Editorial     

Beverly J. Irby  Jennifer Boswell  Kimberly Kappler Hewitt  Shinhee Jeong  Elisabeth Pugliese 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):1-4

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An Exploratory Factor Analysis of the Brief COPE with a Sample of Kenyan Caregivers     

Muthoni Kimemia  Kimberly K. Asner-Self  Andrew P. Daire 《International journal for the advancement of counseling》2011,33(3):149-160

Given the high prevalence of HIV/AIDS in Kenya, more Kenyans now find themselves in the role of informal caregiver for a family member or multiple family members living with HIV/AIDS. However, there exists little research on how these individuals cope. The present study explores coping responses among caregivers for family members living with HIV/AIDS in Kenya. An exploratory factor analysis of the Brief COPE yielded five factors, with strong loadings on Emotional Support and Instrumental Support. Implications for using the Brief COPE in research and clinical practice among Kenyans are discussed.  相似文献   

Investigating the role of the HLTA in supporting learning in English schools     

S. Graves  K. Williams 《Cambridge Journal of Education》2017,47(2):265-276

The development of support staff was a key aspect of the Labour government’s reform of the school workforce in England. As part of this strategy approximately 25,000 Teaching Assistants (TAs) gained Higher Level Teaching Assistant (HLTA) status and were deployed in schools in a variety of roles, often operating in a quasi-teaching role. The research re-visits individuals who had acquired HLTA status between 2006 and 2009 and had participated in a questionnaire survey regarding their role at that time. A duplicate questionnaire was distributed in 2013 to 305 of these HLTAs and was followed up in 2014 by focus groups with self-selecting individuals from the original sample. To date there has been little research relating to the development of the HLTA role and the implications this has for both teachers and pupils, particularly in terms of provision for the most vulnerable learners.  相似文献   

Campus commons: The calculus of grief     

Lee Burdette Williams 《About Campus》2010,15(1):28-31

Lee Burdette Williams shares her firsthand experience of her students' resilience in the face of loss.  相似文献   

The behavioral perspective in contemporary education     

Robert L. Williams 《The Teacher Educator》2013,48(2):44-60

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Critical Thoughts: Reexamining Teacher Training,Cultural Awareness,and School Reform     

Kimberly A. Scott  Vincent E. Mumford 《Multicultural Perspectives》2013,15(4):54-58

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The last word     

Karen Williams 《Roeper Review》2013,35(2)

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Exploration of the DSM-5’s Autism Spectrum Disorder Severity Level Specifier and Prediction of Autism Severity     

Kimberly Ellison  Jon Gore  Dustin Wygant 《Exceptionality》2013,21(4):289-298

ABSTRACT

With the publication of DSM-5, clinical assessment of Autism Spectrum Disorder (ASD) has begun to follow a new dimensional framework which includes new severity specifiers. Little research has explored these severity ratings in comparison to other previously established severity indicators (e.g. ADOS-2 calibrated severity score). The current study compared parent and teacher ratings using the BASC-2 for 43 children and adolescents diagnosed with DSM-5 ASD, to contribute novel information to the BASC literature and to explore the new DSM-5 severity ratings. Linear regression analyses were conducted to determine the extent to which the DSM-5 Social Communication and Restrictive/Repetitive Behavior Severity Ratings (clinician-rated) predicted autism severity based on ADOS-2 calibrated severity scores. Furthermore, linear regressions were conducted to explore whether teacher ratings on the BASC-2 enhance parent ratings. Implications of these preliminary results for the assessment of children and adolescents with ASD are suggested.  相似文献   

Editorial     

James Williams 《Quality in Higher Education》2017,23(2):79-80

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How accurate can A Level English Literature marking be?          下载免费PDF全文

Yvonne Williams  Duncan Williams 《English in Education》2017,51(3):255-274

This article considers in a wide perspective the crisis in the assessment of examinations in A‐level English Literature and current attempts to address the problems. Examining the implications of a survey of recent reports initiated by the regulator, it argues that trying to ensure reliability merely through technological advances and changes in examining practice obscures the need for English teachers’ communal understanding of academic standards to be developed through their professional experience. It proposes ways in which this should be achieved, for example by developing current and potential professional networks and communities of practice.  相似文献