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Netta Cartwright 《Pastoral Care in Education》2005,23(2):45-50
This article begins by detailing some of the key ideas behind the concept of peers helping peers. The history of peer support schemes in the UK and of the author's particular and important role in this development are explored. The use of Re-Evaluation Counselling in this model is described. She also details the processes of setting up and sustaining peer support schemes in schools. The factors that are key to these processes are identified and exemplified via case studies. 相似文献
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Loni Crumb Angie D. Cartwright Dominique S. Hammonds Janeé Avent Harris 《Counselor Education & Supervision》2023,62(3):233-247
The perceptions of personal and professional identity development from four Black women counselor educators were examined through a collaborative autoethnography methodology. Themes identified include (a) intentionality of code-switching, (b) inextricable identities, (c) fight for and with authenticity, and (d) mutual development of personal and professional identities. 相似文献
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This article explores an issue of great current concern: how do we help primary aged children to engage with, and to benefit from, information from the Internet? The notion of ‘engagement’ is considered in the context of constructivist learning theory. A short case study based on a small‐scale research project in a primary school classroom in England is presented in order to illustrate the difficulties that arise when children undertake information handling work involving access to vast amounts of information. The end products from two groups of children are found to be far from what might have been expected from children of their ability, background and experience. Engagement with the ideas contained in non‐fiction texts is isolated as a crucial factor. Approaches, including the EXIT model, are presented and considered as ways in which engagement might be encouraged. 相似文献
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Virginia W. Berninger Ana C. Cartwright Cheryl M. Yates H. Lee Swanson Robert D. Abbott 《Reading and writing》1994,6(2):161-196
Multiple measures of the fine motor system, the orthographic system, the phonological system, the working memory system, the verbal intelligence system, the writing system, and the reading system were administered to 300 students in grades 4, 5, and 6. Results showed that the writing system and the reading system share many of the same orthographic, phonological, and working memory sub-processes but thepatterns of concurrent relation between these sub-processes and writing and between these subprocesses and reading differ. These results are consistent with the view that writing and reading draw upon the same as well as unique cognitive systems. 相似文献
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Derek Glover Gerry Gough Michael Johnson Netta Cartwright 《Educational research; a review for teachers and all concerned with progress in education》2013,55(2):141-156
This paper outlines an investigation of the incidence and impact of physical, verbal and property-violation bullying in 25 secondary schools within a partnership operating with Keele University. The investigation also considers the impact of antisocial behaviour on pupils and the effectiveness of intervention to secure improved behaviour patterns. Evidence shows that in any year 75 per cent of pupils are bullied but that severe and repeated bullying is likely to be perpetrated and suffered by about seven per cent of pupils. Four behaviour patterns can be identified: bullies, bullies who are also victims, victims and non-participants, and the link between behaviour and factors in developing self-esteem is explored. Successful intervention requires a change of attitude on the part of both pupils and the community, a willingness to report events, and an understanding of respect for personal space. 相似文献
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In this study, we present the long-term influence of an after school science practicum associated with an elementary science methods course. The practicum or field experience could be considered a community-based service learning programme as it is situated both within and for the community. Study participants included eight third- and fifth-grade teachers who had participated in elementary science methods courses; four of these teachers participated in the after school teaching practicum while four participants experienced a more traditional observation-based elementary science practicum. All of these teachers were in their second or third year teaching which was 3–4 years after taking the methods course. Investigation methods included questionnaires, field observations and semi-structured, individual interviews. Teachers more regularly utilised reform-based teaching strategies and cited the after school teaching practicum as preparing them to use these strategies in their own classrooms. All teachers exhibited a growth mindset to some degree, but the after school practicum participants did demonstrate a wider use of reformed-based teaching strategies and a higher growth mindset. Elementary teachers perceive risk associated with these key aspects of instruction: (1) managing instruction and classroom management, (2) teaching science through guided inquiry, and (3) overcoming adoptions in other ‘mandated’ curriculum like math and reading. 相似文献