Education and poverty in Western Europe     

Joanna McPake  Ghazala Bhatti 《Prospects》1999,29(4):551-559

Conclusions Educationists in Europe have an established tradition of exploring educational disadvantage from a socio-cultural perspective, as indicated by the focus on social justice in education. Their concerns have been with relatively small-scale phenomena: the context in which particular disadvantaged groups are educated, leading to specific recommendations for local areas. Policy-makers, in contrast, are concerned with combating social exclusion at the national or Europe-wide level, primarily as a means of reducing unemployment and social unrest. The initiatives they set in motion necessarily take a wider perspective and pay little heed to diverse needs, aspirations and goals among the socially excluded. There is a need for European educationalists to increase their own awareness of the European context—not simply the national context—in which they work. They need also to develop perspectives on major European initiatives to combat social exclusion, the effects of which will remain otherwise unexplored by a community of educationalists with a history of interest in and commitment to challenging educational disadvantage. Original language: English Joanna McPake (United Kingdom) At present, Deputy Director of the Scottish Centre for Information on Language Teaching and Research, University of Stirling. Formerly, Senior Researcher and Programme Manager, Scottish Council for Research in Education. Her principal research focus is on aspects of teaching and learning in school. Since 1996 she has been (with Ghazala Bhatti) co-ordinator of the Social Justice and Intercultural Education Network of the European Educational Research Association. Recent publications include: ‘A mirror to ourselves? The educational experiences of Japanese children at school in the UK’ (with J. Powney, 1998); andEducation of minority ethnic groups in Scotland (with J. Powney, S. Hall and L. Lyall, 1998). Ghazala Bhatti (United Kingdom) Ph.D. Director, Modular Master's Degree on ‘Equity and change in the public services’, University of Reading. Formerly, a primary and secondary school teacher. Her current professional interests in the field of education concern ethnicity, gender and social justice. She is the joint convenor (with Joanna McPake) of the Social Justice and Intercultural Education Network of EERA. Recent publications include:Asian children at home and at school: an ethnographic study (1999) andA journey into the unknown: an ethnographic study of Asian children (1995). This article consists of reflections on recent research presented at the European Conference on Educational Research by the joint co-ordinators of the Social Justice and Intercultural Education network of the European Educational Research Association.  相似文献   

Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-year Longitudinal Study of Deaf and Hearing Children     

Anna Jones  Joanna Atkinson  Chloe Marshall  Nicola Botting  Michelle C. St Clair  Gary Morgan 《Child development》2020,91(2):e400-e414

Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6–11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups improved their scores on all tasks over this period. DHH children performed significantly less well than hearing peers on some EF tasks and the vocabulary test at both time points. Cross-lagged panel models showed that vocabulary at Time 1 predicted change in EF scores for both DHH and hearing children but not the reverse.  相似文献   

Childhood homelessness,resilience, and adolescent mental health: A prospective,person-centered approach     

Janette E. Herbers  J. J. Cutuli  Joanna N. Keane  Jake A. Leonard 《Psychology in the schools》2020,57(12):1830-1844

School districts and other service providers are increasingly aware of the substantial mental health needs of students experiencing family homelessness. Past findings are mixed regarding whether homelessness conveys unique risk beyond the risks associated with extreme poverty. With prospective longitudinal data on homelessness experiences across childhood, we utilized latent profile analysis as a person-centered approach to conceptualizing mental health outcomes in adolescence for 3,778 youth. We considered literal family homelessness as well as families living doubled-up, and we employed propensity score matching to identify a comparison group of nonhomeless students balanced across a range of covariates to address systematic bias. Results indicated that students who experienced literal homelessness during childhood were significantly less likely to demonstrate profiles of resilience in mental health functioning. We considered our approach and findings in light of challenges and opportunities particularly relevant to the school context.  相似文献   

Minority reports: indigenous and community voices in archives. Papers from the 4th International Conference on the History of Records and Archives (ICHORA4), Perth, Western Australia, August 2008     

Joanna Sassoon  Toby Burrows 《Archival Science》2009,9(1-2):1-5

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Social justice and school linkages in teacher education programmes     

Ruth Reynolds  Joanna Brown 《欧洲师范教育杂志》2010,33(4):405-419

This paper investigates current research into the role of education in combating social injustice, assembles this research to indicate key features of a teacher education programme that would assist education for social justice, and links these features to one innovative university teacher education programme to ascertain some of the practical difficulties in establishing such a programme. The research indicated key approaches that would enhance the probability that graduates from teacher education programmes will be able to pursue social justice initiatives.  相似文献   

Medical diagnostic consultation concerning mental retardation: An analogue study of school psychologists' attitudes     

David L. Wodrich  Jennifer Tarbox  John Balles  Joanna Gorin 《Psychology in the schools》2010,47(3):246-256

