The behaviour of abused children in foster care     

Jeanette Roberts 《Child abuse & neglect》1979,3(3-4)

This article is about my experiences of fostering abused children. I have been fostering for ten years and ours is perhaps a unique situation of two single women sharing the work. We have 13 foster children and have used the other children in the family as much as possible to help the two I am going to describe.I feel very strongly that children can give greatly to other children and that they grow in the process. Children can be cruel to each other — yes, but they have a tremendous capacity to give if we encourage them. We can help them to harness their own bad experiences constructively and achieve something in their giving.I have chosen two very different children to talk about. Mike was perhaps the most easily recognisable “neglected” child, and had all the classic symptoms. Alan is a much older child and I have decided to tell you about him because there is such ignorance about the long term effects of verbal abuse and mental cruelty, and sadly such children are rarely given the opportunity of being fostered.  相似文献   

Beyond professionalisation: enhancing the governance culture for Australian university governing boards     

Jeanette Baird 《Tertiary Education and Management》2006,12(4):297-309

This article examines emerging norms of good practice for Australian university governing boards and issues that university governing boards could address to develop effective governance cultures. It firstly considers the ways in which support for many Australian university governing boards has become professionalised over the past decade. At the same time, longstanding tensions or ‘paradoxes’ persist, (Cornforth, 2003) notably between ‘corporate’ and ‘participatory’ board models. To ‘tame’ these tensions requires formative processes of deliberation and debate. The article outlines understandings that may assist boards to engage in such processes and to develop their awareness of differing values in governance practices.  相似文献   

Parental communication and collaboration in schools with special educational needs (SEN) programmes in Bhutan     

Karma Jigyel  Judith A. Miller  Sofia Mavropoulou  Jeanette Berman 《International Journal of Inclusive Education》2013,17(12):1288-1305

ABSTRACT

This study explored the experiences of communication and collaboration of parents with the teachers of their children with special educational needs (SEN). In this investigation in the Bhutanese context, 26 parents (13 fathers and 13 mothers) of children with SEN, either fully or partially included in 3 schools with SEN programmes in Bhutan located in urban, semi-urban, and rural regions in Bhutan were individually interviewed. The interview data were recorded, transcribed, and analysed using both manual thematic coding semantic mapping and text mining analysis (Leximancer). The majority of parents (n?=?21/26) were found to have either minimal or no communication or collaboration with the school. It was mainly a few mothers (n?=?4), and no fathers, who reported consistent communication and collaboration with the school, whose children were partially included in the schools and had high support needs. The findings have implications for building channels of communication and collaboration between parents and school staff in order to support their children with SEN in Bhutan.  相似文献   

The relation between preschool children’s false-belief understanding and domain-general experimentation skills     

Jeanette Piekny  Dietmar Grube  Claudia Maehler 《Metacognition and Learning》2013,8(2):103-119

The focus of the present study is on the developmental antecedents of domain-general experimentation skills. We hypothesized that false-belief understanding would predict the ability to distinguish a conclusive from an inconclusive experiment. We conducted a longitudinal study with two assessment points (t1 and t2) to investigate this hypothesis. As language, executive functioning, working memory, and intelligence have been discussed as potential influencing factors in theory of mind and scientific reasoning development, we included measures of these abilities as control variables. We recruited 161 preschool children (73 girls and 88 boys); we administered a false-belief task, an experimentation task, and the control variables at t1 when the children were 4 years old. We repeated the false-belief and experimentation tasks at t2 when the children were 5 years old. Our results show that children who solved the false-belief task correctly at age 4 were more likely to solve the experimentation task correctly at age 5, but not vice versa, even after controlling for the influence of language, executive functioning, working memory, and intelligence. The implications of these results on theories about the development of scientific reasoning and for science education concepts for young children are briefly discussed.  相似文献   

Is the Study Process Questionnaire (SPQ) a good predictor of academic achievement? Examining the mediating role of achievement-related classroom behaviours     

Jeanette Lyn Fung Choy  Glen O’Grady  Jerome I. Rotgans 《Instructional Science》2012,40(1):159-172

