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11.
Iva Strnadová Vanda Hájková Lea Květoňová 《International Journal of Inclusive Education》2013,17(10):1080-1095
Twenty-four university students with disabilities were interviewed about their experiences studying at Czech universities. The interviews were analysed using the grounded theory approach. The most commonly experienced barriers faced by these students were institutional barriers, attitudinal barriers, and disability-specific barriers. The types of support mentioned by the students included family support, peer support, and support provided by assistants. The participants also shared strategies they used to deal with the barriers they faced. These were assertiveness, self-determination, metacognition, efforts to ‘fit in’, optimism, and career planning. The implications for policy and universities are discussed. 相似文献
12.
Lea Smedley 《Teachers and Teaching》2013,19(2):189-209
Partnership innovations between teacher educators on school and university sites have become ubiquitous. Calls for bridging the theory/practice gap have been answered with reappraisal and restructuring of programs. The literature on the rationale and implementation of a partnership approach has grown steadily since the early 1980s. Praise for measures that promote increased and meaningful interaction between the key players is now almost universal. Ironically, simultaneously, this documentation reveals the challenges as well as the promises of partnership. Clear impediments to the creation and nurturing of partnership have emerged. This paper takes as its principal focus an exploration of the literature that examines the range of barriers encountered by teachers of future teachers. 相似文献
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In this article we examine issues of academic identity through the lens of academics’ everyday workplace writing, offering a complementary perspective to those already evident in the higher education research literature. Motivated by an interest in the relationship between routine writing and aspects of professional practice, we draw on data from interviews with 30 academics across three different universities. Our discussion is illustrated with excerpts from interview data, and is organised around three emerging themes: ‘reconstructing academic identities in a shifting academic workplace’, ‘considering new articulations of disciplinarity’, and ‘moving on from the golden age’. We conclude that the reconstruction of academic identities, through engagement with established and emerging workplace documents, may well be enabling academics to build new identities within the changing university. 相似文献
15.
Lynne Callaghan Alan Doherty Susan J. Lea Daniel Webster 《Health information and libraries journal》2008,25(4):253-260
Background: Students on health and social care degree programmes spend 50% of their time on practice placements. Because of the diversity of settings and the need to evidence their work, it is vital to understand the information and resource needs of placement students. Objectives: The aim of this investigation was to understand the needs of placement students in terms of accessing resources whilst they are in the field in order to inform a guide to meet these needs. Methods: Focus groups were conducted with students on midwifery, social work and post‐registration health professions degree programmes on three different sites across the region. Data were analysed using Thematic Content Analysis. Results: Three themes emerged from the data: inequality, user education needs and students’ solutions and strategies. Conclusions: It is essential to speak to placement students in order to understand their needs in terms of accessing and using library resources. The timing and content of information skills training is key to meeting student needs while on placement. 相似文献
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North Georgia College and State University has joined a national effort to move away from the isolated approach to measuring student learning. Educators from three divisions offer their perspectives. 相似文献
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Dörrenbächer-Ulrich Laura Weißenfels Marie Russer Lea Perels Franziska 《Instructional Science》2021,49(1):137-163
Instructional Science - Although self-regulated learning (SRL) is seen as highly relevant for successful college learning, college students oftentimes show a lack in SRL abilities. Therefore, it... 相似文献
18.
Promoting Vocational Development: Methods of Intervention
and Techniques Used in the Italian Context
Laura?NotaEmail author Salvatore?Soresi Scott?H.?Solberg Lea?Ferrari 《International Journal for Educational and Vocational Guidance》2005,5(3):271-279
This article describes a Master Educator Series designed to help educators in Italy design and implement comprehensive vocational guidance curriculum. In this “Master Educator” training, a variety of vocational development models and theories are presented. The goal is to provide a broad range of skills in assessment and intervention strategies to prepare educators for developing the curriculum that best fits their unique context. Five curriculum examples are described. Each of these interventions is built around a vocational development topic, including: providing individualized feedback, improving social relationships and connections, using written exercises, and providing mastery and vicarious experiences. 相似文献
19.
Robin L. Dobson Melissa A. Bray Thomas J. Kehle Lea A. Theodore Heather L. Peck 《Psychology in the schools》2005,42(7):707-720
Asthma is a pervasive inflammatory disorder of the bronchial airways that causes the normal functioning of the airways to become overreactive. This disorder affects approximately 8 million children in schools per year and accounts for a significant amount of absences. Researchers have speculated that pharmacological interventions are alone insufficient or overaggressive in treating asthma, and numerous studies have demonstrated a connection between emotions and asthma. It has therefore been suggested that psychological interventions may be appropriate for this population. One such intervention, relaxation and guided imagery (RGI), that incorporates mental representations as well as the senses in a process of relaxing all the parts of the body has been shown to be effective with children with asthma. The current study served as a replication and extension of this previous research. The purpose of the investigation was to examine the effectiveness of RGI with an elementary school sample as well as determine the overall improvement in happiness, anxiety, and quality of life of the participants. Results demonstrated that RGI significantly improved the lung functioning of 3 out of 4 participants in the study. Furthermore, overall happiness improved for 1 participant in the study, state anxiety decreased for 2 of the 4 participants, and trait anxiety decreased for all 4 participants. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 707–720, 2005. 相似文献
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