Recent research of relevance to school psychologists suggests that the cause, or etiology, of mental retardation can be established by medical diagnosticians in approximately one‐half of cases. In the current study, 109 practicing school psychologists considered a hypothetical case of an elementary student with mental retardation and indicated their attitudes toward the use of medical consultation. School psychologists were randomly assigned to one of three experimental conditions defined by the amount of information about medical diagnostic consultations they received: (a) no information, (b) guidelines from the American Academy of Neurology (AAN) calling for medical consultation in cases of developmental delay, or (c) AAN guidelines plus a concise summary of research on etiology, prevention, and mental retardation. School psychologists with more than 10 years of experience evidenced a more favorable attitude toward medical diagnostic consultation when provided more information, whereas their less experienced colleagues demonstrated no such pattern. This finding, together with others derived from participants' responses, is discussed regarding school psychologists' practice and training. © 2010 Wiley Periodicals, Inc.  相似文献   

Patiency is not a virtue: the design of intelligent systems and systems of ethics     

Joanna J. Bryson 《Ethics and Information Technology》2018,20(1):15-26

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Impact of short- compared to long-haul international travel on the sleep and wellbeing of national wheelchair basketball athletes     

Heidi R. Thornton  Joanna Miller  Lee Taylor  Charli Sargent  Michele Lastella 《Journal of sports sciences》2018,36(13):1476-1484

Currently, very little is known about the impact of short- or long-haul air travel on the sleep and wellbeing of wheelchair basketball athletes. Eleven national wheelchair basketball athletes wore actigraphy monitors prior, during, and after air travel to the United Kingdom. Upon arrival, participants rated their subjective jet-lag, fatigue, and vigor. Individuals traveled to the United Kingdom from different locations in Australia, the United States, and Europe and were categorised according to travel length [LONG (up to 30.2 h) or SHORT (up to 6.5 h)]. Linear mixed models determined effects of travel length on sleep and subjective ratings of jet-lag, fatigue, and vigor. During competition, subjective fatigue and jet-lag were substantially higher (ES = 0.73; ±0.77) and (ES = 0.57; ±0.60), subjective vigor was lower (ES = 1.94; ±0.72), and get-up time was earlier (ES = 0.57; ±0.60) for LONG when compared to SHORT. Travelling greater distances by airplane had a larger effect on subjective ratings of jet-lag, fatigue and vigor, rather than sleep. Irrespective of travel group, sleep and subjective responses were compromised, reflecting the travel requirements, competition-mediated influences, and/or due to a change in environment.  相似文献   

An investigation into breast support and sports bra use in female runners of the 2012 London Marathon     

Nicola Brown  Jennifer White  Amanda Brasher  Joanna Scurr 《Journal of sports sciences》2013,31(9):801-809

Abstract

Although it is acknowledged that appropriate breast support during exercise is important, no published literature has assessed breast support usage in a cohort of female marathon runners. This study aimed to identify sport bra use and perceived importance of sports bra use in female marathon runners. Bra satisfaction, incidence of bra related issues and factors that influence the appropriateness of sports bras were also investigated. A 4-part, 30-question survey was administered to 1397 female runners at the 2012 London marathon registration and via an online survey. In total 1285 surveys were completed. Sports bra use and its perceived importance was high, however was lower in moderate compared to vigorous activity, and lower in participants with smaller breasts. Seventy-five per cent of participants reported bra fit issues. The most common issues were chaffing and shoulder straps digging in, with a higher incidence of issues reported by participants with larger breasts. Use of professional bra fitting was low, and perceived knowledge of breast health was poor. Engagement with sports bra use is high although sports bra design could be improved to alleviate bra fit issues experienced by female runners. Educational initiatives are needed to ensure females are informed regarding the importance of breast support and appropriate bra fit during activity.  相似文献   

Intercultural PhD supervision: exploring the hidden curriculum in a social science faculty doctoral programme     

Joanna Kidman  Catherine Manathunga  Sue Cornforth 《高等教育研究与发展》2017,36(6):1208-1221

International knowledge markets rely heavily on a ready supply of highly mobile doctoral students, many of whom are from the global South, to bring in revenue. The supervision of these PhD students, however, can reproduce neo-colonial knowledge relations, often in subtle ways. In settler nations, international PhD students may find that they are assigned subaltern status in their university departments and this can have a significant impact on their learning. This paper explores the experiences of a group of international PhD students in a social science faculty in a New Zealand university during the first two years of their doctoral studies. It examines how they responded to the displacement of their cultural values and priorities, the way they navigated intercultural engagements with supervisors, and their ensuing relationships with indigenous and ethnic allies in the faculty. Despite considerable pressure to conform to the dominant modes of academic knowledge production that characterise universities in settler nations, it is concluded that international students find ways of speaking out, often in highly coded forms, that complicate their subaltern academic status.  相似文献