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131.
132.
Timothy B. Smith Brenda Dean Suzanne Floyd Christopher Silva Momoko Yamashita Jared Durtschi Richard A. Heaps 《Journal of College Counseling》2007,10(1):64-78
The authors conducted a survey of members of the American College Counseling Association to ascertain the experiences and opinions of college counselors on several pressing issues within the college counseling profession. Survey results from 133 respondents indicated that counseling centers may benefit from increasing the number of group counseling interventions by increasing the multicultural competence of services provided, by implementing crisis/disaster mental health initiatives, and by more effectively consulting with other professionals on campus. 相似文献
133.
Fay Sampson 《Children‘s Literature in Education》1987,18(3):184-191
The idea of bringing children, students, and teachers into contact with living writers was initially implemented by the Literature Panel of the Arts Council of Great Britain in 1969, but since 1980 the scheme had devolved upon the Regional Arts Associations, embracing single visits, workshop sessions, talks, readings, and short-term and long-term residences and attachments of various kinds, with the Regional Arts Association generally bearing half the cost of fees, plus travel. The scheme now operates in a wide range of venues in addition to schools and colleges, incorporates in-service and residential courses, and includes illustrators, storytellers, dramatists, and performance poets alongside novelists, poets, and short-story writers.Fay Sampson is the author of 16 books for young people. For many years she has combined teaching and writing in England, winning awards from the South West Arts regional council for her work. She is currently a full-time writer and an adult education tutor in writing. 相似文献
134.
Brenda M. Stoesz Shahin Shooshtari Janine Montgomery Toby Martin Dustin J. Heinrichs Joyce Douglas 《Journal of Research in Special Educational Needs》2016,16(3):199-214
Members of a knowledge translation and exchange (KTE) research team assessed the training needs of the teaching staff at a school for individuals with intellectual/developmental disabilities (IDD). In response to this need, KTE researchers retrieved peer‐reviewed articles for training staff working with individuals with IDD who exhibit challenging behaviours. These articles were categorised according to the following training content: (1) interventions designed to reduce the frequency of challenging behaviours; (2) appropriate ways to manage challenging behaviours in the moment to promote safety for all parties and/or to terminate the ongoing behaviour; and/or (3) procedures or perspectives relevant to coping with or ameliorating the negative impacts of challenging behaviours on staff. We then examined the training methods (teaching strategies, training duration) involved in teaching the content and assessed the effectiveness of these programmes. Overall, we found that effective training programmes consisted of workshops, practica and feedback on specific skill performance. Some forms of brief training were effective for increasing staffs' knowledge/skills and reducing the frequency of challenging behaviour. 相似文献
135.
Although several studies have now examined the relations between mother-child and sibling interaction, the role of fathers in the development of sibling relationships is noticeably absent. The present study included assessments of both mother-child and father-child interaction in order to examine the correlates of sibling conflict and cooperation. Home observations of parent-child and sibling interaction and reports of differential parental treatment were obtained for 30 families with 2 preschool children when the firstborns were approximately 6 years old. Earlier assessments of infant-mother and infant-father attachments when firstborns were 12 and 13 months old, respectively, were also available, as were prior laboratory assessments of mothering and fathering when the oldest child was 3 years of age. Results suggested that sibling conflict and aggression were related to high levels of conflict between the mother and the 2 children at 6 years, intrusive and overcontrolling mothering at 3 years, and an insecure infant-mother attachment. Facilitative and affectionate fathering, on the other hand, was associated with prosocial sibling interaction. Early relationship experiences between parents and their firstborn children had an enduring effect on the quality of sibling relationships and interacted with differential parental treatment in predicting sibling relationship outcomes. 相似文献
136.
Research indicates that effective advising has important ramifications for students’ coursework as well as future careers, yet, very few studies have assessed how college graduates define their advising experiences, and whether the experience of “bad advising” truly results in negative outcomes for students and departments. To fill this void, attention is given to the way that graduates from one department defined their advising experiences. Results show that ineffective advising influenced learning outcomes and perceptions of the department. Implications for improving advising practices are suggested. 相似文献
137.
Poul Rohleder Vivienne Bozalek Ronelle Carolissen Brenda Leibowitz 《Teaching in Higher Education》2013,18(2):131-143
Fourth year students in psychology and social work from two South African universities worked together across boundaries of race and class in a course which required them to engage in a personal reflexive way with issues of community and identity. A combination of face-to-face workshops and online tutorial groups was used. The course was demanding of both staff and students, but preliminary analysis suggests that the creation of virtual communities may be of benefit in assisting students in their preparation for the challenges of working in a diverse and unequal society. 相似文献
138.
Brenda Liston Tait 《International Journal of Inclusive Education》2013,17(6):555-570
This article draws on data from an ethnographic study that begins with the experiences of educational professionals doing the ‘work’ of educationally supporting students with long-term health conditions in a paediatric health-care setting in Victoria, Australia. The study was conducted over the same period of time but separately from the Keeping Connected project, although it utilises some selected research data produced as part of that larger-scale project. Investigations concerning the inclusion of students with disabilities – including those with long-term health conditions – within mainstream schools continue to indicate that not only do they often have specific educational needs but also that significant structural barriers exist within education for young people and families. I argue that intersecting discourses of child development and child-centred education, along with education reforms promoting social inclusion, construct particular understandings of capability and needs which do not fully account for the complexities facing teachers, students and families. 相似文献
139.
140.
James W. Carey Pamela J. Creedon Brenda Dervin Melvin Voigt Jerry L. Salvaggio Lawrence A. Wenner 《Communication Booknotes Quarterly》2013,44(5):77-78
COMMUNICATION AS CULTURE: ESSAYS ON MEDIA AND SOCIETY by James W. Carey (Winchester, MA: Unwin Hymen [formerly Allen & Wnwin], 1989—$12.95, paper, ISBN 0-04-445064-8, with a clothbound version available) CHALLENGING GENDER VALUES edited by Pamela J. Creedon (Newbury Park, CA: Sage Publications, 1989—$16.95, paper, ISBN 0-8039-3448-3) PROGRESS IN COMMUNICATION SCIENCES, VOLUME DC edited by Brenda Dervin and Melvin Voigt (Norwood, NJ: Ablex, 1989—$49.50 to institutions; $29.50 personal, ISBN 0-89391-474-6) THE INFORMATION SOCIETY: ECONOMIC, SOCIAL & STRUCTURAL ISSUES edited by Jerry L. Salvaggio (Hillsdale, NJ: Lawrence Erlbaum Associates, 1989—$24.95, ISBN 0-8058-0103-0) MEDIA, SPORTS & SOCIETY by Lawrence A. Wenner (Newbury Park, CA: Sage, 1989—$14.95, paper, ISBN 0-8039-3244-8, with a clothbound edition available) THE GLOBAL VILLAGE: TRANSFORMATIONS IN WORLD LIFE AND MEDIA IN THE 21ST CENTURY by Marshall McLuhan and Bruce R. Powers (New York: Oxford University Press, 1989—$29.95, ISBN 0-19-505444-X) 相似文献