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51.
Evelyn Cecile Bowtell Rosalie Aroni Julie Green Susan M. Sawyer 《International Journal of Inclusive Education》2018,22(2):176-191
Schools in Australia are required to promote equitable access to education and provide support services to students with chronic health conditions (CHCs). This qualitative study was conducted to explore stakeholders’ experiences and perceptions regarding school-based support. In-depth interviews were conducted with 38 parents of upper secondary school students with cystic fibrosis, anorexia nervosa or cancer (which were illustrative of different types of severe congenital, mental health or somatic CHCs). This enabled comparison of findings to determine whether there were any patterns in perceptions and experiences that were tied to the different CHCs. Data were analysed using a modified grounded theory approach to identify themes. Even though analysis indicated that all cohorts of parents viewed informed educators as best placed to provide tailored school-based support, major cohort differences were reported in parental experiences of school-based support as well as parental diagnosis disclosure behaviour. This latter finding was associated with cohort-related perceptions of risk to their adolescent child. Barriers to school-based support were perceived as varying by condition, the advocacy experience of parents and the nature of health service supports. Taking these findings into account, modification of current policies and practices within education and health sectors may lead to more equitable educational outcomes. 相似文献
52.
Darla J. Twale Molly A. Schaller Sawyer A. Hunley Patricia J. Polanski 《Innovative Higher Education》2002,27(2):113-128
This study examines part-time students' perceptions of collaborative community in a graduate, multidisciplinary, education department where courses are offered on multiple campuses. Perceptions of community are synonymous with friendship, involvement, cohesion, communication, and trust. These feelings are affected more by campus location, program area, and credits earned than by age, race or sex. The knowledge students gain fuels the trust, communication, and cohesiveness that in turn, facilitate the collaborative process. Students value this as part of their professionalization process, desire opportunities to build relationships with one another outside the classroom, and suggest ways to facilitate community. 相似文献
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Ian Falk 《Journal of Research in Reading》2001,24(3):313-323
This paper argues the significance of social capital in the literacy learning process and discusses the roles and effects of various elements of social capital, such as networks and trust. An illustrative case study shows how the knowledge and identity resources drawn on during learning interactions rely as much for their success on identity‐shifting as they do on skills and knowledge. The paper concludes with a discussion of the implications for learning and education, especially literacy education. 相似文献
57.
Reading is a language art! In acquiring competence in reading we build on proficiencies already available in the primary (spoken)
language system. Language is made up of three primary components that impact on reading—phonology, or the sound structure
of language including syllables and phonemes; syntax, or the rules governing the sequential ordering of words in phrases and
sentences; and semantics, or the meaning system that is attached to words and phrases as a consequence of experiences in a
variety of contexts. All three depend upon adequate short- and long-term memory capacities and functioning for their growth
and refinement. Additionally, the bridging of speech to print, or the task of establishing sound/symbol correspondences in
beginning reading draws not only upon phonological competencies and memory, it is also dependent upon the discovery that words
are made up of smaller and isolable parts. This knowledge is often referred to as auditory segmenting which is one aspect
of metalinguistic awareness.
This paper will discuss these five language roots of reading. The authors will report on research that demonstrates that children,
upon school entrance, do not all possess equal levels of competencies in these five critical language areas. Since success
in beginning reading is dependent upon the adequate development and functioning of each of the five language areas noted above,
early school experiences should be directed toward language development, as well as reading instruction, if we are to reduce
the incidence of reading difficulties in our schools. Finally, we will offer suggestions for enhancing language competencies
that will support and promote the acquisition of reading. 相似文献
58.
Bronwyn Ellis Janet Sawyer Rod Gill John Medlin Digby Wilson 《The Australian Educational Researcher》2005,32(2):65-85
Staff and students at small regional campuses often consider them to be a learning environment with many advantages. Students
can benefit from the opportunities for enhanced access to staff provided by factors such as small classes and a compact campus.
International students from non-English-speaking backgrounds are one group for whom these factors can be particularly helpful
in their adjustment to a new society as well as in their continuing study program. This belief is tested in the study described
in this paper. Factors identified by international students as influencing their learning at a small campus situated a considerable
distance from the state capital indicate strengths to be built on and celebrated and areas that call for the development of
strategies to improve the quality of that learning environment. Former international student graduates were surveyed concerning
their perceptions of their regional Australian university experience and the professional preparation it provided. Other Australian
higher education institutions, particularly those with regional campuses, can make use of the insights gained through the
study: as well as having implications for the provision of a quality learning experience and environment for all students,
not only international students, they also have a bearing on international marketing strategies. 相似文献
59.
Preschool emotional competence: pathway to social competence? 总被引:11,自引:0,他引:11
Denham SA Blair KA DeMulder E Levitas J Sawyer K Auerbach-Major S Queenan P 《Child development》2003,74(1):238-256
Preschoolers' (N = 143) patterns of emotional expressiveness, emotion regulation, and emotion knowledge were assessed. Their contributions to social competence, as evidenced by sociometric likability and teacher ratings, were evaluated via latent variable modeling, both concurrently and across time. Moderation of key results by age and sex was also explored. Emotional competence assessed at 3 to 4 years of age contributed to both concurrent and kindergarten social competence. Even early in the preschool period, contributions of emotional competence to social competence have long-term implications. 相似文献
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