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51.
Abstract This study evaluates the effects of a person-centred counselling intervention on the learning disabled child's self-concept. The participants are children who attend a London borough school for moderate learning difficulties. The study is qualitative and incorporates two parts: (1) practitioner research via a 14 week person-centred counselling intervention; (2) exploration of teachers’ views of the child's self-concept via a pre- and post-intervention questionnaire. The study used person-centred art therapy as an adjunct to counselling. A projective technique was used to measure the child's self-concept.Three out of four child participants indicated an improved self-concept. However, only one out of four teachers’ questionnaires indicated a positive movement within the child. This article explores the difficulties encountered as well as highlighting positive paths, and supposes that the results support carrying out this research project over an extended period and with a larger research group. 相似文献
52.
Julia Hirst 《Sex education》2013,13(4):399-413
School‐based sexualities and relationships education (SRE) offers one of the most promising means of improving young people's sexual health through developing ‘sexual competence’. In the absence of evidence on whether the term holds the same meanings for young people and adults (e.g. teachers, researchers, policy‐makers), the paper explores ‘adult’ notions of sexual competence as construed in research data and alluded to in UK Government guidance on SRE, then draws on empirical research with young people on factors that affect the contexts, motivations and outcomes of sexual encounters, and therefore have implications for sexual competence. These data from young people also challenge more traditional approaches to sexualities education in highlighting disjunctions between the content of school‐based input and their reported sexual experience. The paper concludes by considering the implications of these insights for developing a shared notion of what SRE is trying to achieve and suggestions for recognition in the content and approaches to SRE. 相似文献
53.
Howard P. Parette Jack J. Hourcade Craig Blum Emily H. Watts Julia B. Stoner Brian W. Wojcik Shannon B. Chrismore 《Early Childhood Education Journal》2013,41(3):171-179
This article presents a preliminary examination of the potential of Technology User Groups as a professional development venue for early childhood education professionals in developing operational and functional competence in using hardware and software components of a Technology toolkit. Technology user groups are composed of varying numbers of participants having an interest in technology, and are led by one or more skilled facilitators who meet with participants across time to help them acquire and demonstrate new technology skill sets. A series of these groups were conducted with seven early education professionals serving young preschool children who were at risk or who had disabilities. The impact of these technology user groups was examined using self-reports subsequent to individual participation. Specific data were collected regarding the types of technologies that had been used, and the types of classroom instructional products that had been created and implemented in classrooms using the technologies. A discussion of the value of technology user groups is presented. 相似文献
54.
Julia Proctor 《资料收集管理》2020,45(3):223-234
AbstractAcademic library collections have been built and shaped by a focus on dominant voices and perspectives. In order for collections to reflect the value librarianship places on diversity as well as represent multiple perspectives and serve users of diverse backgrounds and identities, collections need to be assessed for coverage of content related to diversity. This article discusses the challenges inherent in engaging in such an assessment, discusses collection assessment methods, and describes an analysis performed on the Penn State University Libraries collections focused on lesbian, gay, bisexual, transgender, and queer content. 相似文献
55.
As part of a newly created library marketing plan, librarians at the College of Wooster undertook a study of the communication preferences of students, faculty, and staff in early 2015. The results of the survey helped to develop a comprehensive picture of what library resources and services these constituencies are interested in learning about, as well as when, where, and how they prefer to learn about them. This article describes the development, distribution, results, and analysis of the survey, and highlights the importance of campus-specific library marketing practices. 相似文献
56.
Connor K. Warner Clare V. Bell Patricia Alvarez McHatton Julia Atiles 《The Educational forum》2020,84(3):226-239
AbstractThis article details the experiences of four teacher education faculty members as we navigated the consequential implementation of a state-mandated high stakes teacher performance assessment in our educator preparation program. By shifting our perspective from simply complying with an assessment mandate to considering how we can leverage implementation of high stakes performance assessment as a vehicle for program inquiry, we were able to gain significant insight into our practice. 相似文献
57.
Jane E. Atieno Okech Julia Champe 《International journal for the advancement of counseling》2008,30(2):104-115
International and interdisciplinary literature on cross-racial friendships is critically reviewed as a source of relevant
and provocative data for counselling professionals dedicated to multiculturalism. The authors discuss the dynamics of cross-racial
friendships and implications for counsellors. Using practical examples grounded by interdisciplinary literature, the authors
expand discussions about racism within the counselling profession. 相似文献
58.
Kristina Goetz Charles Hulme Sophie Brigstocke Julia M. Carroll Louise Nasir M. Snowling 《Reading and writing》2008,21(4):395-412
The authors report a short-term reading intervention study involving 15 children with Down syndrome (DS) who attended mainstream
schools. The intervention programme taught children phoneme segmentation and blending skills in the context of learning letter-sounds
and working with words in books. The children were taught by their learning support assistants, who received special training
for this purpose. Compared to a waiting group, a group of eight children with DS improved significantly on measures of early
literacy skills (letter-sound knowledge, Early Word Recognition) following eight weeks of intervention. The waiting group
started to make progress once they received the intervention. Both groups maintained progress on the literacy measures five
months after the intervention had finished. The results suggest that children with DS can benefit from structured, phonics-based
reading intervention. 相似文献
59.
E-Learning的时代到来了,教室将要永远消失了!每个人都将热火朝天地使用我们的网站学习门户网站和学习管理系统进行学习。虚拟教室,桌面会议系统,2417(①)等都将纷纷来临……”关于E-Learning的错误看法到处都是! 相似文献
60.
Julia Crespo Comesa?a Margarita Pino Juste 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,24(1):205-218
The objective of this study is to offer a view on the different environmental factors that affect health (sound, light, colour,
temperature) in the design, planning and organization of school premises. To achieve this, the authors first outline the problems
leading to unhealthy situations. They subsequently analyse all the building and planning factors behind those problems based
on a study carried out in the Autonomous Community of Galicia, in the north west of Spain. The study took as its subject all
secondary-level education centres built in Galicia since the Spanish Basic Act on the Educational System (LOGSE) was passed
by the Spanish Parliament in 1990. To conclude, the article offers a number of guidelines to be taken into account when designing
a school environment. 相似文献