The acceptance and rejection of peers with ADHD and ASD in general secondary education

The authors focused on analyzing (a) peer acceptance and peer rejection of typically developing students, students with attention deficit hyperactivity disorder (ADHD), and students with autism spectrum disorder (ASD) in general secondary education; (b) attitudes of general secondary-aged students toward peers with ADHD and ASD; and (c) the relationship between peer acceptance/rejection and students' attitudes. A cross-sectional study was performed (n = 437 typically developing students, n = 28 students with ADHD/ASD; range = 12–15 years old). Students were asked to indicate with whom they prefer to hang out or preferably not want to hang out (peer acceptance and peer rejection). Attitudes were assessed using the Attitude Survey Toward Inclusive Education. Multilevel analysis showed significant differences between students with ADHD and ASD and typically developing peers on peer acceptance and higher on peer rejection. Second, typically developing peers showed neutral attitudes toward peers with ADHD or ASD. Third, the results showed that students' rejection and attitudes of peers significantly relate to each other.     

Using an iterative mixed-methods research design to investigate schools facing exceptionally challenging circumstances within Trinidad and Tobago

In this study, methodology and theory were linked to explicate the nature of education practice within schools facing exceptionally challenging circumstances (SFECC) in Trinidad and Tobago. The research design was an iterative quan>QUAL-quan>qual multi-method research programme, consisting of 3 independent projects linked together by overall purpose. Although large-scale quantitative data were first used to identify and describe SFECC, the overall programme was driven by an inductive theoretical thrust, with findings from the multiple-site case studies of Projects 2 and 3 used to construct substantive theory on SFECC. The integrated findings point to the pervasive role of beyond-school factors, which were magnified and intertwined with between- and within-school factors. SFECC in this study found great difficulty transcending states of chronic low performance. We hypothesized on the need for transformative school leadership, but in this context, greater external support by stakeholder agencies and broad place-based strategies appeared essential for turnaround.     

Reduce,manage or cope: a review of strategies for training school staff to address challenging behaviours displayed by students with intellectual/developmental disabilities

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.     

A Teacher Educator Learns How to Learn from Mistakes: Single and Double-loop Learning for Facilitators of In-service Teacher Education

Professional development intended to change teachers' teaching practices is often unsuccessful. This article explores a case set in a developing country. Although some researchers have attributed failure to factors that are external to the teacher educators involved, this study explores the role that teacher educators themselves may play in instances of limited success. The first author used self-study to explore how his framing of his facilitation role created a defensive rather than an open-to-learning professional development experience. Through engagement with the literature of Argyris and Schön, he began to realise how, despite his best intentions, his actions communicated a persuasive and controlling sub-text. This article documents how, with commentary from the second author, he learned to learn from his mistakes in order to act more consistently with the collaborative values he espoused. His double-loop learning enabled him to understand teachers' reluctance to change and to experiment with teachers in the use of more child-centred pedagogy. The article suggests how teacher educators could become more aware of their theories of action and of the implications for fostering the learning of teachers within developing countries.     

The Problem Patron

Summary

Library staff and other patrons encounter patrons who are one or a combination of the following: mentally ill/disturbed, homeless, street persons, angry, aggressive, unreasonable, rude. Commonly referred to as “problem patrons,” they appear in any type of library: public, academic, institutional, corporate and special. Most of them behave poorly because of their own troubles. The history of “problem patrons,” various types of problem patrons and their identifying behaviors are discussed in this paper. In attempting to define “problem patrons” the information provides a framework for understanding the problems of challenging patrons and for learning to discriminate between problem patrons and patrons who have problems.     

功能性行为评估——行为评估方法的新发展

功能性行为评估是在应用行为分析的基础上逐步发展起来的一种新的评估方法。本文对功能性行为评估的理论假设和基本操作流程进行了介绍,并在此基础上从对待挑战性行为的态度、评估的侧重点以及干预措施等角度比较了功能性行为评估与传统评估方法的异同。     

挑战性任务教学对大学生外语学习自我效能感的积极作用

高校英语教育目前大都难以突破传统课堂教学模式的框架,而社会不断提高对大学生英语实用能力要求,"教与学"的矛盾尤为突出。在现有的教育资源和环境下,突破传统课堂教学模式,利用挑战性任务教学法,对培养持久的学习动机、将外语学习、性格培养和职业规划统一在外语教学之中有着积极的作用。     

Planning for leadership succession: creating a talent pool in primary schools

This article reports on a study that was funded by the National College for School Leadership in order to explore practices, drivers and barriers to leadership talent identification, leadership development, leadership succession planning and leadership retention within a group of contextually different schools. The article offers two narratives from primary school headteachers, operating in different circumstances, in order to show the ways in which schools are attempting to ‘grow their own’ leaders through systematic policies for leadership development. Key features of successful schools which consider themselves to be good at leadership development, which may be relevant to other primary schools, are outlined.     

含蓄之美：感知的创新期待对员工创新工作绩效的影响机制研究

在实际工作中,来自领导的期待对员工行为具有重要影响,而在不同的文化情境中,领导表达期待的方式有所不同。由于中国文化属于高语境文化,而创新任务又具有高模糊性,因此,管理者通过默会和含蓄的意思表达传递出对员工的创新期待并进而对员工创新过程施加影响,成为一种与文化情境和任务情境相适配的合理领导方式。本文运用目标设置理论剖析了员工感知的创新期待对员工创新工作绩效的影响作用机制及边界条件。基于两个时间点的164组领导与员工的配对样本进行实证研究,结果表明：员工感知的创新期待会对员工创新工作绩效产生积极影响,挑战性压力在员工感知的创新期待与员工创新工作绩效之间发挥着中介作用,而组织支持感正向调节了挑战性压力在员工感知的创新期待与员工创新工作绩效之间的中介作用。基于研究结论,进一步提出了提升员工创新工作绩效的具体实践建议。