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1.
Previous research and first-hand experience suggest that a child with a disability can have a profound effect on family life. Although the need for sibling support has been acknowledged in legislation, the implications for non-disabled siblings remain unclear. In this article, Angie Naylor, lecturer in psychology, and Phil Prescott, senior lecturer in childhood and youth studies, both based at Edge Hill, review a number of key themes emerging from the literature on sibling support. They go on to report the findings from an in-depth study of one sibling support group. The work was carried out in partnership with Barnardo's in the north-west of England and involved setting up a sibling support group, in response to an analysis of local need, and evaluating its impact. This research indicates a clear need for further service provision to meet the needs of the siblings of disabled children who attended the scheme. Angie Naylor and Phil Prescott argue for a reinvigorated debate about the needs of such children and champion the importance of listening to children and valuing what they have to say. The results of this small-scale evaluation project have clear implications for future research and, potentially, for policy and practice. 相似文献
2.
Susan J. Gardner John Eric Juricek F. Grace Xu 《The Journal of Academic Librarianship》2008,34(1):16-24
Web sites are increasingly used by academic libraries to promote key services and collections to teaching faculty. This study analyzes the content, location, language, and technological features of fifty-four academic library Web pages designed especially for faculty to expose patterns in the development of these pages. 相似文献
3.
Phil Cormack 《The Australian Educational Researcher》2011,38(2):133-148
This paper examines the report of the Inquiry into the Teaching of Literacy (Department of Education, Science & Training (DEST) 2005) and explores the claims it makes about reading pedagogy and the centrality of particular “methods” or “approaches” to teaching
backed by “scientific” evidence. Discourse analysis of the report shows that its logics allow only certain kinds of evidence
to count in policy, and that it reduces difficult social and political issues to questions of technique. This allows the report
to recommend an approach whereby qualitative insights and practitioners’ experience can be bypassed through valorising methods
developed and verified by scientific researchers. The report’s claims are considered genealogically in the light of historical
cases from the early nineteenth century, where educational reformers struggled with the issue of how to educate the children
of the poor. In one, the monitorial system promoted by Lancaster in England, there was a focus on reading which made teachers
or monitors artefacts of a standardised method. By way of contrast, in Scotland, a classroom approach developed by Stow (1854) made the teacher central to the process, as someone who sensitively interpreted and extended students’ experiences with
texts. Stow’s approach would form the model for the modern classroom in compulsory state schooling, while the monitorial system
would eventually be abandoned as ineffective. The historical cases demonstrate the dangers of approaches to policy that fail
to account for the complex interplay between teacher, student and text in the reading lesson. 相似文献
4.
Within the school of thought known as Critical Thinking, identifying or finding missing assumptions is viewed as one of the principal thinking skills. Within the new subject in schools and colleges, usually called Critical Thinking, the skill of finding missing assumptions is similarly prominent, as it is in that subject's public examinations. In this article we examine how school‐ and college‐focused texts explain and teach ‘this very important skill’. The same texts also deal with the nature of assumptions, validity and the role of stated reasons in arguments, and the way these matters are tackled will also be examined in our inquiry. In addition we explore what respected contributors to the critical thinking movement have had to say about some of these issues. 相似文献
5.
6.
“I Heard it through the Grapevine”: Doctoral Student Socialization in Chemistry and History 总被引:2,自引:0,他引:2
Susan K. Gardner 《Higher Education》2007,54(5):723-740
Twenty doctoral students in the disciplines of chemistry and history were interviewed to better understand the socialization
processes that influence their success and how these processes differ by year in the degree program and disciplinary culture.
Five major themes emerged describing these socialization processes and how they facilitate or impede degree success, including
Ambiguity, describing the programmatic guidelines and expectations that surrounded much of the students’ experience; Balance,
pointing to the students’ need to balance graduate school responsibilities along with external relationships and demands;
Independence, describing the students’ desire to find equilibrium as they transitioned to the role of independent scholar;
Development, highlighting the significant cognitive, personal, and professional development that occurs in these students’
graduate experience; and Support, describing the faculty, peer, and financial support needed for the students’ success in
their degree programs. Suggestions for policy, practice, and further research are discussed. 相似文献
7.
8.
Within the professional community, a vast number of sexual abuse treatment programs have emerged to meet the needs of victims and their families. Significant variations among these programs can be observed due to differences in philosophy, system context, client focus, problem definition, and the treatment strategy adopted. Unfortunately, little comparative information is available regarding the operation of different programs and, more importantly, their relative treatment effectiveness. This article presents the findings from a nationwide survey of 553 sexual abuse treatment programs. The survey focused on program context, client, and service characteristics. Overall it was found that most programs are affiliated with a larger public or private agency, focus on treating victims, and rely on a combination of individual, family, dyad, and group therapy approaches. 相似文献
9.
10.
Fourth-grade follow-up achievement outcome data of placed and nonplaced transition extra-year school readiness samples indicate a nonsignificant standardized score difference, as noted in the second-grade findings. New analysis of correlation data indicates that within-sample age distribution shows a positive correlation with standardized achievement test scores in a study sample of non-at-risk students nonretained or recommended for retention. This age-achievement correlation is strong in kindergarten, with decreased effects by second and fourth grade. Four study samples of at-risk students (students retained in a transition extra-year school readiness program, students recommended and eligible for such placement but not placed, students retained in kindergarten through second grade, and students held out of school prior to kindergarten) reflect moderate inverse (negative) correlations between age and achievement test scores, with increasing inverse effects in fourth grade. Effect analysis and implications are discussed. © 1996 John Wiley & Sons, Inc. 相似文献