The transition to adulthood for autistic young people with additional learning needs: the views and experiences of education professionals in special schools     

Laura Crane  Jade Davies  Anne Fritz  Sarah O’Brien  Alison Worsley  Maria Ashworth  Anna Remington 《British Journal of Special Education》2021,48(3):323-346

Education professionals (n = 41) in special schools were interviewed about supporting their autistic pupils transitioning to adulthood following the introduction of the Children and Families Act 2014. Our participants explained how they lacked the time to fully implement knowledge gained from training, leading to growing reliance on experiential expertise. While our participants reported employing a variety of methods to elicit the voices of pupils, they were uncertain how effective and ethical these were. Further, a lack of available opportunities meant that participants felt they could not always support young people in achieving their goals. Based on these findings, we recommend greater investment in the implementation of staff training, more flexibility for schools to be able to meaningfully elicit and act on pupils' voices, and better vocational opportunities for autistic young people with additional learning needs. This would enable the principles of the Act, which have been widely lauded, to become a closer reality.  相似文献   

From Professional Development to Implementation: A District's Experience Implementing Mathematics Tiered Systems of Support     

Erica N. Mason  Sarah A. Benz  Erica S. Lembke  Matthew K. Burns  Sarah R. Powell 《Learning disabilities research & practice》2019,34(4):207-214

This article is about a school‐district‐initiated partnership with university faculty and their effort to implement a mathematics multi‐tiered system of support (MTSS). In addition to reporting research about MTSS implementation, we describe how this district translated research into practice. We also share the perceptions of key stakeholders about implementing mathematics MTSS in their district. We found that stakeholders identified time and human capacity as barriers to implementation, while the primary facilitator to implementation was identified as the acquisition of concrete strategies and tools supporting instruction. These stakeholder perceptions have implications for other districts with limited resources attempting to implement mathematics MTSS in their buildings through professional development and coaching.  相似文献   

Bend sprinting performance: new insights into the effect of running lane     

Sarah M. Churchill  Grant Trewartha 《Sports biomechanics / International Society of Biomechanics in Sports》2019,18(4):437-447

Athletes in inner lanes may be disadvantaged during athletic sprint races containing a bend portion because of the tightness of the bend. We empirically investigated the veracity of modelled estimates of this disadvantage and the effect of running lane on selected kinematic variables. Three-dimensional video analysis was conducted on nine male athletes in lanes 8, 5 and 2 of the bend of an outdoor track (radii: 45.10, 41.41 and 37.72 m, respectively). There was over 2% (p < 0.05) reduction in mean race velocity from lane 8 (left step 9.56 ± 0.43 m/s, right step: 9.49 ± 0.41 m/s) to lane 5 (left step: 9.36 ± 0.51 m/s, right step: 9.30 ± 0.51 m/s), with only slight further reductions from lane 5 to lane 2 (left step: 9.34 ± 0.61 m/s, right step: 9.30 ± 0.63 m/s). Race velocity decreased mainly because of reductions in step frequency as radius decreased. These unique data demonstrate the extent of the disadvantage of inner lane allocation during competition may be greater than previously suspected. Variations in race velocity changes might indicate some athletes are better able to accommodate running at tighter radii than others, which should have implications for athletes’ training.  相似文献   

4Ps: A purposeful introduction     

Sarah E. Vartabedian  Laurel C. Klinger 《Communication Teacher》2019,33(1):16-20

The 4Ps activity provides a unique approach to first-day class introductions and creates a positive classroom climate that encourages student engagement. The assignment generates initial self-disclosure that facilitates interpersonal and group communication throughout the semester. Additionally, the activity can be used as a unit activity with a follow-up assignment that introduces foundational public speaking concepts.

Courses: Public Speaking, Interpersonal, and other communication courses.

Objectives:

• To promote connectedness within the class from the first meeting forward

• To extend the usual “icebreaker” in a meaningful way by incorporating a public-speaking assignment

• To provide a basis for discussion of key communication concepts such as self-disclosure, relational development, and stereotyping.

