Parental agency,identity and knowledge: mothers of children with dyslexia

In this paper we report and analyse findings from part of a two‐year evaluation project which focuses on parent–professional communications over the issues of learning difficulties arising from dyslexia. The key concepts in this study are dyslexia friendly schools and parental partnership, which are discussed in the current policy interest in inclusive education and parent partnership. A conceptual framework has been derived from the study which focuses on parental strategies to ensure adequate provision for their children, knowledge about dyslexia and identity, in particular that of the mother of the child with dyslexia. Excerpts from in‐depth interviews of parents are then presented to illustrate the framework. The significance of the findings is examined in relation to other studies of parent partnership. Implications for a more inclusive version of extended professionalism are also considered.

Parental agency, identity and knowledge: mothers of children with dyslexia

All authors

Carol Buswell Griffiths, Brahm Norwich* Corresponding author. School of Education and Lifelong Learning, University of Exeter, Heavitree Road, Exeter EX1 2LU, UK. Email: B.Norwich@exeter.ac.uk &; Bob Burden

https://doi.org/10.1080/0305498042000260511

Published online:

23 January 2007

Figure 1. Conceptual framework     

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393.

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In this paper, we report on the outcomes of a study that was designed to explore the significant characteristics of a nursing professional development programme, which was perceived as having a successful outcome in terms of student attrition, academic attainment, practice development, and motivation for study. We provide a rational for the study, and an outline of the research design. An overview of the process of change and development experienced by the student participants is provided, followed by a detailed exploration of the characteristics of the learning experience found to be most significant in driving and sustaining that process. From the outcomes of this study, we draw tentative conclusions, and suggest recommendations for professional learning in higher education and further research.     

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395.

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Abstract

This article examines the issues which are particular to the KEYWORDS development and improvement of schools for children and young people with emotional and behavioural difficulties. Key issues such as team formation and teamwork, cooperation, problem solving capabilities and the school’s capacity to take ownership of the change process are analysed against the background of a case study of one EBD school. The process of change in this school is tracked through the evolution of the ownership of change and the dynamics involved in that process.     

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Community colleges and historically Black colleges and universities (HBCUs) often serve the same populations; however, the historical purposes, policies, and practices of HBCUs often better prepare them to serve first-generation students. Although both HBCUs and community colleges have their origins within the same historical period, the forces that created each of these branches of higher education also created a divergence in how they operate. This article looks at the most critical of those shaping forces to identify why HBCUs and community colleges often view their mission and their students differently and, thus, perform their work differently. The increased diversity of students whom community colleges are serving provides an opportunity for community colleges to look at HBCUs' successes and determine how community colleges can learn from and adapt those successes with students of color especially. The article suggests that in their mission to serve transfer students, community colleges can learn much from HBCUs' successes with underprepared students.     

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ABSTRACT

Providing computers and in‐servicing staff is not enough to get teachers and students using technology for teaching and learning. Schools of teacher education can prepare teachers better by helping college and university education faculty model technology use throughout the teacher credentialing curriculum. Another approach is to help teachers construct a model for identifying and developing factors that will support their own technology initiatives. The literature on technology integration reveals eight success factors for schools attempting to help teachers adopt technology in their classrooms. This article examines those success factors and looks at strategies for implementing them.     

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Media Production     

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Bob Westmoreland's Teleproduction Shortcuts: A Manual for Low-Budget Television Production in a Small Studio (Norman: University of Oklahoma Press, 1974—$10.95)

Joseph F. Robinson's Videotape Recording.: Theory and Practice (New York: Hastings House, 1975– $18.50)

L. Bernard Happe's Your Film & the Lab (New York: Hastings House, 1974 —$11.50/6.50)     

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Normalizing catastrophe: an educational response

Processes of normalizing assumptions and values have been the subjects of theoretical framing and critique for several decades now. Critique has often been tied to issues of environmental sustainability and social justice. Now, in an era of global warming, there is a rising concern that the results of normalizing of present values could be catastrophic. Often, when such concerns arise, education is invoked as a remedial tool, a solution to a crisis and a way of imposing change. However, education is a much-used, yet complicated and sometimes paradoxical, term. Appropriate educational responses to ‘catastrophes’ are contentious, messy and inherently interdisciplinary. This paper will explore intersections of educational philosophy, environmental ethics and social theory to provide some considerations for framing educational responses to the ‘normalizing of catastrophe’.     

