Barriers to dance training for young people with disabilities     

Imogen J. Aujla  Emma Redding 《British Journal of Special Education》2013,40(2):80-85

Dance is a viable and enjoyable activity – and potential career – for young people with disabilities, yet they face several barriers to participation and training. The aim of this article, by Imogen J. Aujla of the University of Bedfordshire and Emma Redding of Trinity Laban Conservatoire of Music and Dance, is to review the literature on barriers to dance training for young disabled people and to put forward practical recommendations for overcoming these challenges. The main barriers identified were aesthetic, attitudinal, training‐related and logistical in nature, with further barriers related to physical access and a lack of knowledge or available information about opportunities. One of the key recommendations for overcoming these barriers is to build an effective network between special and mainstream schools, dance studios, youth dance groups and professional integrated dance companies in order to encourage dance participation at a range of levels and support young disabled people throughout their dance journeys.  相似文献   

A renewed focus on strengths‐based assessment in schools     

Emma Climie  Laura Henley 《British Journal of Special Education》2016,43(2):108-121

School‐based practitioners are often called upon to provide assessment and recommendations for struggling students. These assessments often open doors to specialised services or interventions and provide opportunities for students to build competencies in areas of need. However, these assessments often fail to highlight the abilities of these students and instead focus on areas in need of remediation. The use of a more positive, or strengths‐based, approach to working with students is needed. Although strengths‐based assessment (SBA) is not a new concept, it is not routinely incorporated into school‐based assessment services. This article provides an overview of SBA and its benefits, along with empirically‐driven models that support the implementation of SBA in schools, and calls for a renewed focus on understanding students from a strengths‐based model. Examples of SBA measures and techniques are included, along with implications for practice for both students and psychologists.  相似文献   

From Our Readers: What “Common Cultural Heritage?”     

Leslie J. Thornton II 《Equity & Excellence in Education》2013,46(1):85-86

  相似文献   

Mother Goose and Mother Nature: Designing Stories to Communicate Information About Climate Change     

Angeline Sangalang  Emma Frances Bloomfield 《Communication Studies》2018,69(5):583-604

Narratives have the ability to highlight climate change information in a relatable and engaging format. The purpose of the present investigation was to test the effects of five story structure types containing climate change information on perceived message effectiveness. Furthermore, we measured whether political affiliation moderated persuasive effectiveness of climate change messages among U.S. eligible voting adults (N = 594) who identified as Republican, Democrat, and Independent. The highest rated story overall was situated in the past, was realistic, and had clear moral values, indicating that certain appealing stories can serve as effective conduits for persuasive messages across the political spectrum. There were few differences between political affiliations, namely, that Democrats and Republicans rated messages differently on effectiveness when they differed on moral themes.  相似文献   

Spontaneous and Imposed Study Tactics in Learning Prose     

Nancy E. Thornton  Elaine Morton Bohlmeyer  Lou Ann Dickson  Raymond W. Kulhavy 《Journal of Experimental Education》2013,81(2):111-124

  相似文献   

PLANNING AN ELEARNING DEMENTIA CARE PROGRAM FOR HEALTHCARE TEAMS IN LONG-TERM CARE FACILITIES: THE LEARNERS’ PERSPECTIVES     

Colla J. MacDonald  Emma J. Stodel  Irene Coulson 《Educational gerontology》2013,39(10):845-864

This paper presents a needs analysis conducted to obtain information concerning online dementia care training of healthcare workers in long-term care (LTC) facilities. The resulting information was used to guide the development of an online dementia care training program designed to facilitate the acquisition of skills and knowledge necessary for healthcare teams to deliver better care to the residents with whom they work. Three focus groups were conducted at two sites across Canada. Data analysis revealed five major themes that will help program designers develop effective online learning programs. Recommendations for the development of an online dementia care program are proposed.  相似文献   

Using an adaptive expertise lens to understand the quality of teachers’ classroom implementation of computer-supported complex systems curricula in high school science     

Susan A. Yoon  Jessica Koehler-Yom  Emma Anderson  Joyce Lin  Eric Klopfer 《Research in Science & Technological Education》2013,31(2):237-251

Background: This exploratory study is part of a larger-scale research project aimed at building theoretical and practical knowledge of complex systems in students and teachers with the goal of improving high school biology learning through professional development and a classroom intervention.

Purpose: We propose a model of adaptive expertise to better understand teachers’ classroom practices as they attempt to navigate myriad variables in the implementation of biology units that include working with computer simulations, and learning about and teaching through complex systems ideas.

Sample: Research participants were three high school biology teachers, two females and one male, ranging in teaching experience from six to 16 years. Their teaching contexts also ranged in student achievement from 14–47% advanced science proficiency.

Design and methods: We used a holistic multiple case study methodology and collected data during the 2011–2012 school year. Data sources include classroom observations, teacher and student surveys, and interviews. Data analyses and trustworthiness measures were conducted through qualitative mining of data sources and triangulation of findings.

Results: We illustrate the characteristics of adaptive expertise of more or less successful teaching and learning when implementing complex systems curricula. We also demonstrate differences between case study teachers in terms of particular variables associated with adaptive expertise.

Conclusions: This research contributes to scholarship on practices and professional development needed to better support teachers to teach through a complex systems pedagogical and curricular approach.  相似文献   

The future of learned associations in the humanities     

Emma BENNETT 《Learned Publishing》2013,26(1):32-41

This article is concerned with how six of the largest learned associations in the humanities perceive their own futures and the future of academic publishing, and is based upon informal interviews with representatives of these associations. The outcome of this research indicates that although these organizations are aware of the changing role of learned associations in relation to their members and a wider public, they are struggling to embrace the opportunities represented by the transition to electronic forms of interaction within scholarly communities, and are limited by the lack of funding available in the humanities and an historical commitment to traditional forms of publication and evaluation. In conclusion, this study proposes that the future of learned associations in the humanities is closely linked to the future of academic publishers working in these disciplines.  相似文献   

Housatonic's National CoBeta Test of the Community College Strategic Planner     

Robert H. Thornton 《Community College Journal of Research & Practice》2013,37(8):631-632

  相似文献   

Curriculum design competencies for school librarians     

Emma R. Christine 《International Information and Library Review》2013,45(4):343-357

  相似文献