Studies have shown that the Study Process Questionnaire (SPQ)—which provides a measure of student approaches to learning—is a relatively weak predictor of academic achievement. The present study sought to explore whether students’ achievement-related classroom behaviours, as observed by teachers, can be used as a mediator between student approaches to learning and academic achievement. The SPQ was administered to 1,608 students enrolled in six different diploma programmes offered by a polytechnic in Singapore. Data were analysed by means of correlation and path analysis. In line with existing studies, the results revealed that student approaches to learning was a weak predictor of academic achievement. However, achievement-related classroom behaviours turned out to be a significant mediator between student approaches to learning and academic achievement, effectively doubling the explained variance in academic achievement. Implications of these findings for using the SPQ are discussed.  相似文献   

Creating a ‘third space’ in the context of a university–school partnership: supporting teacher action research and the research preparation of doctoral students     

Joanne Arhar  Tricia Niesz  Jeanette Brossmann  Sarah Koebley  Katherine O’Brien  David Loe 《Educational Action Research》2013,21(2):218-236

The focus of the Education Works Personalization Project was to facilitate teams of teacher action researchers whose goal was to personalize their teaching with the support of university partners including doctoral students in education. The subsequent apprentice-like research experience within this university–school partnership provided an opportunity to study the ways in which teacher action research could serve as a vehicle for bridging the culture gap between schools and universities. Both the research team experience and the development of the school–university inquiry/knowledge network were initially characterized by undefined roles accompanied by ambiguous expectations. Although the ambiguity proved difficult initially, those who persisted and engaged in new roles ultimately found these emerging inquiry communities generative and valuable. We have come to conceptualize these generative inquiry communities as third spaces and we describe how oppositional categories framed by the cultural differences between schools and universities can work together to generate new knowledge.  相似文献   

The warrant for constructivist practice within educational technology     

Jeanette Bopry 《Educational technology research and development : ETR & D》1999,47(4):5-26

Educational technology is an instantiation of technical rationality. Technical rationality depends on an objectivist epistemology and a representational model of mind. Currently, a growing number of practitioners in the field of educational technology consider themselves constructivists. Because their epistemological position conflicts with that of technical rationality, these practitioners must currently find a warrant for their practice outside the field. However, a warrant for a strong form of constructivism (enactive constructivism) can be located in recent developments in systems theory, one of the foundational pillars of educational technology. These developments have the potential to provide practitioners a philosophical mooring within the field itself. One of these developments, autonomous systems theory, with its rejection of the representational model of mind, is described, and implications of its application to educational technology are discussed.  相似文献   

Performance monitoring of university research     

Jeanette Baird 《Tertiary Education and Management》1998,4(3):169-181

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The (d)(t)oxic lifeworld of early career postgraduate supervisors     

Jeanette Maritz  Paul Prinsloo 《Teaching in Higher Education》2019,24(4):563-577

In the context of higher education as social space or field in the Bourdieusian sense, exploring the lived experiences of early career postgraduate supervisors allow us to (re)consider the institutionalised rhythms, procedures and practices that shape graduate supervision. At the intersections of, inter alia, increasing numbers postgraduate students, the urgent need to transform SA higher education, and the need for appropriately qualified and experienced supervisors, many early career postgraduate supervisors are caught between understanding the doxa and orthodoxy shaping postgraduate supervision, and the necessary symbolic capital to formulate, engage with and practice heterodoxy. This article employs Bourdieu’s doxic schema (doxa, orthodoxy and heterodoxy) along with symbolic capital to make visible the doxic lifeworld experiences and journeys of early career supervisors. The research found that early career supervisors are often under-prepared, lacking symbolic capital and experiencing (toxic) shame.  相似文献   

The Impact of Performance Indicators on the Work of University Academics: Evidence from Australian Universities   总被引：1，自引：0，他引：1  

Jeanette Taylor 《Higher Education Quarterly》2001,55(1):42-61

This paper examines the impact of the application of performance indicators on the teaching and research activities of 152 university academics from four representative Australian universities. Most of the participants reported an increase in pressure to focus on the activities measured by the teaching and research performance indicators. A majority of the participants also indicated that their approach to teaching and research have changed. In research, this essentially meant focusing on external research grants applications and publications, and maximising the quantity produced from these activities. Some staff did use various strategies to increase their scores such as writing shorter papers in order to increase the quantity of publications. Moreover, a sizeable proportion of the participants indicated a shift in their work priorities towards research at the expense of teaching. One possible reason could be the lack of special incentives to increase their emphasis on teaching.  相似文献