Letters to the Editor     

Cyndi Hill  Jill Porter  Dawn Male 《British Journal of Special Education》1994,21(4):179-179

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Stress, Burnout and Workload in Teachers of Children with Special Educational Needs     

Dawn B. Male  & Derek May 《British Journal of Special Education》1997,24(3):133-140

Whilst stress in teaching has received much attention in recent years, for teachers of children with special educational needs (SEN) specific stress-related research is relatively rare. This study sought to address this issue by investigating stress, burnout and workload in teachers of children with special educational needs. A postal questionnaire was sent to 56 ordinary schools and eight schools for children with moderate learning difficulties (MLD), eight for children with severe learning difficulties (SLD) and eight for children with emotional and behavioural difficulties (EBD). The schools were situated in inner city, urban and rural areas in the south-east of England. A total of 221 teachers responded. Results indicated that, whilst generalised claims for burnout may not be justified, within all three special school settings there was evidence of a high level of emotional exhaustion as measured by the education version of the Maslach Burnout Inventory (MBI). In addition, all groups were subject to long hours of work, and work overload was high for ordinary school SEN teachers and teachers working in MLD and SLD settings. Reference to sources of intense stress indicated some differences according to setting but generally implicated workload and challenging behaviour. The conclusions are that further research into stress and burnout of SEN teachers is required if effective coping and preventative strategies are to be designed.  相似文献   

An intelligent semantic e-learning framework using context-aware Semantic Web technologies   总被引：1，自引：0，他引：1  

Weihong Huang  David Webster  Dawn Wood  Tanko Ishaya 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(3):351-373

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Exploring dimensions of social inclusion among alternative learning centres in the USA     

Dawn X. Henderson  Rachelle Redmond Barnes 《International Journal of Inclusive Education》2016,20(7):726-742

Increasing disparities in out-of-school suspension and dropout rates have led a number of school districts to develop alternative models of education to include alternative learning centres (ALCs). Using an exploratory mixed methods design, this study explores dimensions of social inclusion among ALCs, located in the southeastern region of the USA. In the first phase, case-study analyses across two sites contextualised student experiences from the perspective of students, teachers, and assistant principals. In the second phase, data explored student outcomes among a sample of 593 students across 28 ALCs in the school district. Qualitative findings revealed varying dimensions of social inclusion through access, success through empowerment, and participation and engagement. Quantitative findings revealed a majority of students transitioned back to the traditional school environment. There were no clear student or school advantages associated with student transitions; however, high school students were more likely to transition back to the traditional school environment than middle school students. Discussion centres on the challenges school districts experience in promoting social inclusion and implications for inclusive models of education.  相似文献   

Parental involvement in education during middle school: Perspectives of ethnically diverse parents,teachers, and students     

Nancy E. Hill  Dawn P. Witherspoon  Deborah Bartz 《The Journal of educational research》2018,111(1):12-27

Maintaining productive partnerships between families and schools is more complex when youth enter middle school. A systematic and inclusive understanding of the strategies parents use, youth want and need, and teachers' desire is needed to broaden our conceptualization and deepen our understanding of parental involvement in education. The authors captured the voices of 3 primary stakeholders in education (i.e., parents, teachers, and students) to identify the goals for parental involvement in education, identify consistencies across stakeholders in the conceptualizations of parental involvement in education, and deepen our understanding of the types of involvement that matter for adolescents. The study used grounded-theory analysis of 20 focus groups, with ethnically diverse parents, youth, and teachers (N = 150), along with quantitative indicators of involvement and interactions with schools. From these analyses scaffolding independence, linking education to future success, and communication emerged as the most consistent strategies for promoting achievement. Conceptualizations of home-based involvement were broadened. Ethnic variations in the general experiences of families at school were highlighted.  相似文献   

Exploring the Affective Inner Experiences of Therapists in Training: The Qualitative Interaction Between Session Experience and Session Content     

John L. Melton  Dawn Nofzinger‐Collins  Martha E. Wynne  Marilyn Susman 《Counselor Education & Supervision》2005,45(2):82-96

Thirty‐four 1st‐year counseling students recorded their inner experiences following a simulated counseling session. Using a qualitative collective case study approach to extract emotion from a large pool of inner experience, 6 judges identified samples of affect through a triangulation process using intensity, extreme, and critical case sampling and then coded them into naturally occurring core ideas and domains. Affective experiences in the inner experiences were found frequently and were often quite intense. Affect was verbally suppressed and was mostly not noticeable on the audiocassettes. Four predominant affective themes emerged from the inner experiences: anger/frustration, disappointment/regret, anxiety/fear, and happiness/excitement.  相似文献   

The Challenge of Involving Students in the Evaluation Process     

Dawn Francis 《Asia-Pacific Journal of Teacher Education》2001,29(2):125-137

This article traces one teacher educator's efforts to engage a class of pre-service and in-service teachers in the evaluation process. It shows that this is both time-consuming and difficult. It confirms McLaughlin's (1991) assertion that teachers find it difficult to appraise carefully the criteria and standards used to evaluate themselves and their students' learning. It also suggests that there are dimensions of power-knowledge at play at the levels of individual teachers (including the lecturer) and the institution.  相似文献   

Connecting initial teacher education and continuing professional learning through action research and action learning     

Dawn Penney  Bridget Leggett 《Action Learning: Research and Practice》2005,2(2):153-169

This paper reflects our commitments as teacher educators to develop the skills, knowledge and interests amongst ‘nearly qualified teachers’ to establish action learning as an integral part of their professional practice. We outline the development of an undergraduate unit that is endeavouring to achieve this at Edith Cowan University, Western Australia. Key principles and characteristics of action research and action learning are used as a framework for critical reflection on the unit. Attempting to provide learning experiences that adhere to these principles within the context of initial teacher education courses is identified as a challenging process. Planned developments in which we seek to enhance the extent to which teacher education can be seen to embrace and promote action research and action learning are discussed.  相似文献   

Reading and study skills and the distance learner     

Dawn C. Howard 《Distance Education》1985,6(2):169-188

This article draws on the extensive research and literature available on reading and study skills in North America. The scope of the topic means little recognition is given to recent northern European research. Nevertheless the article gives a profile of the field, — fundamental to correspondence education — and describes the ‘state of the art’ and its relevance to distance education.  相似文献   

TOWARDS A THEORY OF READING: A REVIEW     

Dawn M. Richmond 《International Journal of Disability, Development & Education》1975,22(1):23-31

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