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121.
This paper examines the experiences and understandings of primary (K6) school pupils with regards to managing issues of risk
and safety during their everyday use of information and communication technologies (ICTs). The paper is based on survey and
interview data with pupils aged 7 to 11 years old in five English primary schools (n = 612). Analysis of these data shows that whilst most pupils recognised a general need to be mindful of ICT-related risks
and dangers, their actual experiences of risk tended to be described in terms of operational problems encountered when using
ICTs. Conversely, pupils’ understandings of potential risk were often based upon exaggerated fears deriving from a number
of moral panics relating to child safety. These data suggest that official notions of ‘e-safety’ remain abstract and poorly
understood concepts for many children. In considering what implications these data have for the ongoing ‘e-safety’ agenda
in UK schools the paper concludes by suggesting three possible areas of change: (1) re-orientating the topic and tone of the
official discourses surrounding e-safety; (2) increasing pedagogical interventions in primary schools aiming at enhancing
pupils’ critical literacy skills; and (3) establishing a meaningful and sustained dialogue between pupils, teachers and parents
about safety and risk when using ICTs. 相似文献
122.
Gifted children from low-education backgrounds often experience barriers to educational and career success. This article reviews the growing body of literature regarding gifted students from low-education backgrounds and the related literature on the challenges and characteristics of first-generation college students. A mother and daughter interview provides a contextual example of the issues identified in the literature review. Implications for educators and practitioners are suggested, including ways in which elementary and middle schools can proactively address the issues facing low-education background students in gifted programs. 相似文献
123.
John W. Eagle Shannon E. Dowd-Eagle Andrew Snyder Elizabeth Gibbons Holtzman 《Journal of educational and psychological consultation》2015,25(2-3):160-177
Current educational reform mandates the implementation of school-based models for early identification and intervention, progress monitoring, and data-based assessment of student progress. This article provides an overview of interdisciplinary collaboration for systems-level consultation within a Multi-Tiered System of Support (MTSS) framework. The roles of school psychologists and school-based administrators are presented in relation to the implementation of MTSS practices within an implementation science model. The training and expertise of each discipline are highlighted related to respective aspects of implementation drivers (i.e., competency, organization, leadership). Functions of principals and school psychologists during team-based, problem-solving MTSS practices are described based on a problem-solving framework consistent with school-based consultation. Future directions for graduate training of school psychologists and principals and directions for consultation research are provided. 相似文献
124.
This paper draws on Lewis Carroll’s character of Alice as a metaphor for interrogating identity construction and agency amongst early career academics, a process which can seem like Alice’s pursuit of the White Rabbit in a strange land. Keeping in mind the effects of neoliberalism on the tertiary sector, we recognise the centrality of personal lives in decision-making about academic careers and the shaping of professional identities. We also foreground how communities of practice not only build agency amongst ECAs but can also be supported by academic developers. 相似文献
125.
The aim of this study was to identify reading profiles, which predict the literacy progress of Reading Recovery graduates. Reading Recovery is an intensive remediation for children after the first year of school. Children were assessed at exit from the programme and at 3‐month, 6‐month and 12‐month follow‐up points. Text Reading Level made unique contributions to word reading, spelling and writing at all time points and was consistently the best predictor of word reading. Phonological processing also made unique contributions to word reading and spelling. Reading comprehension was found to be the best predictor of National Curriculum sublevels for reading and writing, 12 months later. These findings indicate that levelled texts, as employed in Reading Recovery, provide a good indication of progress in word reading, spelling and writing after the programme has been discontinued, but also present a case for assessing other reading skills (e.g., phonological processing and reading comprehension) in order to help predict sustained progress in literacy. 相似文献
126.
127.
Sue Webb Karen Dunwoodie Jane Wilkinson 《International Journal of Lifelong Education》2019,38(1):103-120
ABSTRACTTransnational migration, especially the growth of forced migration is unsettling the literature on widening access to university education. Equity definitions and understandings that frame social inclusion have presumed stable domestic populations within nations and targeted redressing historic internal social inequalities. Refugees and people seeking asylum have high aspirations to access to university education to gain recognition or update qualifications. University access for refugees and people seeking asylum is hampered by restricted funding entitlements that privilege citizens and admissions criteria that position them in the international student market and favour language and cultural requirements that reflect the dominant national culture. A qualitative narrative-based case-study of the admissions practices in one university in Australia explored the opportunities and blockages experienced by those seeking access and the dilemmas recognised by the admissions’ gatekeepers. Employing organisational theory and Scott’s three pillars of a neo-institutional framework, the regulative, the normative and the cultural-cognitive pillars, the article argues that homogenised institutional policies and practices to assess applications construct norms of access and equity, which create new exclusions for forced migrants. In revealing how some gatekeepers sought to ‘workaround’ these practices of exclusion, the article provides hope that informal learning within organisations can lead to organisational change. 相似文献
128.
Harriet G. Bennett Susan Collins Gordon David Fisher Sue Evans Hughes John B. Reinhart 《Child abuse & neglect》1982,6(1):81-85
Recent research has highlighted the complexity of the battered child syndrome. Clinical experience suggests that treatment of troubled families is a long-term process, draining financial resources of agencies and emotional resources of professionals. The need to provide support and case consultation to professionals working in the area of child abuse and neglect evolved in the establishment, in 1968, of the Suspected Child Abuse and Neglect (SCAN) Program at Children's Hospital, Pittsburgh, Pennsylvania. This program provides an effective method of intervention through identification, consultation, referral and follow-up of at-risk families. Weekly meetings offer multi-disciplinary case coordination, treatment recommendations, and a channel of communication for representatives of community agencies. This paper traces the history and present status of the SCAN Program, as well as the role of SCAN as a force for change of community attitudes. 相似文献
129.
Integrating experiences with music in the early childhood classroom supports English language learners’ literacy development
(Peregoy and Boyle, Reading, writing, and learning in ESL. Pearson, Boston, 2008; Saricoban and Metin, Songs, verse and games
for teaching grammar. Internet TESL J, 2000). This article describes the benefits of incorporating musical experiences into
daily instruction and provides practical activities for classroom implementation, e.g., reading, writing, and singing songs
for language skill development, reading fluency, and writing progress. Despite a teacher’s level of aesthetic appreciation
and musical training, the value of fostering creativity and enhancing literacy instruction through music is vital in today’s
diverse early childhood classrooms. Music can transform classrooms into positive learning environments where children thrive
academically, socially, and emotionally. Providing children with structured and open-ended musical activities, creating an
atmosphere of mutual trust and respect, and sharing the joy of creativity with each other all are foundational to bases for
the growth and development of the early childhood learner. 相似文献
130.
Sue Sherbourne 《Emotional and Behavioural Difficulties》2013,18(2):29-38
In this article Sue Sherbourne establishes the policy issues underpinning the development of On‐Site Units and investigates staff perceptions of their role and function. 相似文献