of child sexual abuse (CSA) survivors don’t end with the abuse, or even with the advent of adulthood. Instead, these symptoms can persist into all the realms of a survivor’s life, including education, which sets the foundation for career advancement. This retrospective study of adult survivors of childhood sexual abuse (n = 260) examined the relationships between trauma symptoms, dissociation, dissociative amnesia, anxiety, depression, sleep problems and higher education attainment. The purpose of this study was to determine if these factors are associated with higher education completion for childhood sexual abuse (CSA) survivors. Linear regressions and ANOVAs suggest that many of these variables are significantly associated with survivors’ educational trajectory, and multiple linear regressions show that trauma symptoms (as measured by the Trauma Symptom Checklist-40), caregivers’ education levels, and age at onset of abuse are significant predictors of decreased education levels. This information can provide insight into additional risk and protective factors for CSA survivors in order to enhance acute and long-term management of trauma symptoms to increase levels ofattainment of higher education.     

Interactions of study orientation and students' appreciation of structure in their educational environment

Instructional systems differ in the amount of structure they impose on the educational environment in which learning activities take place, e.g., mastery learning implies highly structured learning, whereas problem-based learning (PBL) claims its effectiveness just because of its freedom in learning. Yet there seems to be a lot of structure in the educational system in which PBL is embedded. In this study dimensions of structure were explored in a curriculum based on PBL. Factor analysis on student judgments unfolded three forms of structure concerning different aspects of the educational environment: content, organization, and social setting.When looking for interactions between structure and student characteristics, e.g., in research on the effectiveness of PBL, it could be important to take this distinction in structure dimensions into account. In general, ATI-research suggests interaction effects for structure. The study that is presented here explored interactions between study orientation and students' appreciation of the three structure dimensions, revealing a rather consistent pattern of differences in appreciation tendencies influenced by the orientation of the student: meaning, dependence, minimalistic, or strategic.     

Family ecology and child characteristics that predict young children's educational television viewing

This study investigated how sociological variables, program access, family attributes, and child characteristics influence children's viewing of the most well-established educational television program in the United States--"Sesame Street." 2 cohorts were followed from ages 3 to 5 and 5 to 7, respectively. Each family kept a diary of television viewed during 5 1-week periods over 2 years. Interviews and testing sessions were conducted before and after the 2-year period. "Sesame Street" viewing increased from age 3 to a peak between the ages of 3 1/2 and 4; thereafter, viewing declined. This developmental change appeared to be a function of age-correlated life events and perceived age appropriateness of the program rather than of ontogenetic cognitive change. Individual differences were primarily a function of family ecology--opportunities to view and characteristics of other viewers--rather than of family demographics or individual child attributes. Maternal employment and the amount of time children attended child care or preschool were negatively related to viewing. The presence of older siblings reduced viewing; the presence of younger siblings increased it. Viewing was unrelated to parent education or occupational status, child gender, child's vocabulary level, involvement in television, or interest in print and other media. Parental encouragement to watch the program was positively related to viewing for 3-5-year-olds.     

教育学还在与心理学对话吗?--教育理论研究中教育学和心理学关系的再寻找

教育学自诞生以来就与心理学融合在一起,但随着教育理论研究的多元化倾向,教育学与心理学越来越趋向于分离,以至于筑起人为的藩篱,貌合神离的离异的危机使教育理论研究处于一种无根的状态,必然导致教育理论的虚假繁荣。为此,在教育理论研究中,教育学要主动与心理学沟通、对话、理解。     

Congruence between educational attitudes and academic philosophies

Kerlinger's theory of social attitudes asserts that attitudes toward educational practices can be represented by the independent dimensions of progres-sivism and traditionalism. This study focused on the relationship between these attitudes and the philosophies of realism and pragmatism. A sample of 152 graduate students in education completed three instruments measuring educational attitudes and the basic and applied philosophies. Factor analytic results supported a dualistic theory rather than a bipolar theory for attitudes and philosophies. Pragmatists supported the progressive referents of children's interests and social development as educational goals, while realistsy supported traditional concepts emphasizing structure and the learning of content. The results are discussed in terms of the consistency between educational attitudes and a teacher's philosophy.     

