Learning disabilities and risk-taking behavior in adolescents: a comparison of those with and without comorbid attention-deficit/hyperactivity disorder     

McNamara J  Vervaeke SL  Willoughby T 《Journal of learning disabilities》2008,41(6):561-574

Risk-taking behavior includes alcohol and drug use, delinquency, acts of aggression, sexual activity, and so on. Many studies have explored the relationship between adolescents and risk-taking behavior; however, only a few studies have examined this link in adolescents with learning disabilities (LD) or attention-deficit/hyperactivity disorder (ADHD). The purpose of the present study was to address that limitation by comparing the risk-taking behavior of adolescents with LD (n=230), with comorbid LD/ADHD (n=92), and without LD or ADHD (n=322) on their substance use, engagement in major and minor delinquency, acts of aggression, sexual activity, and gambling activities. The study also investigated whether psychosocial variables (e.g., well-being) may act as mediating variables that help explain between-group differences. Results suggest that it is a combination of the LD and the secondary psychosocial characteristics that explains why adolescents with LD and comorbid LD/ADHD more frequently engage in some risk-taking behavior.  相似文献   

Using tangrams to teach geometry to young children     

Gerry Bohning  Jody Kosack Althouse 《Early Childhood Education Journal》1997,24(4):239-242

Unlike a jigsaw puzzle where a piece must fit in only one way to complete a picture, the seven pieces of a geometric tangram can be arranged in many different ways to make figures of birds, animals, people, and objects. This article presents a Tangram Teaching Guide to provide a five-step developmental sequence for teaching tangramming to young children. Teaching resources are included, and a checklist provides a summary outline of the teaching sequence. Tangram experiences help children develop positive attitudes toward geometry, further their shape identification and classification skills, and foster and understanding of basic geometric concepts and relationships.  相似文献   

The role of the teaching principal in promoting ICT use in small primary schools in Ireland     

Oliver McGarr  Gerry Kearney 《Technology, Pedagogy and Education》2013,22(1):87-102

The focus of this study was to examine the leadership role as lived by teaching principals in a selection of small primary schools in the west of Ireland and in particular the implications information and communications technology (ICT) has for that role. The study involved the use of individual one‐to‐one semi‐structured interviews with a selection of 13 primary school principals in the mid‐west region. Following analysis of the interview data a focus group interview with eight of the principals was conducted to validate and explore the issues to emerge from the one‐to‐one interviews. Principals had enthusiastically responded to the national ICT in schools initiative (Schools IT2000) but it had significantly added to the demands of their positions. While the lack of up‐to‐date resources, poor levels of technical support and time were identified as the main impediments, a lack of familiarity of ways in which the technology could be integrated across the curriculum affected the quality of pedagogical leadership provided by them. The research highlights the need for alternative models of support and leadership to be considered.  相似文献   

The City Personified: The Geopolitical Narratives of Rudy Giuliani     

Kim McNamara & Donald McNeill 《传播与批判/文化研究》2013,10(3):259-278

The article examines the growing interest in political celebrity and urban branding within media and cultural studies. It stresses the significance of narrative strategies in political statecraft, with specific reference to the intimate relationship between mayors and cities. It focuses on the figure of Rudy Giuliani, both in his period as mayor of New York between 1993 and 2001, and in his subsequent political and private lives, paying close attention to how the event of 9/11 acted as a pivot in his political career. After conceptualizing the relationship between mayors and cities through a discussion of public discourse, celebrity, and political scale, the paper then identifies three processes by which Giuliani has personified New York: first, through narrative control and self-projection within the New York political sphere, by considering his use of selected city sites as a form of synecdoche in his media strategies, and his marginalization of those who challenged him politically; second, through his elevated celebrity status and visual representation by the media in the aftermath of 9/11; and third, through the genre of autobiography and branding, via his book Leadership and related commercial activities, whereby he shifted the scale of his narrative beyond New York.  相似文献   

VERBAL INTERACTION DIFFERENCES BETWEEN JUNIOR/COMMUNITY COLLEGE AND UNIVERSITY SETTINGS     

James F. McNamara  Glenn Ross Johnson 《Community College Journal of Research & Practice》2013,37(3):277-292

Experience with current instructional strategies employed throughout various educational institutions led the authors of the paper to question the general state of affairs portrayed by recent HEW statements concerning “abstract” knowledge imparted to “passive” students. A research design is given along with a data analysis. Findings are reported and future directions established.  相似文献   

Raising awareness about climate change in Pacific communities     

Karen Elizabeth McNamara 《Environmental Education Research》2013,19(6):864-871

Community-based climate change projects in the Pacific typically seek to raise the awareness of locals about the consequences of climate change and changing weather patterns. A key concern is that such activities might be done in an ad hoc manner, with little consideration of local relevance, audience and the integration of local experiences and knowledge. Drawing on the results gleaned from an interactive focus group with 10 climate change practitioners working in the region, this exploratory study investigates why raising awareness about climate change remains crucial, and importantly, how such activities might be done in a more relevant, meaningful and empowering way at the community level in the Pacific. This commentary argues that it is essential for communities to make local sense of climate change, particularly in an ever-changing world where knowledge is continuously expanding and changing. Initial findings suggest that making local sense of and raising awareness about climate change readily comes about with due consideration of approach, audience and context.  相似文献   

Reappraising Athleticism?     

Gerry P.T. Finn 《国际体育史杂志》2013,30(13):1891-1901

Hickey has presented a powerful rebuttal of Kerrigan's refusal to accept a role for athleticism in the development of English elementary school sport, and has identified further self-contradictions and inconsistencies in this refusal. Much more importantly, however, he has presented compelling evidence of the influence of athleticism on educational thinking and policy-making in relation to this sector of schooling. In doing so, he indirectly points to the need to reappraise the impact of the ideology of athleticism on schooling and society in general. A case can be made that it was even more powerful and pervasive than has been previously argued.  相似文献   

Critical thinking in the university curriculum – the impact on engineering education     

A. Ahern  T. O'Connor  G. McRuairc  M. McNamara  D. O'Donnell 《European Journal of Engineering Education》2012,37(2):125-132

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Predicting second language writing proficiency: the roles of cohesion and linguistic sophistication     

Scott A. Crossley  Danielle S. McNamara 《Journal of Research in Reading》2012,35(2):115-135

This study addresses research gaps in predicting second language (L2) writing proficiency using linguistic features. Key to this analysis is the inclusion of linguistic measures at the surface, textbase and situation model level that assess text cohesion and linguistic sophistication. The results of this study demonstrate that five variables (lexical diversity, word frequency, word meaningfulness, aspect repetition and word familiarity) can be used to significantly predict L2 writing proficiency. The results demonstrate that L2 writers categorised as highly proficient do not produce essays that are more cohesive, but instead produce texts that are more linguistically sophisticated. These findings have important implications for L2 writing development and L2 writing pedagogy.  相似文献   

Talking about teaching in non-crisis situations: learning from a teacher support project     

Gerry Jeffers 《Irish Educational Studies》2013,32(2):187-206

Facilitating schools to develop more collaborative cultures is seen as one of the major challenges in promoting teachers’ continuing professional development. This article recounts how a fifteen-month project designed to promote greater collegial learning and professional development emerged and developed within one school. Evidence suggests that a model that is voluntary and that involves teachers observing each other's classrooms and sharing insights is both effective and sustainable. Trust, supportive school leadership and external facilitation are also identified as important components in the realization of this model of teacher development.  相似文献