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This research investigates multidisciplinary teamwork in an English special school located in the West Midlands region of the UK. The research was carried out by Paola Molteni, a PhD student at Università Cattolica del Sacro Cuore, Milan, Karen Guldberg of the Autism Centre for Education and Research Director at the University of Birmingham School of Education, and Nick Logan, head of the Psychology and Therapists Department at Sunfield Children's Home, Clent. The school uses the innovative SCERTS (Social Communication, Emotional Regulation, Transactional Support) model. The methodology was a collaborative and participatory case study focused on the point of view of professionals and on understanding the teamwork process through analysis of three teams working together to implement SCERTS. Methods included focus groups, semi‐structured interviews, direct observations and questionnaires; the data were analysed using the Interpretative Phenomenological Analysis method. The research provides an example of good practice and enables practitioners to reflect on the issues involved in implementing a multidisciplinary process using the SCERTS approach. The findings show that the SCERTS Model can support the educational team in promoting and exchanging good daily practice and planning educational work together. The article draws out implications for further studies that aim to analyse teamwork in other settings and over a longer period. 相似文献
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Nick Owen 《English in Education》2007,41(2):27-43
The paper proposes a thought experiment written in the spirit of Tom Stoppard's Travesties in which some major contemporary thinkers on and actors of creativity and culture are brought together in the same imagined space through the conceit of a (faulty) memory play. ‘Actors’ are drawn from the National Advisory Committee on Creative and Cultural Education (NACCCE, 19991, the Gulbenkian Committee (1981) and the Joint Council for Education through Art (1957). The paper suggests a series of hypothetical conversations between educationalists from the 1950s to the 2000s who have been engaged with developing arts and cultural education and creativity in our schools. It aims to establish what we have learnt about the discourses of creativity ‐ and what impact this may have had in our classrooms. It concludes with a speculative trial between a Professor Ken Robinson of 1999, adjudged by a Sir Herbert Read of 1957. Nick Owen is a Liverpool‐based film maker and researcher who has recently completed a PhD scholarship at the University of Hull. The scholarship, funded by Creative Partnerships, focused on developing pedagogies for creativity in contexts in which artists and educators work together. 相似文献
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The relationship between inappropriate breast support and upper-extremity kinematics for female runners is unclear. The purpose of this study was to investigate the effect of breast support and breast pain on upper-extremity kinematics during running. Eleven female recreational runners with larger breasts (UK D and E cup) completed a 7 min 20 s treadmill run (2.58 m · s?1) in a high and low breast support condition. Multi-planar breast and upper-extremity kinematic data were captured in each breast support condition by eight infrared cameras for 30 s towards the end of the run. Breast pain was rated at the end of each treadmill run using a numeric analogue scale. The high support bra reduced breast kinematics and decreased breast pain (P < 0.05). Upper-extremity kinematics did not differ between breast support conditions (P > 0.05), although some moderate positive correlations were found between thorax range of motion and breast kinematics (r = 0.54 to 0.73). Thorax and arm kinematics do not appear to be influenced by breast support level in female runners with large breasts. A high support bra that offers good multi-planar breast support is recommended for female runners with larger breasts to reduce breast pain. 相似文献