Introducing Online Training in an Early Childhood Professional Development System: Lessons Learned in One State     

Angi Stone-MacDonald  Anne Douglass 《Early Childhood Education Journal》2015,43(3):241-248

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Parent–adolescent interaction quality and adolescent affect—An experience sampling study on effect heterogeneity     

Anne Bülow  Eeske van Roekel  Savannah Boele  Jaap J. A. Denissen  Loes Keijsers 《Child development》2022,93(3):e315-e331

Person–environment interactions might ultimately drive longer term development. This experience sampling study (Data collection: 2019/20 the Netherlands) assessed short-term linkages between parent–adolescent interaction quality and affect during 2281 interactions of 124 adolescents (M_age = 15.80, SD_age = 1.69, 59% girls, 92% Dutch, Education: 25% low, 31% middle, 35% high, 9% other). Adolescents reported on parent–adolescent interaction quality (i.e., warmth and conflict) and momentary positive and negative affect five to six times a day, for 14 days. Preregistered dynamic structural equation models (DSEM) revealed within-family associations between parent–adolescent interaction quality and adolescent affect (concurrently: r = −.22 to .39; lagged effects: ß = −.17 to .15). These effects varied significantly between families. These findings stress the need for more person-specific research on parenting processes.  相似文献   

Hong Kong university teachers’ conceptions and articulation of teacher care: towards building a model of caring pedagogy     

Tang  Anne L. L.  Walker-Gleaves  Caroline 《Higher Education》2022,83(3):503-526

Higher Education - This paper addresses university teachers’ conceptions and articulation of teacher care as informed by their teaching practice within the Hong Kong university context. The...  相似文献   

Autistic young people’s experiences of transitioning to adulthood following the Children and Families Act 2014     

Laura Crane  Jade Davies  Anne Fritz  Sarah O’Brien  Alison Worsley  Anna Remington 《British Educational Research Journal》2022,48(1):22-48

Changes to special educational needs and disability (SEND) legislation in England were implemented in 2014. Here, we evaluate the impact of these changes from the perspective of 80 autistic young people aged 16–25 years. Using an online survey and/or interviews, we examined young people’s views on three key principles of the SEND reforms: the help and support provided to them; whether they were given a say in the choices and support that they were offered; and their satisfaction with their educational journeys and outcomes. The results paint a mixed picture. Our sample of young people reported varied experiences regarding the help and support they received, and how much of a say they had regarding the choices and support available to them. The types of schooling they accessed played a role here: young people in mainstream schools highlighted particular challenges in accessing appropriate support, while many young people in special schools said they felt well supported. Parental advocacy was crucial for all young people, as was having key ‘champions’ in the form of teachers who really knew them well. The need for the development of general life and self-advocacy skills was apparent, however, especially in preparing the young people for life after school. Encouragingly, most of our participants were generally happy with their current situation, despite identifying several areas for further improvement. Overall, the results highlight the importance of listening to—and learning from—autistic young people, throughout their educational journeys and especially as they transition to adulthood.  相似文献   

A mixed-methods evaluation of the experience of emerging young adult care partners     

Allison Marziliano  Allison Applebaum  Samantha Siess  Anne Moyer 《Psychology in the schools》2023,60(1):143-161

