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141.
142.
Evaluation of successful professional intervention for two case studies of female adolescents’ school refusal behaviour is presented. Data gathered from the young person, professionals, and parents in each case are synthesised to propose a multi-level, ecologically situated model of intervention for school refusal behaviour. The proposed model indicates an interaction of child, psychological support, family support, professional, and systemic factors. The utility of explanatory case studies to a practice-based evidence base for practitioner educational psychologists is highlighted. 相似文献
143.
Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of academic self-concept and academic self-efficacy in six 2e students from a Singapore secondary school. Results demonstrate that 2e students could possess high-academic self-concept and academic self-efficacy that empower their academic success. This study suggests strategies such as focusing on the 2e students’ strength areas and developing their interests in particular academic domains to enable their development of high-academic self-concept. We also recommend practices such as creating the experiences of success, practicing effective parental and teacher support, and providing positive peer influence to foster 2e students’ high-academic self-efficacy. 相似文献
144.
This study reports primary children's perceptions of the role of the Teaching Assistant (TA) in three state primary schools in South West England. Through the use of a questionnaire and semi-structured interviews, an exploration was made of how children view TAs, who are commonly found delivering the curriculum alongside the teacher in the classroom. A simple questionnaire was completed by 419 junior children and 86 infant and junior pupils were interviewed, giving children a ‘voice’ about an environment which they inhabit for a substantial proportion of their lives. The results show that children between the ages of 5–11 perceive the role of the TA to be of value and their work to be useful and helpful. Their accounts of the TAs' work in general and in relation to themselves, in particular, were clear and insightful. They distinguish between teacher and TA in terms of training, vocation and responsibility. Most children consider themselves to be confident and willing to ask for help but a significant minority reported that they preferred not to ask for help. The implications of the findings for further research on children's views and for educational practice are discussed. 相似文献
145.
Clare Lidbury 《Children‘s Literature in Education》2013,44(4):345-358
This article examines whether Elinor M. Brent-Dyer’s Chalet School books—a series of girls’ school stories spanning the late 1920s to the early 1970s—can be regarded as historical sources for the study of physical education and dance in girls’ boarding schools during this period. An overview of her experience as teacher and headmistress, an examination of the training and role of PE teachers during this time, and observations on the role other staff played in games coaching and dance teaching confirms that this children’s literature is an accurate representation. The incorporation of contemporary details in her writing, through referencing current events for example, strengthens the case for acknowledging this. However it is concluded that the source becomes less accurate in the latter half of the series when Brent-Dyer lost contact with the education world and with young people. 相似文献
146.
2007年3月2日,法国著名滑雪胜地雷督阿普(Les Deux Alpes).来自伦敦南部30岁的水管工汤姆·墨菲起得很早.今天是7天休假的最后一日,他没有唤醒熟睡的同伴,而是背起行囊独自开始了雪山之旅. 相似文献
147.
Despite current moves in the UK to limit class sizes for young children in school, there is still a disturbing lack of research evidence on the effect of class size differences on pupils' educational progress and experience. Past research has concentrated on the effects on outcomes such as pupils' school attainments in basic areas. Much less is known about classroom processes that might mediate any such effects, though such knowledge is more useful for practice and policy. Drawing on a current programme of research at the Institute of Education, University of London, this paper identifies five processes likely to be connected to class size: within class grouping practices, the nature and quality of teaching, pupil attention in class, pupil adjustment to school and effects on teachers' morale, stress and enthusiasm. Relevent research is reviewed, and in line with this research the paper concentrates on the primary school years. 相似文献
148.
Background: Retirement from professional sport has been recognised as a major psychological stressor, and there is a need to identify factors that increase the risk of mental health problems after career termination. The current study examined associations between career-ending injury, chronic pain, athletic identity, and depressive symptomology in retired professional footballers. Methods: A cross-sectional study was performed with 307 retired male footballers who had played within a professional United Kingdom league. Participants completed measures of depressive symptoms (Short Depression-Happiness Scale), chronic pain (Pain Intensity Numerical Rating Scale), and athletic identity (Athletic Identity Measurement Scale), and reported their reasons for retirement. Results: A total of 48 participants (16%) met the cut-off score for possible cases of clinically relevant depression. These participants were more recently retired, and had higher athletic identity than those without depressive symptoms. Former players with depressive symptoms were more likely to cite injury as a retirement reason, and report higher levels of ongoing injury-related pain. Multivariate logistic regression revealed that the presence of depressive symptoms was independently associated with retirement through injury (OR?=?3.44; 95% CI?=?1.39, 8.51), higher pain levels (OR?=?1.38; 95% CI?=?1.02, 1.86), and increased athletic identity (OR?=?1.28; 95% CI?=?1.14, 1.44). Conclusions: Career-ending injury is strongly associated with higher odds of depressive symptomology during retirement, while experiencing chronic pain, and maintaining a high sense of athletic identity, are additional potential contributors. 相似文献
149.
150.