The Neurology of Autism – Edited by Mary Coleman     

Jackie Ravet 《Journal of Research in Special Educational Needs》2010,10(2):134-135

  相似文献   

Numeracy‐related exchanges in joint storybook reading and play     

Maureen Vandermaas‐Peeler  Jackie Nelson  Charity Bumpass  Bianca Sassine 《International Journal of Early Years Education》2009,17(1):67-84

Studies of the processes by which parents encourage early numerical development in the context of parent–child interactions during routine, culturally relevant activities at home are scarce. The present study was designed to investigate spontaneous exchanges related to numeracy during parent–child interactions in reading and play activities at home. Thirty‐seven families with a four‐year‐old child (13 low‐income) were observed. Two types of numeracy interactions were of interest: socio‐cultural numeracy exchanges, explaining the use and value of money or numbers in routine activities such as shopping or cooking, and mathematical exchanges, including counting, quantity or size comparisons. Results indicated that high‐income parents engaged in more mathematical exchanges during both reading and play than did low‐income parents, though there were no differences in the initiation of socio‐cultural numeracy exchanges. The focus of parental guidance related to numeracy was conceptual and embedded in the activity context, with few dyads focusing on counting or numbers per se. The findings suggest the importance of parent education efforts that incorporate numeracy‐related discourse in the context of daily routines to augment young children’s numeracy development.  相似文献   

Building trust in information: perspectives on the frontiers of provenance     

Jackie Bettington 《档案与原稿》2018,46(2):246-247

  相似文献   

The Royal College of Nursing's information needs survey of nurses and health professionals     

Bertulis R  Cheeseborough J 《Health information and libraries journal》2008,25(3):186-197

Aims: To find out about the nursing community's needs in the following areas: information or knowledge to improve practice in the clinical area; information to support lifelong learning and formal study. Methods: A questionnaire was circulated in summer 2004 containing questions on types of information source used for particular types of problem or question; specific sources used; ease of access to various information sources including computers and the Internet, and local health library; and workplace culture and environment. Results: A total of 1715 usable questionnaires were completed and returned. Significant numbers of the nursing community have currently no or limited access to computers. Nursing staff in the independent sector had less access to computers and the Internet than those working for the National Health Service (NHS). Workplace culture was as important as access to IT equipment. Conclusions: As a result of the survey, the Royal College of Nursing (RCN) is working with the NHS and the independent health sector to improve access and provide complementary services for the whole nursing community.  相似文献   

What if the Library … Engaging Users to Become Partners in Positive Change and Improve Services in an Academic Library     

Cinthya Ippoliti  Juliana Nykolaiszyn  Jackie L. German 《Public Services Quarterly》2017,13(1):1-14

Participatory and anthropological studies have blended with library customer service design and feedback practices as ways to engage users in deeper and more meaningful conversations about their needs. Formal user studies can be cumbersome, expensive, and time consuming however. Sometimes asking a simple question will work just as effectively in uncovering user needs as other types of approaches. Taking this concept and applying it to the Oklahoma State University Library community resulted in a library-wide study in 2015. Researchers started with a simple question, “What if the library?,” and through interviews, online surveys, and a sticky-note wall, they found out the answer.  相似文献   

Blending     

Jackie Kohn 《Early Childhood Education Journal》1973,1(1):31-34

  相似文献   

THE PRIMARY CANON: A CRITICAL REVIEW   总被引：1，自引：0，他引：1  

Jackie Marsh 《British Journal of Educational Studies》2004,52(3):249-262

  相似文献   

PRESENTATION OF THE ELDERLY IN THE SUNDAY NEWS     

Hannelore Wass  Gina M. Almerico  Paul V. Campbell  Jackie L. Tatum 《Educational gerontology》2013,39(4):335-348

To determine the amount of newsspace devoted to articles about aging and the elderly 254 Sunday issues of 22 daily newspapers in 3 circulation groups published in 1983 were examined. A content analysis of the age‐related articles was also done. A total average of .87% of the news‐space was allocated to aging. This figure varied only slightly with circulation size, the ratio of elderly residents in the areas, or with the independence or affiliation of the newspapers. There were, however, differences among individual papers in space allocation. More articles were event—rather than issue—oriented. Metropolitan papers published significantly more issue articles than did papers in the lower circulation groups. Metropolitan papers significantly more often depicted the elderly in active rather than passive roles, whereas the opposite was true for papers in the lowest circulation group. Males were predominantly the subjects of articles in all papers. Recommendations for further study and implications for educational gerontologists are discussed.  相似文献   

Family child care in four Midwestern states: Multiple measures of quality and relations to outcomes by licensed status and subsidy program participation     

Helen Raikes  Julia Torquati  Eunju Jung  Carla Peterson  Jane Atwater  Jackie Scott  Lana Messner 《Early childhood research quarterly》2013

Quality of family child care in four Midwestern states was examined using four measures designed to assess structural and/or process quality to determine if dimensions converge or vary across types of family child care (licensed and license-exempt/registered) and subsidy receipt (programs serving children whose care is paid by subsidies and programs not serving subsidized children). Two instruments designed specifically for use with family child care that measure both structural and process quality were used (Family Day Care Rating Scale and Quality Instrument for Informal Child Care), as well as one instrument measuring process quality (Caregiver Interaction Scale) and one instrument measuring structural quality (Midwest Child Care Assets Index). The two instruments designed to measure both structural and process quality in family child care were highly correlated with each other, while both of these were moderately correlated with the measure of process quality. The measure of structural quality was not significantly correlated with the measure of process quality. Licensed family child care homes scored higher than license-exempt/registered family child care homes on three of the four measures (all but the Caregiver Interaction Scale), and family child care homes receiving child care subsidies scored lower than those not receiving subsidies on three of the four measures (all but the Assets Index).  相似文献   

Inclusive/exclusive? Contradictory perspectives on autism and inclusion: the case for an integrative position     

Jackie Ravet 《International Journal of Inclusive Education》2013,17(6):667-682

This paper explores some of the tensions that frequently arise in debates about inclusion and the education of children and young people on the autism spectrum. This debate is often characterised by bipolar thinking and moral posturing, and is obscured by misunderstandings and omissions. This can create confusion for practitioners trying their best to support learners on the spectrum in inclusive classrooms, and does much harm to the inclusion project. This paper identifies some of the recurring entanglements that obfuscate the debate. The main thesis of the paper is that the effective inclusion of children and young people on the autism spectrum requires practitioners to question two dominant and contradictory perspectives within the inclusion literature – the rights‐based perspective and the needs‐based perspective – which, arguably, polarise thinking at the theoretical level and inclusive practice at classroom level. The specific aim of the paper is to identify oppositional views on labelling and special pedagogies within these two perspectives and critically explore their implications for teachers supporting learners on the autism spectrum. The possibility of an integrative inclusionist position is tentatively explored.  相似文献