Should Children Attend Their Parent's Funerals?     

John Holland 《Pastoral Care in Education》2004,22(1):10-14

The paper discusses elements of the findings of 'Iceberg', a doctoral study at the University of York addressing many issues of child bereavement through a retrospective study of nearly one hundred individuals who had either experienced the death of a parent when they were at school, or were the surviving parent of such a child. The research revealed issues of lack of control and information for children after a parental death. Forty-seven per cent of those in the study attended the funeral of their parent. There was correlation between the age of children and attendance at the funeral. Of the fifty-three per cent of children not attending, twenty-four per cent of them were forbidden to attend, whilst eleven per cent of them were distracted from attending the funeral, such as being sent to school or a neighbours and being unaware that it was taking place. None of the children attending the funeral reported any negative experiences, and two thirds of them reported it as a positive or helpful event. In contrast, over three-quarters of those not attending later wished that they had. Over a third had feelings of regret, others feeling that they had been excluded from the family at the time of the death, and felt anger, hurt, and frustration. The conclusion was that the best strategy is to give children informed choice about whether or not to attend. If children do attend a negative outcome seems unlikely, but it would be prudent to prepare them as to what to expect at the ceremony.  相似文献   

Editorial     

Professor Lee Harvey  Dr Celia Whitchurch 《Higher Education Quarterly》2009,63(3):217-218

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Narrowness and liberality     

John Agresto 《Academic Questions》2003,17(1):82-86

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The electron in chemistry     

Joseph John Thomson 《Journal of The Franklin Institute》1923,195(6):737-785

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Issues in the Assessment of Developmental Dyslexia in Adults: Theoretical and Applied Perspectives     

John Rack 《Journal of Research in Reading》1997,20(1):66-76

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Borderless Higher Education in Continental Europe     

Davies  John L. 《Minerva》2001,39(1):27-48

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Database protection     

John St. Aubyn 《Learned Publishing》1992,5(3):172-173

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Editorial     

John J. Fremer 《Educational Measurement》1992,11(4):4-4

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Narrowness and liberality     

John Agresto 《Academic Questions》2004,17(1):83-86

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Reconceptualising educational assessment in South Africa — testing times for teachers     

John Pryor  Cassius Lubisi 《International Journal of Educational Development》2002,22(6)

This paper explores some of the problems arising when Continuous Assessment (CA) is grafted onto established pedagogic practices. It focuses on three issues: teachers' restricted understandings of assessment, teachers' emphasis on criteria that demonstrate concern with social control, and some of the problems connected with peer assessment. Two vignettes derived from fieldwork associated with a project to improve the quality of primary education are used to raise the issues. We argue that the development of desired practices is hampered above all by tacit values in tension with those underpinning the new curriculum. These values, together with the complexity of curriculum design, create serious problems of manageability and interpretation, which can only be addressed through detailed interactive in-service training, aimed at reconceptualising teachers' notions of assessment.  相似文献