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Tamsin Cavaliero 《Journal of Further & Higher Education》2017,41(2):133-142
The aim of this study is to investigate whether Lego could be used as a tool for reflective practice with social care practitioners (SCPs) and student practitioners. This article outlines an action research study conducted in an institute of higher education in Ireland. Findings from this study suggest that Lego can be used to support student practitioners struggling to make connections between theory and practice and facilitate expression of tacit understandings that can shape practice in welfare services and care environments. Furthermore, the use of Lego provides practitioners with accessible ways of communicating when attempting to engage diverse audiences with students and practitioners in social care settings. 相似文献
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Mathematics homework is an activity done by large numbers of students across the world. However, it is not without controversy,
with concerns being raised about its academic value and whether parents have the appropriate resources to actively support
or teach their children. In this article, we use the narratives of two 10-year-old girls to consider how emotional and mathematical
trauma can arise from doing mathematics homework with family help. This is often the undiscussed outcome of homework interactions,
but one that can have profound implications for relationships between children, their parents, the school and mathematics
as a discipline. The way that the children described their and other participants’ actions in the narratives provided information
about the children’s agency whilst doing school mathematics in the home. We discuss the opportunities and constraints on children
doing homework as a consequence of the social and institutional relations that they operate within. The constraining influence
of schooling over the opportunities provided within the home situations was the main determiner of the emotional and mathematical
trauma experienced by the children. 相似文献
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Tamsin Newlove-Delgado Tamsin J. Ford Ken Stein Ruth Garside 《Emotional and Behavioural Difficulties》2018,23(3):296-309
The term ‘transition’ is used to refer to the process of moving from child to adult services. Among child and adolescent mental health services attenders, young people with Attention Deficit Hyperactivity Disorder (ADHD) are less likely to transition successfully, but there is a gap in understanding their views and why they might disengage from services. The aim of this study was to explore the experiences of transition of young people with ADHD in Southwest England using semi-structured interviews and thematic analysis. Seven young people aged 17–19 years participated. Four key themes were identified: professionals’ roles and relationships with young people; the role of ADHD medication, uncertainties around transition and medication management, and identified needs and increasing independence. Although this study presents the experiences of a small number of people, their stories suggest that best practice around transition is not always being followed. There is consequently a need to better understand the facilitators and barriers to best practice implementation. 相似文献
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Abigail Emma Russell Darren A. Moore Tamsin Ford 《Emotional and Behavioural Difficulties》2016,21(1):101-118
Objectives: Educational practitioners play an important role in the referral and treatment of children with attention-deficit/hyperactivity disorder (ADHD). This study aimed to explore how educational practitioners conceptualise their beliefs about the causes of symptoms of ADHD. Method: Forty-one educational practitioners from schools in the United Kingdom participated in focus groups or individual interviews. Data were analysed using thematic analysis. Results: Practitioners’ beliefs fell into two categories: biological and environmental. Practitioners conceptualised the causes of ADHD in lay-theoretical models: a ‘True’ ADHD model considered that symptoms of ADHD in many cases were due to adverse environments; and a model whereby a biological predisposition is the root of the cause of the child’s symptoms. Conclusion: Differential beliefs about the causes of ADHD may lead to practitioners blaming parents for a child’s behaviour and discounting ADHD as a valid condition. This has implications for the effective support of children with ADHD in schools. 相似文献
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Widening Participation in Higher Education Amongst Students from Disadvantaged Socio-Economic Groups
Tamsin Bowers-Brown 《Tertiary Education and Management》2006,12(1):59-74
This paper, through a review of recent literature and policy documents, highlights: the rates of participation in higher education
in the UK; the widening participation agenda and the potential impact of key financial changes in the funding of higher education,
particularly for students from lower socio-economic groups. 相似文献