Higher education students registered with disability services and practice educators: issues and concerns for professional placements     

Clodagh Nolan  Claire Gleeson  Declan Treanor  Susan Madigan 《International Journal of Inclusive Education》2013,17(5):487-502

Introduction: The number of students with disabilities accessing Higher Education Institutions (HEIs), including professional courses, has increased substantially within the Republic of Ireland over the past 10 years [AHEAD (Association of Higher Education, Access, and Disability) 2012. “Survey on the Participation Rates of Students with Disabilities in Higher Education for the Academic Year 2011/2012.” http://www.ahead.ie/userfiles/file/PR_2012.pdf]. In one HEI in the Republic of Ireland, it was noticed that there was a large increase in students with disabilities, from 67 in 2006 to 259 in 2013 on professional courses. The aim of this study was to identify the issues and concerns of practice educators (PEs) in both supporting students with disabilities and exploring the concerns for students with disabilities on professional courses. Methods: A survey design was employed to meet the aims of this study and ethical permission was granted from the Faculty of Health Science Ethics Committee. Results: Respondents included 68 PEs and 63 students with disabilities. PEs were found to be concerned with students reaching the required standard of proficiency on placement, and how to support students in this. Students on the other hand identified stigma and disclosure of a disability as a concern. Conclusion: This study highlighted a difference in perceptive between PEs and students with disabilities in relation to disclosure and support needs for their disabilities.  相似文献   

Responsibilities of Subject Mentors,Professional Mentors and Link Tutors in Secondary Physical Education Initial Teacher Education     

Susan Capel 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):131-151

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Bullying by definition: an examination of definitional components of bullying     

Susan Goldsmid  Pauline Howie 《Emotional and Behavioural Difficulties》2013,18(2):210-225

Lack of definitional consensus remains an important unresolved issue within bullying research. This study examined the ability of definitional variables to predict overall level of victimisation (distress, power inequity, and provocation as predictors) and bullying (intention to harm, power inequity, and provocation as predictors) in 246 Australian university students. All variables were measured using the Victimisation and Bullying Inventory (VBI), with behaviour assessed separately for tertiary institution, workplace and home contexts. Regression analysis revealed that, as expected, higher levels of distress predicted higher levels of victimisation (in all contexts) and higher levels of intention to harm predicted higher levels of engagement in bullying (in work and home contexts). Challenging definitional theory, bullying was reported as most commonly occurring between two equals, from both the victim and bully perspective, and individuals who bullied others blamed the victim for provoking the behaviour twice as often as victims felt that they had provoked it.  相似文献   

Mediating and moderating role of attributional style in the association between victimisation and wellbeing     

Susan Goldsmid 《Emotional and Behavioural Difficulties》2013,18(4):423-434

This study examined whether attributional style for negative events plays a mediating or moderating role in the association between victimisation by bullying and psychological distress in young adults. A total of 127 undergraduate students completed the Attributional Style Questionnaire, a newly developed Victimisation and Bullying Inventory and the Psychological Distress subscale from the Mental Health Inventory. As expected, the tendency to attribute negative events to internal, stable and global causes predicted higher psychological distress. There was also a positive association between extent of victimisation and psychological distress. Although attributional style did not mediate in this relationship, there was evidence of moderation. Individuals with more negative attributional styles showed a clear association between victimisation and psychological distress, while those with less negative styles showed no association. These results suggest that a tendency towards a negative attributional style may increase the risk of psychological distress in victims of bullying.  相似文献   

The Temporal-Interactive Influence of Reading Achievement and Reading Attitude     

Joseph C Kush  Marley W Watkins  Susan M Brookhart 《Educational Research and Evaluation》2013,19(1):29-44

Although the relationship between attitudes toward reading and reading achievement has been well documented, the causal relationship between these constructs remains unclear.Using longitudinal covariance structure modeling, this study tested the hypothesis that 3 reading-related constructs in the primary grades (2nd-3rd grade) – reading attitude, behavior, and achievement – would predict reading achievement in the 7th grade. Results showed that primary attitude was not correlated with primary achievement yet both had causal paths to 7th-grade achievement, described as a “temporal-interaction” model. The resulting model suggests that while reading attitude and achievement may appear unrelated at the early stages of reading they become more closely linked over time, developing into important causal determinants of reading achievement by early adolescence.  相似文献   

How farmers learn: Different approaches to change     

Sue Kilpatrick  Susan Johns 《The Journal of Agricultural Education and Extension》2013,19(4):151-164

This paper presents findings of an Australian study that investigated how farm- management teams go about learning to manage their businesses, including how they learn in order to make strategic and tactical changes. The Australian farming context is one of increasing complexity and risk that demands greater sophistication and professionalism in farm management. Learning is related to increased capacity to manage successful change. Farm-management teams employ four different learning patterns when making changes to their management and marketing practices. Learning patterns are termed local focussed, people focussed, outward looking and extensive networking. These patterns appear to be related to ongoing learning practices of farm-management teams as well as to learning for change. Local focussed management teams learnt for change by accessing only local sources (including government extension services) or a single individual. People focussed farm-management teams preferred to learn for change principally by seeking information and advice on a one-to-one basis from more than one person, most frequently experts, but often other farmers. The remaining farm businesses accessed a variety of sources. The group classed as extensive networkers accessed a large number of varied sources in learning for change. Others who used a less extensive range were termed outward looking.  相似文献   

Corrigendum     

Susan Quilliam 《Sex education》2013,13(4)

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Electronic portfolios in grades one,two and three: a cautionary tale     

Donna Kotsopoulos  Joanne Lee  Michelle Cordy  Susan Bruyns 《Technology, Pedagogy and Education》2013,22(5):1-16

Some electronic portfolios (EPs) developers are proposing that EPs are suitable for implementation in primary education (i.e. kindergarten to grade three). Yet, empirical research evaluating the implementation and efficacy of EPs used in primary school settings at both the teacher and the student level is scarce. In this research, the authors attempted to implement EPs in grades one, two and three (approximate ages 6 through 8). EPs were reviewed to make the EP selection and in-depth collaborative planning with the teachers ensued. The main challenges for teachers and students were at the user interface level. Results from this cautionary tale suggest that implementation of EPs in primary education may be premature. While much potential exists in EPs, it has yet to be realised. Recommendations for improving EPs are suggested.  相似文献   

Women's surnames and titles: Men's and women's views     

Laura Stafford  Susan L. Kline 《Communication Research Reports》2013,30(2):214-224

This study extended research on women's surname choices and terms of address. Account of unmarried women and men were examined to identify factors and dialectical tensions in their reasoning about married women's surnames. Preferences for and meanings of women's titles, surname preferences for children, and perceptions concerning commitment and love were ascertained. Sex differences were found in the rationales for surname choice. Men and women preferred women and children to adopt male surnames and preferred married women use the title of Mrs. Men and women associated differing meanings with titles of Mrs. and Ms. Finally, men were more likely than women to associate a woman's surname choice with her love for, and commitment to, her partner.  相似文献   

Services to Distance Learners: Planning for E-Reserves and Copyright     

Susan Lowe  Joyce Rumeru 《图书馆管理杂志》2013,53(1-2):319-330

Abstract

This paper focuses on the outreach to over 3,000 students taking classes at over 80 locations within the State of Maine, as well as students taking classes nationally via the Web through the University of Maine System Network (UNE1). The discussion will briefly note the wide range of collections and services available through the University of Maine System's digital library and the Off-Campus Library Services Office. In particular, the discussion will center on reserve services for students at remote locations, using traditional paper copies and particularly electronic reserves, and the copyright issues that surround the e-reserve service.  相似文献