This qualitative study used Interpretative Phenomenological Analysis to consult with 16 autistic UK higher education (HE) students about their experiences of success. An in-depth participatory approach encouraged participants to become co-analysts of their data.
Participants offered counter-narratives to deficit-based interpretations of autism, giving accounts of making themselves ‘extra-visible’ as autistic in order to assert their rights. The autism diagnosis was perceived both as an aid to self-understanding and a cause of additional barriers. In raising awareness of their own needs, participants contributed to broader understandings of autism within their academic communities, inadvertently becoming educators and role models. The research highlights the extra effort required by autistic students to thrive within higher education and the barriers imposed by current requirements to both pursue formal diagnosis, and to disclose it in order to receive adjustments. The research was novel in its approach and in its focus on success, revealing original findings in relation to the challenges and barriers faced by high-achieving autistic students, and the implications for a more inclusive higher education curriculum and environment are considered. 相似文献
Summary The graphing of eye movements during the reading act may prove to be a valuable tool for the reading laboratory director.
It can be seen from the analysis of data from the initial samples tested that changes in eye graphs for fixations, regressions,
and rate do occur as a result of training in reading; that consistent patterns of change occur for fixations, regressions,
and rate; and that the pattern of correlations of eye graph data and standardized test scores is consistent although the correlations
are too low to be considered predictive.
The basic deficiencies in the present study are the number of eye graphs administered and the lack of standardized test data
for comparison at the time of eye graph administration. Studies in progress at present will include data from a minimum of
five graphs and standardized pre- and posttest results will be available. 相似文献
36-month-old, full-term children (n = 21) and low-birthweight (LBW) children of high (n = 25) and low (n = 23) medical risk status were observed in interactions with mothers in teaching and social context. Child compliance, self-directed behaviors, and problem behaviors were evaluated as well as associations among aspects of children's social competence, mothers' behaviors, and context factors. Degree of medical risk was associated with impairments in children's self-directed behavior and quality of response to maternal directives. Mothers of LBW children showed a smaller proportion of behaviors that provided choices compared to mothers of full-term children. Medical complications, children's cognitive status, and mothers' interactive behaviors were significantly associated with LBW children's social competence. Results of regression analyses suggested that mothers and LBW children influence each others' behavior in ways similar to mothers and full-term children in both teaching and social contexts. 相似文献
This empirical study explores the perspectives of eight preservice teachers on the meaning and assessment of creativity and
the role of web design in developing creative potential. Data sources included eight semi-structured interviews analyzed by
three independent raters, web design checklists, and interviewer’s notes. Five themes emerged from participant responses during
data analysis: a) definition of creativity, b) assessment of creativity, c) creativity and instructional strategies, d) creativity
and problem solving, and e) creativity and web design. Web design is viewed as a process of ill-structured problem solving
that educators can integrate in the curriculum to link content knowledge with the construction of a tangible product. Each
of the web design steps, according to these preservice teachers, is important in developing and realizing the creative potential
because they require comprehension, analysis, synthesis, application, and evaluation skills to create a unique product. 相似文献
Although breastfeeding is known to be beneficial to both mother and infant, many women encounter barriers to breastfeeding, even after successful breastfeeding initiation, which may put them at greater risk for early cessation of breastfeeding. The objectives of this study were to conduct a secondary analysis of data from a longitudinal study of postpartum depression to (a) examine factors related to very early discontinuation of breastfeeding (at 2 weeks postpartum) following hospital discharge and (b) identify women's reasons for very early cessation of breastfeeding. The results of this study support findings from previous research. Having a perceived support system, whether it is personal or professional, may have an effect on both the initiation and duration of breastfeeding. Educating expectant and new mothers, especially women who encounter multiple barriers and are at risk for very early cessation of breastfeeding, of the benefits of breastfeeding and supporting them in developing efficient techniques and problem-solving skills can help increase the duration of breastfeeding. 相似文献
Beliefs about knowledge, learning and teaching are assumed to impact teachers' practice (Brownlee, 2004; N. Entwistle, Skinner, D. Entwistle, & Orr, 2000). A change of beliefs is an important step for teacher learning, but it is often seen as difficult if not impossible (Cooney, Shealy, & Arvold, 1998). This study investigated the impact some teacher education programs from China and the USA had on the teachers' beliefs and teaching strategies and how these teachers integrated the acquired knowledge and teaching strategies in their practice. Researchers were particularly interested in investigating teachers' ability and willingness to use the strategies congruent with constructivist learning theory in their classrooms. 相似文献
In threatening environments, the short (S) allele of 5-HTTLPR is proposed to augment risk for depression. However, it is unknown whether 5-HTTLPR variation increases risk for depression in environments of deprivation, lacking positive or nurturant features. Two independent longitudinal studies (n = 681 and 176, respectively) examined whether 5-HTTLPR moderated associations between low levels of positive parenting at 11–13 years and subsequent depression at 17–19 years. In both studies only LL homozygous adolescents were at greater risk for depression with decreasing levels of positive parenting. Thus, while the S allele has previously been identified as a susceptible genotype, these findings suggest that the L allele may also confer sensitivity to depression in the face of specific environmental challenges. 相似文献
In 2014, the Pollak Library at California State University, Fullerton embarked on a project to simultaneously address an outdated collection and to provide more student oriented collaborative space by creating a large-scale deselection plan. The interim University Librarian believed it prudent to offer campus faculty the ability to provide input on the deselection plan and an online application was created to allow faculty to request retention of titles selected for weeding. Feedback from an initial weeding pilot program was instructive and the tool was updated for the following deselection rounds to compel faculty to justify reasons for retaining titles and deter arbitrary requests for retention. While ultimately successful in deselecting 95,074 titles, future weeding projects will focus on the most invested partners, rather than the entire campus community. This article describes Pollak Library’s weeding project and analyzes the results of three years of faculty feedback. 相似文献