An Exploratory Factor Analysis of the Brief COPE with a Sample of Kenyan Caregivers

Given the high prevalence of HIV/AIDS in Kenya, more Kenyans now find themselves in the role of informal caregiver for a family member or multiple family members living with HIV/AIDS. However, there exists little research on how these individuals cope. The present study explores coping responses among caregivers for family members living with HIV/AIDS in Kenya. An exploratory factor analysis of the Brief COPE yielded five factors, with strong loadings on Emotional Support and Instrumental Support. Implications for using the Brief COPE in research and clinical practice among Kenyans are discussed.     

Universal metadata standard

Consciousness is based on the association of notions or a neural network. Similarly, the creation of the next-generation Internet (semantic web) is impossible without attributes that allow the semantic association of documents and their integration into an information context. To achieve these goals, the Universal Metadata Standard (UMS) may serve as a basis for documentography and is functionally required for interpretation of documents by automatic operating systems.     

The Use of Telidon in Canada

Telidon is the result of the marriage between a computer and a telephone. There are multiple configurations that can be devised with its constituent elements: a TV monitor, a keyboard or keypad; a decoder; a telephone signal, wired or wireless; and a computer.     

Science Learning in Special Education: The Case for Constructed Versus Instructed Learning

Throughout the history of education, debate has existed between the relative merits of instructed versus constructed knowledge. In this article, we review our program of research in science education for students with disabilities in order to reveal some insights into this debate. We review research in science curriculum, mnemonic strategies, text-processing strategies, hands-on approaches, coached elaborations, “discovery” learning, correlates of effective inclusive science classrooms, and class-wide peer tutoring with differentiated curriculum enhancements. Overall, both instructed and constructed knowledge are important and can be facilitated with appropriate instructional strategies. Implications for practice and future research are provided.     

Investigating the role of the HLTA in supporting learning in English schools

The development of support staff was a key aspect of the Labour government’s reform of the school workforce in England. As part of this strategy approximately 25,000 Teaching Assistants (TAs) gained Higher Level Teaching Assistant (HLTA) status and were deployed in schools in a variety of roles, often operating in a quasi-teaching role. The research re-visits individuals who had acquired HLTA status between 2006 and 2009 and had participated in a questionnaire survey regarding their role at that time. A duplicate questionnaire was distributed in 2013 to 305 of these HLTAs and was followed up in 2014 by focus groups with self-selecting individuals from the original sample. To date there has been little research relating to the development of the HLTA role and the implications this has for both teachers and pupils, particularly in terms of provision for the most vulnerable learners.