The intersectionality of educational inequalities and child poverty in Africa: a deconstruction

The developing world has continually faced tremendous challenges in providing social security and safety nets for its vast populations culminating in wider educational inequalities and extreme poverty. It is not uncommon in Sub-Saharan Africa to find rapacious wealth in the hands of a few co-existing with mass poverty. As a consequence, the majority of children in education have continually experienced low attainment levels and poor prospects in life. This paper discusses interrelationships between child poverty and educational inequalities since these aspects are critical to child development and social mobility and are poignant for developing nations if they are to re-align their economies competitively at a global level. The paper used an analytic review of existing survey data and literature on contemporary contexts in Sub-Saharan Africa, focusing on establishing understanding on child poverty and its impacts on children’s education and well being. In using data from the World Bank and United Nations agencies, the paper has been able to ascertain poverty indices affecting children; inadequate education investment levels; educational inequalities and how these have negatively impacted childhood education and development. Indications are that child poverty and educational inequalities continue to exist despite rising education investments in some countries. The paper posits strategies that developing nations may apply to improve childhood experiences and harness human capital, despite challenging levels of poverty.     

Reasoning about Interactions between Variables

Thinking about interactions between variables is a necessary condition for accurate scientific thinking. The purpose of this study was to investigate difficulties in thinking about interactions between variables and to suggest remedial educational means. A conceptual analysis distinguishes between valid interaction inferences, invalid interaction inferences, and limited inferences which can be seen as a partial or a primitive interaction inference. Empirical findings show that expert thinkers demonstrate thinking about interactions at both an operational and a metastrategic level. Some lay-adults however, although able to draw many limited inferences, encounter substantial difficulties in drawing valid interaction inferences while engaged in an investigation of a scientific sort. Four types of difficulties were identified in this study: lack of a “double set of controlled comparisons” strategy that is necessary for valid inferences about interacting variables; lack of the conceptual framework for interacting factors; diversion of attention to other features; and difficulty in maintaining the necessary control of other variables. The implications of the findings to science curriculum are discussed.     

Teachers as mediators between educational policy and practice

Teachers obviously serve as the medium for causing the result of policy as they carry it into schools and classrooms and deliver it to pupils. They mediate between education policy and practice. Knowledge of the exact nature and effects of this vital role is limited. Drawing on a range of research and evaluation of both national and local policy in practice, carried out by the authors in England, this paper illustrates how teachers mediate policy and the resulting outcomes. Further, it proposes a typology of teacher adaptation to education policy. The paper argues that as yet the appropriate professional role for teachers within policy‐making and implementation has not been achieved, and outlines what this might be. Finally, it outlines some implications for teacher education.     

The Interactions between Brand Equity and Marketing Mix

A framework on the interaction system of brand equity and marketing mix, which is characterized by brand equity as an indirect channel in realizing marketing sales, is established. Hypotheses with respect to marketing mix’s effects on brand equity are proposed. An empirical study is carried out in three categories of razor, soap and orange juice in Australia market, to illustrate brand equity measurement and test the proposed hypotheses.     

Creating Productive Interactions between Work and the Academy

Policy in higher education suggests that curriculum should be more responsive to economist arguments than was the case in the past. Although some guidance has been given to how to develop more work-integrated curricula, little attention has been given to interactions in meetings between workplace and academic representatives in which issues of curriculum development are discussed. As such there appears to be a gap in current curriculum theory. The author suggests that such interactions may be fruitfully examined using concepts derived from studies in the sociology of science and organizational dynamics. Such analyses may contribute to understanding what conditions enable productive interactions, which may be the development of hybrid objects and languages which speak to both groupings.     

在师生互动中促进学生发展

在学校，存在着各种各样的互动行为。师生互动行为是其中非常重要和常见的一种。怎样的师生互动行为才能促进学生的发展呢？教师在师生互动中居于主导地位。如果教师在学生前进道路中，还是墨守陈规，用框框、道道，规矩、模式来束缚学生，让他们在这个圈圈里学习、学习、再学习，遵纪、遵纪、再遵纪，学生就会先把自己包裹起来，静观其变，在平静外部表现与强烈的内心变化的冲突中，产生逆反心理，从而出现放纵、我行我素，或是孤僻、安静、不思进取；或是当面一套，背后一套。这是最让家长、教师头痛的学生。教师的教育要促进学生的发展，…     

浅谈黑人英语和黑人文化的相互影响

该文希望通过对黑人英语和黑人文化的历史发展和活力源泉的探究可以更深刻的理解一种语言和其背后的文化那不易觉察而十分重要的关系。