A school-based P.G.C.E. course: Problems and possibilities     

Joy Jarvis 《Education 3-13》2013,41(2):47-51

This article explores the practice of local mainstream inclusion for deaf children and the issues this raises for pupils and teachers. Problems with both academic and social inclusion, due to difficulties with communication, are identified. It is suggested that sometimes deaf children may be excluded from educational and social opportunities by being included in local provision. Resourced provision may offer greater opportunities for inclusion. If schools are including deaf children on an individual basis then this has implications for resources, training, professional liaison, the monitoring of progress and a change in attitude towards deafness and deaf people.  相似文献   

Interpreting inclusivity: an endeavour of great proportions     

Richard George Berlach  Dianne Joy Chambers 《International Journal of Inclusive Education》2013,17(5):529-539

Commencing with a historical account of how special needs education has informed the inclusivity debate, the authors consider the knotty problem of what is meant by inclusivity. An examination of the characteristics of inclusivity is then undertaken, and a functional school‐based inclusivity framework – a three‐faceted model – is proposed. The model commences with a philosophical underpinning designed to generate a number of emphases to be determined by the school. Once agreed upon, these are then operationalised for classroom practices. It is contended that the model is a defensible way of facilitating the development of an inclusivity ethos within the school milieu. Finally, impediments hampering the implementation are identified and discussed.  相似文献   

Mentorship and the socialization of underrepresented minorities into the professoriate: examining varied influences     

Dannielle Joy Davis 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):278-293

This study examines the mentoring component of the Committee on Institutional Cooperation’s (CIC) Summer Research Opportunity Program (SROP). The national initiative, implemented on various campuses throughout the United States, seeks to establish a diverse faculty by encouraging the enrollment and completion rates of minority doctoral candidates. Results from interviews with former and current undergraduate student participants suggest that mentorship influences the individual, interpersonal, extra‐programmatic, and to a lesser extent, collective realms of protégé experiences. Study results emphasize the importance of faculty‐directed mentorship in preparing students of color for both graduate education and entrance into the professoriate.  相似文献   

The rhetoric of atonement     

Joy Koesten  Robert C. Rowland 《Communication Studies》2013,64(1):68-87

In this essay, we outline the defining characteristics of the rhetoric of atonement and argue that it as an identifiable sub‐genre of apologia. In building this argument, we examine the purposive and situational constraints that lead to atonement and argue that atonement rhetoric can be defined based on five characteristics. We use an analysis of several instances in which President Clinton relied upon atonement to illustrate the power and function of the sub‐genre.  相似文献   

The Development of the Network Examination for Student Socialization (NEXSS) Observational Instrument     

Jesse Lee Rhoades  Tanis Joy Hastmann 《Measurement in physical education and exercise science》2014,18(1):53-71

The complexity of learning has plagued the educational establishment for decades. Recently, ideas of complexity theory and complex adaptive systems have made headway in how we think of institutions of learning. This study developed and tested an instrument for the modeling of underlying social structures, as an element of complexity, within the physical education learning environment. Currently, there are no instruments capable of producing valid and reliable models of underlying student social networks in physical education classes. This study sought to develop and test one of the first instruments for the explicit purpose of this modeling. The Network Examination for Student Socialization was developed as a product of this effort. Testing demonstrated the Network Examination for Student Socialization is both a reliable and valid instrument for modeling underlying student social structures within physical education classes. It is hoped that in years to come, the Network Examination for Student Socialization can play a key role in the study of complexity within physical education.  相似文献   

The Lived Experiences of Clinical Mental Health Counseling Internship Students Providing Home-Based Therapy     

Walker  Denise M.  Teles Oliveira  Joy  Hendricks  LaVelle 《International journal for the advancement of counseling》2022,44(2):337-355

Home-based therapy has become an ongoing trend within the mental health field. This transcendental phenomenologically designed study explored the lived experiences of clinical mental health counseling internship students (N=8) who provided home-based therapy as their primary method of gaining required clinical experience for the completion of their master’s degree. The overall personal and professional development of the students providing therapy in this setting was explored. Insights of the internship students regarding their experiences and challenges in providing home-based therapy were revealed. Recommendations based on the experiences of the students providing home-based therapy were offered. Implications to students, counselor educators, and supervisors have also been provided.

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PSSS Bibliography of the Philosophy of Sport—1987     

Joy T. DeSensi 《体育哲学杂志》2013,40(1):86-134

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The Influences of Faculty on Undergraduate Student Participation in Research and Creative Activities     

Shouping Hu  Kathyrine Scheuch  Joy Gaston Gayles 《Innovative Higher Education》2009,34(3):173-183

Using data collected from surveys of college juniors and seniors and faculty members in related academic departments, this study examined whether faculty teaching and research orientations, as well as faculty external funding, had any impact on undergraduate student participation in research and creative activities. The results of the study indicated that faculty research orientation and external funding were indeed positively related to student participation in research activities. However, faculty members’ teaching orientation was not significant. Further analyses indicated that faculty teaching and research orientations had different impacts on a range of research and creative activities by undergraduate students. The findings from this study provide insight on ways of improving college teaching and learning as well as informing the development of institutional academic policies related to faculty and undergraduate education. Shouping Hu is Associate Professor of Higher Education at Florida State University. He received his M.S. degree in Economics and Ph.D. in Higher Education from Indiana University. His research and scholarship focus on college access and success, student engagement, and higher education policy. Kathyrine Scheuch is the Deputy Director of Research and Evaluation in the Division of Community Colleges, Florida Department of Education. She received her Ed.D. in Higher Education from Florida State University. Her research interests include undergraduate research activities and minority student issues. Joy Gaston Gayles is Associate Professor of Higher Education at North Carolina State University. She received her Ph.D. in Higher Education from Ohio State University. Her research interests include the college student experience and its impact on student development and learning.  相似文献   

The Popular Sources of Calder's Circus: The Humpty Dumpty Circus,Ringling Brothers and Barnum and Bailey,and The Cirque Medrano     

L. Joy Sperling 《Journal of American culture (Malden, Mass. : 2003)》1994,17(4):1-14

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Women in development: A select annotated bibliographyFemmes et developpement: Une bibliographie annotée et selectionnéeLas mujeres en el desarrolo: Una bibliografi seleccionada y anotada     

Joan M Claffey  Mary Joy Pigozzi  Nancy W Axinn 《Int J Intercult Relat》1979,3(4):507-524

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