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111.
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Christine Baxter Robert A. Cummins Steven Polak 《International Journal of Disability, Development & Education》1995,42(2):125-136
Parental stress attributed to both a child with an intellectual disability and their youngest child without a disability was examined over a seven year period. Stress and support were also examined in relation to the life stages of disability diagnosis, starting school and completing school. Stress attributed to the child with a disability was greater than stress attributed to the youngest child without a disability and remained high over the seven year period, however, an increased level of stress was attributed to the child without a disability. In terms of life stages, diagnosis of intellectual disability in a child remained as the most stress‐inducing of the life events included in the study, however, most parents had also experienced heightened stress at the time their child started school, and also during the transition from school to work. The support parents found most helpful reflected their changing focus of worry over time. The implications and limitations of this study arc discussed. 相似文献
113.
Jacqueline Aundrée Baxter 《Cambridge Journal of Education》2013,43(4):467-485
The advent of a new inspection system in January 2012 has created new challenges for both the teaching profession and for the inspectors of education given the task of implementing it, as the new framework demands increased involvement by serving teachers and head teachers as part of the inspection process. This paper draws on evidence from a current funded research project to examine the implications of engaging current practitioners in the inspection role. It explores the professional values and skills that are required in order to successfully effect the new framework and considers whether these may conflict with professional teaching identities, thus raising the possibility of further tensions in the inspection – and governance – of education in England. 相似文献
114.
Going Public: Teaching Students to Speak Out in Public Contexts 总被引:1,自引:0,他引:1
Judith Baxter 《English in Education》2000,34(2):26-34
Many students find speaking in large group, whole class or ‘public’ contexts intimidating. Over the last 30 years, a model of collaborative talk in small groups has been favoured within English teaching in British education but, with the new generation of GCSE syllabuses, students are required to speak effectively to larger audiences. This article explores what constitutes an effective ‘public’ speaker at GCSE level, and suggests various teaching strategies as starting points. 相似文献
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Codi A. Ramsey Peter Lamb Mandeep Kaur G. David Baxter Daniel Cury Ribeiro 《Journal of sports sciences》2019,37(14):1617-1629
Background: Many footwear characteristics are argued as risk factors for running related injuries (RRI). Several footwear assessment tools are available; however, their use in studies of RRI is unknown. Objective: This systematic review evaluated the characteristics and methods of assessing footwear in studies of RRI. Design: Five online databases were searched for studies on adult runners, in running style footwear, who experienced running-related pain or injury. The methodological quality of included articles was independently assessed by two raters using a modified Downs and Black checklist. Study and participant characteristics, footwear assessment tools used, and footwear characteristics reported were extracted for qualitative synthesis. Results: Twenty-four articles were included in the review. Low risk of bias was determined for 11 (44%) of the included studies. Twenty-eight different footwear characteristics were grouped into four categories: nomenclature, measurements, qualitative features, and subjective features. Fifteen different methods for assessing the 28 footwear characteristics were reported among the included studies. Only three methods were described previously, as valid and reliable. Conclusion: Differences in assessing footwear may mask the link between footwear characteristics and injury risk. Systematic footwear assessments and nomenclature are needed to evaluate the effects of footwear characteristics on RRI. 相似文献