School psychology for the 21st century,second edition: foundations and practices     

Geraldine Rowe 《Educational Psychology in Practice》2013,29(2):210-211

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Sexual Abuse Prevention: A Misguided Focus     

Robert N. Rowe 《Clearing house (Menasha, Wis.)》2013,86(1)

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The impact of a National Curriculum development on teaching and learning behaviours     

R. G. Hacker  M. J. Rowe 《International Journal of Science Education》2013,35(9):997-1004

A study of science classroom behaviours reported by Eggleston et al. (1976) was replicated in 60 secondary school classrooms where the National Curriculum was being followed. Key teacher and pupil characteristics were matched across the two samples, and it was suggested that curriculum change was the most likely factor influencing changes in the teaching and learning processes which were observed. It was found that there was more emphasis upon lower‐order intellectual skills in classrooms where the National Curriculum was being studied. There were also fewer speculative behaviours and fewer behaviours concerned with experimentation. It was shown that a less effective informational instructional strategy was more popular with teachers implementing the National Curriculum, and that instructional strategies which involved practical work were less frequently employed. Participating teachers were asked to give possible reasons for these changes, and it was suggested by many of them that an overburdened curriculum may be a significant factor influencing their choice of teaching and learning strategies. It was suggested that this problem would only be resolved if the informational content of the National Curriculum was reduced, perhaps by focusing upon those key concepts which Bruner (1961) has described as constituting the structureof the discipline.  相似文献   

‘Push on through’: Children’s perspectives on the narratives of resilience in schools identified for intensive mental health promotion     

Ceri Brown  Jeremy Dixon 《British Educational Research Journal》2020,46(2):379-398

Child mental health is a growing concern for policymakers across the global north. Schools have become a key site for mental health interventions, with new programmes aimed at promoting ‘resilience’, through which children may maintain or regain mental health during adversity. As one of the first studies to explore the early impact of intensive mental health promotion in schools from children’s perspectives, we adopt a governmentality approach to consider the logic and techniques of such programmes with a specific focus on England. An innovative visual methodology was used to focus on student perspectives of mental health interventions in school. Young peoples’ photo representations of mental health were collected and used to stimulate focus group discussions with 65 students aged 12–14, across seven schools. ‘Resilience’ was seen to be the key organising concept for mental health interventions in schools. The concept was viewed as narrowly focused on attitude towards—and performance in—school work, with individuals being encouraged to ‘push on through’ difficulties to achieve success. Young people were critical of this approach, suggesting several alternatives. These included increased access to independent mental health professionals, safe spaces within schools and mental health education that addressed the social and affective dimensions of mental health difficulties.  相似文献   

Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences     

Roberta Michnick Golinkoff  Erika Hoff  Meredith L. Rowe  Catherine S. Tamis-LeMonda  Kathy Hirsh-Pasek 《Child development》2019,90(3):985-992

Sperry, Sperry, and Miller (2018) aim to debunk what is called the 30-million-word gap by claiming that children from lower income households hear more speech than Hart and Risley (1995) reported. We address why the 30-million-word gap should not be abandoned, and the importance of retaining focus on the vital ingredient to language learning—quality speech directed to children rather than overheard speech, the focus of Sperry et al.'s argument. Three issues are addressed: Whether there is a language gap; the characteristics of speech that promote language development; and the importance of language in school achievement. There are serious risks to claims that low-income children, on average, hear sufficient, high-quality language relative to peers from higher income homes.  相似文献   

The impact of COVID‐19 on the UK publishing industry: Findings and opportunity     

Jeremy Brinton 《Learned Publishing》2021,34(1):43-48

• Challenges of the current environment are balanced by opportunities – more digital delivery, more efficient systems, greater collaboration.
• Consumption has not reduced, but delivery mechanisms need adaptation to ensure the right products in the right media are offered and delivered.
• Changes to the cost base by redeploying staff and rethinking premises are underway and support improved resource allocation.
• Leadership is required to accommodate adaptive and flexible remote working.
• Ensuring access and implementing licences that permit non‐commercial use is both a moral and a practical response.

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Media Literacy Skills and the “War on Terrorism”     

Jeremy W. Cook 《Clearing house (Menasha, Wis.)》2013,86(6):284-288

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Creative writing and the gifted child     

E R Rowe 《Exceptional children》1967,34(4):279-282

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Factor structure of child behavior scale scores in peruvian preschoolers     

Erin L. Meyer  Barbara A. Schaefer  Cesar Merino Soto  Crystal S. Simmons  Rebecca Anguiano  Jeremy Brett  Alea Holman  Justin F. Martin  Heidi K. Hata  Kimberly J. Roberts  Zena R. Mello  Frank C. Worrell 《Psychology in the schools》2011,48(10):931-942

Behavior rating scales aid in the identification of problem behaviors, as well as the development of interventions to reduce such behavior. Although scores on many behavior rating scales have been validated in the United States, there have been few such studies in other cultural contexts. In this study, the structural validity of scores on a Spanish translation of the six‐factor Child Behavior Scale (CBS) was assessed in a sample of 265 Peruvian preschool children who ranged from 2 to 6 years in age. Exploratory factor analysis yielded a four‐factor structure, and reliability estimates for scores on the four factors were adequate. The authors suggest replicating the study and examining the utility of CBS scores in predicting future problem behaviors in this population. © 2011 Wiley Periodicals, Inc.  相似文献   

Sustaining collaboration: English-as-a-second-language, and content-area teachers   总被引：1，自引：0，他引：1  

Faridah Pawan  Jeremy H. Ortloff 《Teaching and Teacher Education》2011,27(2):463-471

This research is an investigation into English as a Second Language (ESL) and content area teachers’ perceptions of collaboration after they completed a joint professional development program called the Collaborative Teaching Institute (CTI). The overall objective of the study was to identify how CTI and other joint professional development programs for ESL and content area teachers could better support sustained teacher collaboration. The study yielded information on the key actors, opportunities, tensions and conflicts in the collaboration between the two sets of teachers. The researchers also sought to identify specific types of activities that emerged when the teachers were successful in working together.  相似文献