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21.
Christian higher education is charged with the distinct mission of integrating faith and learning, and course-based service-learning has been identified as a supportive platform for this undertaking. Christian service-learning represents "a teaching and learning strategy that integrates academic instruction, community service, and guided reflection from a Christ-centered, faith-based perspective in order to enhance student learning, to foster civic responsibility, and to develop servant leaders” (Mullen, 2010 Mullen, S. (2010). Integrating a service and learning paradigm in a Christian education environment. Christian Education Journal, 7(1), 162171.[Crossref] [Google Scholar], p. 164). A large volume of literature pertaining to the theoretical and practical aspects of service-learning courses exists; however, the current literature and corresponding perceptions of best practice may not fully support the distinct nature of service-learning in Christian higher education. Therefore, the purpose of this article is to examine a predominant service-learning typology that dichotomizes traditional and critical service-learning (Mitchell, 2008 Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 5065. [Google Scholar]) through the contextualization of faith-based higher education. Then, in an attempt to further elaborate upon Mullen’s (2010 Mullen, S. (2010). Integrating a service and learning paradigm in a Christian education environment. Christian Education Journal, 7(1), 162171.[Crossref] [Google Scholar]) definition, Morton’s (1995 Morton, K. (1995). The irony of service: Charity, project, and social change in service learning. Michigan Journal of Community Service Learning, 2(1), 1932. [Google Scholar]) typology is recommended to frame Christian service-learning as it acknowledges the validity of multiple paradigms of service-learning (charity, project, and social change) and emphasizes the manner of their implementation (thick versus thin). Micro- and macro-level strategies, based on Morton’s (1995 Morton, K. (1995). The irony of service: Charity, project, and social change in service learning. Michigan Journal of Community Service Learning, 2(1), 1932. [Google Scholar]) typology and subsequent recommendations, are provided to support faculty members and administrators attempting to implement and sustain service-learning at faith-based institutions. Specifically, Christian institutions should prioritize faith-based organizations as core partners, and faculty members should intentionally utilize reflection to integrate faith and learning.  相似文献   
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In December 2002, the Foundation for People with Learning Disabilities' Committee of Inquiry into the mental health needs of young people with learning disabilities produced its report.
Barry Carpenter, Chief Executive at Sunfield and Chair of the committee, and Hazel Morgan, head of the Foundation for People with Learning Disabilities, take this opportunity to share some insights into the workings of the committee and summarise the key findings. The committee drew evidence from a range of sources, but placed the voices and experiences of young people with learning disabilities at the centre of their proceedings. The committee's findings and recommendations were wide ranging and will have far-reaching implications, but there are immediate messages that schools and colleges should hear. It is upon these messages, taking account of pastoral provision, the curriculum, transition and inter-agency work, that Barry Carpenter and Hazel Morgan focus in this article.  相似文献   
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This paper describes an ongoing process of participatory curriculum development. It outlines some of the tensions which need to be explored in science curriculum development: debates about the nature of science, of society, of school science content and of learning theories. The process whereby action can arise from this debate is also explored. An example will be outlined of a network of science curriculum action which has developed from the work of a range of science education projects in Natal, South Africa. Specializations: science curriculum development from primary to tertiary level. Specializations: inservice primary science teacher development. Specializations: inservice teacher development, biology education. Specializations: environmental education, teacher development. Specializations: environmental education, teacher development.  相似文献   
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This study was designed to examine whether participation in a shared reading workshop alters the frequency with which parents ask their children questions during book reading sessions, particularly questions designed to strengthen component reading skills that they may not have known about before training. Participants in the reading workshop series (N = 57) were taught strategies for asking questions about story content and word structure to build children's language and literacy skills. Findings suggest that parents may be somewhat familiar with traditional dialogic reading strategies focused on story content and utilize them without instruction, whereas parents may be less knowledgeable about sound or print‐focused skills and do not employ strategies focused on word structure until instructed to do so. It is also notable that parents do not use all story content prompts equally. This information can be used by school psychologists to refine the messages educators share with parents about how to best support their children's reading development.  相似文献   
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Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw .  相似文献   
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The Family Walk-In Centre opened November 1978 as a pilot project at Eaton Socon in Cambridgeshire with the aims: to encourage parents to visit the centre on “their terms,” including parents who have abused or who fear they will abuse or neglect their child who may be difficult or handicapped, or because of chronic or acute family problems; further to mobilize “Self Help” groups and offer professional support. “Help” offered to the families included informal and formal group work, family casework and education in social and physical skills. Volunteer and professional support was given at the Centre and at home. Close liaison with specialist agencies was maintained to enable families to receive appropriate help. Periodic reviews and visits were made to maintain contact. An analysis of 50 families who attended the Centre between October 1979 and May 1980 was made to assess: the attendance and reattendance rate which indicated their acceptance of help offered and their motivation to use the Centre; the types of problems presented to the Centre, the types of action taken, the progress made when reviewed after three months and the degree of involvement by the volunteers. A final analysis will comprise 100 families. A preliminary summary found: significant reduction in the registration of new cases of child abuse; self-referrals exceeded significantly other modes of referral; loneliness and parenting difficulties formed the major proportion of families seeking help; 48% of families continued to attend for 3 months or more; work done centered upon discussion of parenting problems in 30% of the cases and involvement in activities with other families in 28%; 18% were assessed as showing improved child care after 3 months. The children are being monitored and will be assessed when they enter the infant school.  相似文献   
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