Using classroom support in a primary schoolA single school case study     

Richard Rose 《British Journal of Special Education》2000,27(4):191-196

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Schools, ‘ferals’, stigma and boundary work: parents managing education and uncertainty in regional Australia     

Rose Butler 《Ethnography and Education》2015,10(3):340-355

This paper examines forms of boundary work undertaken by parents in a regional Australian city to negotiate social processes around the school market amidst rising economic insecurity. It outlines structural changes, which have increased economic inequality in Australia and impacted on educational reform, and the specific challenges faced by public schools in regional settings. Drawing on 18 months’ qualitative research in one regional location, it identifies and analyses forms of boundary work undertaken by middle-class families to manage these uncertainties in a field of scarce economic and cultural resources. Theories of class culture, stigma and whiteness are used to show how local social labels such as ‘ferals’ and ‘shiny people’ acted as classed and racialised ways of negotiating this social and economic landscape through the school field. Such practices engendered feelings of security and control and shed light on feelings of class-based resentment and anxiety in regional Australia, specifically a middle-class ‘fear of falling’.  相似文献   

Books Not Burgers: Six Highly Effective Ways to Motivate and Retain Library Student Employees     

Lorelei Rose Sterling 《Journal Of Access Services》2015,12(3-4):118-127

Although there is a healthy amount in the literature about the importance of motivating student library employees in an academic setting, very little of it discusses the practical aspects of how to motivate students. A supervisor must often use ideas from other disciplines, including the business world and academia. In this article, the author suggests six highly effective, yet cost-conscious methods that have been used successfully in an academic library setting to keep student employees motivated and to retain them year after year. These six methods are: (a) encouraging autonomy, (b) holding contests, (c) providing food, (d) being open to suggestions, (e) using employee strengths, and (f) celebrating seasonal or university-specific events.  相似文献   

THE BULLYING DYNAMIC: PREVALENCE OF INVOLVEMENT AMONG A LARGE‐SCALE SAMPLE OF MIDDLE AND HIGH SCHOOL YOUTH WITH AND WITHOUT DISABILITIES     

Chad A. Rose  Cynthia G. Simpson  Aaron Moss 《Psychology in the schools》2015,52(5):515-531

Bullying has been the topic of much debate and empirical investigations over the past decade. Contemporary literature contends that students with disabilities may be overrepresented within the bullying dynamic as both perpetrators and victims. Unfortunately, prevalence rates associated with the representation of students with disabilities is limited due to measurement, disability status identification, and definition issues. The present study attempted to address these issues by assessing the prevalence rates of specific subgroups of students with disabilities in a large‐scale cross‐sectional study with 13,325 students without disabilities and 1,183 students with disabilities in Grades 6 through 12. Results suggest that overall, students with disabilities reported proportionally higher rates of bullying, fighting, relational aggression, victimization, online victimization, and relational victimization than did their peers without disabilities. These findings suggest that schools must begin to establish targeted interventions to support skill development based on characteristics associated with specific disability identification.  相似文献   

Surviving the Implementation of a New Science Curriculum     

Beverly Lowe  Ken Appleton 《Research in Science Education》2015,45(6):841-866

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Adult outcomes of sustained high-quality early child care and education: Do they vary by family income?     

Andres S. Bustamante  Eric Dearing  Henrik Daae Zachrisson  Deborah Lowe Vandell 《Child development》2022,93(2):502-523

Experimental research demonstrates sustained high-quality early care and education (ECE) can mitigate the consequences of poverty into adulthood. However, the long-term effects of community-based ECE are less known. Using the 1991 NICHD Study of Early Child Care and Youth Development (n = 994; 49.7% female; 73.6% White, 10.6% African American, 5.6% Latino, 10.2% Other), results show that ECE was associated with reduced disparities between low- and higher-income children's educational attainment and wages at age 26. Disparities in college graduation were reduced the more months that low-income children spent in ECE (d = .19). For wages, disparities were reduced when children from low-income families attended sustained high-quality ECE (d = .19). Findings suggest that community-based ECE is linked to meaningful educational and life outcomes, and sustained high-quality ECE is particularly important for children from lower-income backgrounds.  相似文献   

Foreign-born Counselor Educators: Strengths,Challenges, and Areas of Support     

Interiano-Shiverdecker  Claudia G.  Prasath  Priscilla Rose  Eren  Ravza Nur Aksoy 《International journal for the advancement of counseling》2022,44(1):126-144

International Journal for the Advancement of Counselling - This article features strengths and challenges indicated by foreign-born counselor educators in programs accredited by the Council for...  相似文献   

Organising for science in Britain: How far is there still to go?     

Steven P. R. Rose 《Minerva》1967,5(4):578-581

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An eye tracking comparison of external pointing cues and internal continuous cues in learning with complex animations     

Jean-Michel Boucheix  Richard K. Lowe 《Learning and Instruction》2010,20(2):123-135

Two experiments used eye tracking to investigate a novel cueing approach for directing learner attention to low salience, high relevance aspects of a complex animation. In the first experiment, comprehension of a piano mechanism animation containing spreading-colour cues was compared with comprehension obtained with arrow cues or no cues. Eye tracking data revealed differences in learner attention patterns between the different experimental conditions. The second experiment used eye tracking with synchronized and non-synchronized cues to investigate the role of dynamic direction of attention in cueing effectiveness. Results of Experiment 1 showed that spreading-colour cues resulted in better targeting of attention to thematically relevant aspects and in higher comprehension scores than arrow cues or no cues. For Experiment 2, superior comprehension after the synchronized version together with eye tracking data indicated that cue effectiveness depended on attention direction being spatially and temporally coordinated with onsets of animation events having high thematic relevance to the learning task. The findings suggest the importance of perceptual cues and bottom-up processing.  相似文献   

Literacy and gender: researching texts,contexts and readers,by Gemma Moss     

Anthea Rose 《Gender and education》2010,22(2):242-243

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