Factors that contribute to undergraduate student success

In this paper, we report on the outcomes of a study that was designed to explore the significant characteristics of a nursing professional development programme, which was perceived as having a successful outcome in terms of student attrition, academic attainment, practice development, and motivation for study. We provide a rational for the study, and an outline of the research design. An overview of the process of change and development experienced by the student participants is provided, followed by a detailed exploration of the characteristics of the learning experience found to be most significant in driving and sustaining that process. From the outcomes of this study, we draw tentative conclusions, and suggest recommendations for professional learning in higher education and further research.     

The Ineffectiveness of our Effective Schools

The values and principles underpinning the ‘Leadership for Learning: Cambridge Network’ support the distribution of leadership to all members of the school community. This paper introduces the HCD (Highest Common Denominator) Student Partnership as a key way in which the ‘Leadership for Learning’ team learns from, explores and extends student leadership and participation within the current educational context. The paper opens with a consideration of current issues within the field of student voice before locating the contribution of the HCD Student Partnership within this field. Examples from recent projects with primary- and secondary-aged students are used to reflect on and illustrate the work of the Partnership with a view to sharing new practice and collaborating with new partners.     

School improvement in the context of the special school for children with emotional and behavioural difficulties

Abstract

This article examines the issues which are particular to the KEYWORDS development and improvement of schools for children and young people with emotional and behavioural difficulties. Key issues such as team formation and teamwork, cooperation, problem solving capabilities and the school’s capacity to take ownership of the change process are analysed against the background of a case study of one EBD school. The process of change in this school is tracked through the evolution of the ownership of change and the dynamics involved in that process.     

Complementarity Between the Transfer Goals of Community Colleges and Historically Black Colleges and Universities: Learning from History

Community colleges and historically Black colleges and universities (HBCUs) often serve the same populations; however, the historical purposes, policies, and practices of HBCUs often better prepare them to serve first-generation students. Although both HBCUs and community colleges have their origins within the same historical period, the forces that created each of these branches of higher education also created a divergence in how they operate. This article looks at the most critical of those shaping forces to identify why HBCUs and community colleges often view their mission and their students differently and, thus, perform their work differently. The increased diversity of students whom community colleges are serving provides an opportunity for community colleges to look at HBCUs' successes and determine how community colleges can learn from and adapt those successes with students of color especially. The article suggests that in their mission to serve transfer students, community colleges can learn much from HBCUs' successes with underprepared students.     

What Drives Successful Technology Planning?

ABSTRACT

Providing computers and in‐servicing staff is not enough to get teachers and students using technology for teaching and learning. Schools of teacher education can prepare teachers better by helping college and university education faculty model technology use throughout the teacher credentialing curriculum. Another approach is to help teachers construct a model for identifying and developing factors that will support their own technology initiatives. The literature on technology integration reveals eight success factors for schools attempting to help teachers adopt technology in their classrooms. This article examines those success factors and looks at strategies for implementing them.     

Media Production

Bob Westmoreland's Teleproduction Shortcuts: A Manual for Low-Budget Television Production in a Small Studio (Norman: University of Oklahoma Press, 1974—$10.95)

Joseph F. Robinson's Videotape Recording.: Theory and Practice (New York: Hastings House, 1975– $18.50)

L. Bernard Happe's Your Film & the Lab (New York: Hastings House, 1974 —$11.50/6.50)     

From NHS Choices to the integrated customer service platform

In 2013 the NHS Commissioning Board launches its new integrated customer service platform. The new service utilises the full range of channels (web, telephone, apps etc) to provide access to information to support transparency, participation and transactions. Digital health services have proven benefits in informed choice, shared decision making and patient participation.