Teacher Attitudes Regarding Barriers to Meaningfully Implementing iPads in a Primary School Setting

The purpose of this study was to examine the barriers to implementing iPads in a primary school setting. The participants in this study included four subject specialist teachers and an ICT coordinator. To gather their views on the use of iPads as instructional tools in the classroom, semi-structured interviews were conducted and teachers' diaries were analyzed. The themes that emerged from the analysis of the teachers' diaries included the positive impact of iPad use in education, the potential disadvantages of iPad use in education, and technical issues. An issue that strongly emerged from the diaries was the need for more training on the features of an iPad and apps along with how to use them appropriately in lessons. It was also revealed that what was initially seen as major barriers to iPad use in lessons could be easily resolved with the presence of the correct knowledge and support.     

Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s

Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.     

In need of review: Developing Sensory Provision in Northern Ireland’s Mainstream Primary classrooms

The impact of Sensory Processing Difficulties across a range of Special Educational Needs is well researched. More recently, the impact on children’s mental health and well-being, linked with anxiety, depression and self-injurious behaviours, have redirected international research to consider the holistic benefits of sensory provision, for those with special educational provision and the wider classroom population. A SMART SURVEY was designed to collate empirical evidence regarding current sensory awareness and provision in mainstream primary schools throughout Northern Ireland, in a time efficient manner. Out of 809 schools, 164 (20.27%) fully completed the online survey. Findings indicate that Special Educational Needs Coordinator confidence in developing practice, supporting staff and children was limited and impaired by insufficient and inconsistent training opportunities. While healthcare research recommends provision by trained professionals, Occupational Therapy input was limited (n = 34; 24.8%), resulting in practice that could be detrimental rather than beneficial to children’s progress. Respondents identified a need for sensory training for teachers (n = 124; 93.94%) to ensure that the impact of Sensory Processing Difficulties on the holistic development of all children is understood. Pupil voice was undervalued (n = 5; 3.6%). Active involvement of children in the process of evaluation and intervention is recommended to enhance pupil autonomy and well-being.     

Which sexual abuse victims receive a forensic medical examination? The impact of Children's Advocacy Centers

OBJECTIVE: This study examines the impact of Children's Advocacy Centers (CAC) and other factors, such as the child's age, alleged penetration, and injury on the use of forensic medical examinations as part of the response to reported child sexual abuse. METHODS: This analysis is part of a quasi-experimental study, the Multi-Site Evaluation of Children's Advocacy Centers, which evaluated four CACs relative to within-state non-CAC comparison communities. Case abstractors collected data on forensic medical exams in 1,220 child sexual abuse cases through review of case records. RESULTS: Suspected sexual abuse victims at CACs were two times more likely to have forensic medical examinations than those seen at comparison communities, controlling for other variables. Girls, children with reported penetration, victims who were physically injured while being abused, White victims, and younger children were more likely to have exams, controlling for other variables. Non-penetration cases at CACs were four times more likely to receive exams as compared to those in comparison communities. About half of exams were conducted the same day as the reported abuse in both CAC and comparison communities. The majority of caregivers were very satisfied with the medical professional. Receipt of a medical exam was not associated with offenders being charged. CONCLUSIONS: Results of this study suggest that CACs are an effective tool for furthering access to forensic medical examinations for child sexual abuse victims.     

Effects of student anonymity-nonanonymity on the factor structure of a teacher rating form

Factor analysis of an instructor rating form administered to three successive student and teacher populations revealed a reasonably consistent factor structure across analyses. In one of the three administrations, students were asked to sign the evaluation form; in this case, substantial changes in proportions of common variance appeared for the first two factors when comparing anonymous versus nonanonymous conditions. Results are discussed in terms of methods for use of student ratings to improve instruction.     

ANNOUNCEMENTS

Social Services and HumanIm, prepare welfare applicants to find and retain employment to improve their lives. The intensive educational program utilizes the constructivism approach to learning, incorporating both developmental and social learning theories.     

Audio teleconferencing and the adult learner: Strategies for effective practice

Abstract

Audio teleconferencing is a distance learning delivery system that has often been overlooked by educational institutions and other organizations. However, the trend toward adoption of “high‐end” (and high cost) delivery systems is giving way to a new trend toward appropriate selection of a delivery system based on course content, course design, and intended audience. This article takes a close look at audio teleconferencing as a viable option for many distance learning situations, discusses the importance of the audio component in distance learning, and suggests management and delivery strategies for organizations considering this medium.     

An integrated assessment of the effects of Title I on school behavior,resources, and student achievement

We examine the effects of Title I on school behavior, resources, and academic performance using a rich set of school finance and student-level achievement data from one large urban school district using a regression discontinuity design. We find that Title I eligibility raises Federal revenues of schools by about $460 per student. This is partially offset by decreases in revenues from state categorical aid grants, so that the net increase to schools is about $360 per student. We find no impact on overall school-level test scores, but also no impact among the subgroups of students most likely to be affected by Title I. A novel finding is that schools appear to respond to the incentives embedded in the Title I allocation process by manipulating the fraction of their students signed up for free lunch to secure more Federal funds.     

过自己的生活

我热爱语言，欣赏人们通过改变声调轻松交流的能力。我经常看名言警句，品味其中的不同内涵，含义的不同归因于强调内容的不同以及用不同方式读同一组词。我之所以非常看重用作本文标题的这句话，有很多原因，说这句话的时候，无论强调哪个词，整个句子都非常重要。