  Materials: 4×6 note cards

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Self-Plagiarism Research Literature in the Social Sciences: A Scoping Review     

Sarah Elaine Eaton  Katherine Crossman 《Interchange》2018,49(3):285-311

Self-plagiarism is a contentious issue in higher education, research and scholarly publishing contexts. The practice is problematic because it disrupts scientific publishing by over-emphasizing results, increasing journal publication costs, and artificially inflating journal impact, among other consequences. We hypothesized that there was a dearth of empirical studies on the topic of self-plagiarism, with an over-abundance of editorial and commentary articles based on anecdotal evidence. The research question was: What typologies of evidence characterize the literature on self-plagiarism in scholarly and research journals? We conducted a scoping review, using the search terms “self-plagiarism” and “self-plagiarism” (hyphenated), consulting five social sciences research databases, supplemented by a manual search for articles, resulting in over 5900 results. After removing duplicates and excluding non-scholarly sources, we arrived at a data set of 133 sources, with publication dates ranging from 1968 to 2017. With an interrater reliability of over 93% between two researchers, our typological analysis revealed 47 sources (34.3%) were editorials; 41 (29.9%) were conceptual research (including teaching cases); 16 (11.7%) were editorial responses; 12 (8.6%) were secondary research; and only 8 sources (5.8%) were primary research. There is little guidance in the available literature to graduate students or their professors about how to disentangle the complexities of self-plagiarism. With primary and secondary research combined accounting for 14.4% of overall contributions to the data set, and primary research constituting only 6% of overall contributions, we conclude with a call for more empirical evidence on the topic to support contributions to the scholarly dialogue.  相似文献   

No Cold Comfort: Murder and Environmental Monsters in a Fictional Arctic Town     

Sarah M. Pickman 《Endeavour》2019,43(1-2):40-41

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Designing research to inform sustainability and scalability of digital technology innovations     

Howard  Sarah K.  Schrum  Lynne  Voogt  Joke  Sligte  Henk 《Educational technology research and development : ETR & D》2021,69(4):2309-2329

Educational technology research and development - Considerably more research needs to be done to understand how successful technological innovations and change processes are sustained and scaled to...  相似文献   

Faithfully following,adapting, or rejecting mandated curriculum: teachers’ curricular enactments in elementary writing instruction     

Sarah J. McCarthey 《Pedagogies: An International Journal》2018,13(1):56-80

The qualitative study shows how 20 teachers from 4 districts in the same state enacted mandated school-wide writing curricula. Analyses of the observations and interviews revealed that 4 teachers were faithfully following the district-adopted curriculum, 4 rejected it, and 12 teachers adapted the curriculum to meet their students’ needs. The teachers who followed the curriculum had positive views of it but were inexperienced or uncomfortable teaching writing and had less access to professional development (PD) than teachers in other groups. Most of the teachers who adapted the curriculum were experienced teachers and felt supported in making changes due to the quality of PD. The teachers who rejected the curriculum were unhappy with the existing curriculum and drew from a number of different resources; however, their writing instruction lacked coherence and an underlying philosophy of writing. The findings show that factors such as policies, PD, and personal factors including previous writing experiences and philosophies influenced teachers’ enactments. While previous studies have found that overarching policies including NCLB increase pressure on teachers resulting in a lack of autonomy, our findings explore the ways that teachers were able to navigate their school contexts.  相似文献   

ESCAPE ROOMS AND OTHER IMMERSIVE EXPERIENCES IN THE LIBRARY     

Sarah Simms 《Public Services Quarterly》2019,15(2):131-132

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Parent involvement in early childhood: a comparison of English language learners and English first language families     

Sarah N. Harper  Janette Pelletier 《International Journal of Early Years Education》2010,18(2):123-141

This study evaluated parents’ communication, involvement and knowledge of their children’s abilities in reading and mathematics among parents who spoke English as a first language (EL1) and those who were English language learners (ELL). Forty‐two kindergarten‐aged children, their parents and their teachers participated in the study. Results indicated that EL1 parents communicated more frequently with the teacher than ELL parents. However, there were no language group differences in parents’ involvement in their children’s education (as rated by the teacher). For both groups of parents (EL1 and ELL), parents’ ratings of their children’s abilities in reading did not predict children’s reading scores. However, parents’ ratings of their children’s abilities in mathematics did predict their children’s mathematics scores. Further analyses indicated that this relationship was not mediated by parents’ communication or involvement. It is concluded that parents’ accurate knowledge of their children’s abilities in mathematics may be the result of their involvement at home and particularly for ELL parents, their greater understanding of and emphasis on mathematics learning.  相似文献