There is limited literature on emerging young adult (EYA) care partners, despite a recent rise in interest in this group. The purpose of this study is to compare EYA care partners and their non-care partner peers in the domains of academic achievement and engagement, employment, health-related behaviors and self-care, and mental health and respite, as well as to assess EYA care partners’ burden and potential for positive psychosocial sequelae and life changes as a result of their role. Further, within EYA care partners, we examine the relationship between mental health variables and care partner-relevant variables. Two hundred undergraduates (100 care partners and 100 non-care partners) completed measures of academic achievement and engagement (grade point average and credit load), employment (number of paid positions held and number of hours worked per week), health-related behavior/self-care (visits to the dentist, primary care physician, optometrist, diet healthfulness, exercise, cigarette smoking, and drinks per week) and mental health/respite (depression, anxiety, loneliness, drinking, social support, peer pressure, vacation recency, and frequency). Care partners completed measures of spiritual well-being, burden, meaning, and benefit-finding, as well as provided qualitative feedback on how caregiving changed their lives. EYA care partners and non-care partners did not differ on any variables examined except for the number of jobs held, as EYA care partners held more paid jobs than EYA non-care partners. EYA care partners showed moderate burden and high levels of finding meaning/benefit, the latter of which was supported by the themes that emerged from their qualitative data. Within EYA care partners, we found that depression and anxiety (mental health variables) were significantly related to spiritual well-being, burden, benefit finding, and finding meaning through caregiving (care partner-relevant variables). It is encouraging that the care partner and non-care partner groups were similar in domains critical for this age group, such as academic achievement and engagement.  相似文献   

Small Circles: Mobile Telephony and the Cultivation of the Private Sphere     

Rich Ling  Johannes Bjelland  Pål Roe Sundsøy  Scott W. Campbell 《The Information Society》2014,30(4):282-291

This article examines how we use mobile telephony to maintain our physically and socially closest social circle. The analysis is based on traffic data gathered from Norway using approximately 24 million calls and texts made by private individuals. Previous research has shown that our temporal and spatial movement is highly predictable and that the majority of calls and text messages are sent to only four to six different persons. This article extends this research by examining both tie strength and the distance between the interlocutors in urban and rural settings. The findings show that even as information and communication technologies (ICTs) potentially put the world at our fingertips, the mobile phone is an instrument of a more limited geographical and social sphere. Approximately two-thirds of our calls/texts go to strong ties that are within a 25-km radius.  相似文献   

Lessons from the small and big screens     

Thomasen  Laura Søvsø 《Metascience》2022,31(1):105-107

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Clinical Practice Guidelines Revisited     

Anne K. Swisher 《Cardiopulmonary Physical Therapy Journal》2013,24(3):4

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DEVELOPING AND USING INTERDISCIPLINARY CASE STUDIES IN TEACHING GERIATRICS TO PRACTICING HEALTH CARE PROFESSIONALS     

Norma J. Owens  Cynthia A. Padula  Anne L. Hume 《Educational gerontology》2013,39(6):473-489

Continuing education programs for health care professionals who practice in geriatrics are an important part of improving the health care provided to older adults. Programs utilizing active forms of learning that mimic the clinical environment are more successful at changing the behavior of health care professionals than traditional didactic styles of teaching. Problem-based learning methods allow learners to identify their own areas of strength and weakness and to work toward improvement in a manner best suited to their needs. This article describes an interdisciplinary team of educator-clinicians in geriatrics who developed clinical case studies embodying these approaches as one method of improving the learning process for adult health care providers. An actual sample case study is presented as an illustration of the principles embodied in this process. Lessons learned from the development and use of these case studies are summarized in the context of improving the quality of continuing education programs for health care professionals in geriatric practice.  相似文献   

Market Ideology and Accountability: case studies in the early childhood and special education sectors in New Zealand     

Anne Meade 《International Studies in Sociology of Education》2013,23(2):255-270

ABSTRACT

Conservatism is becoming evident in recent policy changes affecting some sectors in the New Zealand education system, such as the early childhood and special education sectors. An administrative mechanism called ‘contestability’ by the Treasury is used to encourage new providers to compete with services traditionally offered by the welfare state. The author argues that this introduced competition has meant women in particular, and Maori, have suffered setbacks to their progress towards better life chances.

Two models of ‘contestability’ are described and analysed in these case studies. The analyses show that the implementation of the models has been problematic and strenuously resisted by teachers and others. Teachers (and parents) are not comfortable with being thrust into the role of consumer as competition is created by the state.

Michael Apple's theory about Market Liberals reconstructing our ideas about managing inequality is used to explain the persistence of decision‐makers in the face of resistance.  相似文献