Creating spaces to belong: listening to the voice of girls with behavioural,emotional and social difficulties through digital visual and narrative methods     

Melanie Nind  Georgie Boorman  Gill Clarke 《International Journal of Inclusive Education》2013,17(7):643-656

While interest in the voice of children and young people has grown alongside concern for their rights and participation, for those excluded from mainstream education or with a label of behavioural, emotional and social difficulties, the issue of student voice takes on particular relevance. Yet the voices of these young people, and particularly girls, are often hidden and unheard both in education and educational research. Using digital visual and narrative methods we have been listening to girls excluded from mainstream education. They attend Kahlo School, a small special, girl-only secondary provision in the south of England, and our focus has been on gathering their views as stakeholders in the school and engaging them in curriculum and school development. In this paper, we reflect on the affordances of visual and digital methods and on how the girls perceive their educational inclusion and exclusion. We discuss the themes of space, identity, relationships and community that have emerged from analysis of the data, and conclude by outlining the importance of the core messages about belonging and not belonging that we heard in the girls' accounts.  相似文献   

In,out or somewhere in between? Disabled students' and teacher aides' experiences of school     

Gill Rutherford 《International Journal of Inclusive Education》2013,17(8):757-774

Disabled students' entry to the (compulsory) education system in New Zealand is often conditional upon the presence of untrained teacher aides, who are frequently regarded as the ‘solution to inclusion’. This widespread practice has occurred within a research and policy void, despite the growing body of international research literature that contests its efficacy and equity. Drawing from the findings of a qualitative study, the purpose of this paper is to develop an understanding of the school experiences of disabled students, from their and teacher aides' perspectives. Interpreted within a framework of current disability, social justice and sociology of childhood theorising, the findings are presented as a continuum of educational contexts, in which students (and aides) were (1) fully included in all aspects of school, (2) partly included/assimilated in aspects of school life, and (3) excluded from regular school. The findings are consistent with those of international research in illuminating the pivotal, complex and ambiguous role that aides play in both helping and hindering disabled students' educational presence, participation and achievement. The paper concludes with an outline of changes that may be instrumental in bringing about a more inclusive education system for all students.  相似文献   

Performance Management for Teachers: Headteachers' perspectives     

Gill Haynes  Ted Wragg  Caroline Wragg  Rosemary Chamberlin 《School Leadership & Management》2013,33(1)

For the first time, the performance of teachers in England and Wales is being directly linked to their pay. This article traces the introduction and implementation of one strand of the UK government's performance-related pay strategy, Performance Management, from the perspective of 12 primary and secondary headteachers of schools located in three different regions of England. The empirical data gathered by the Teachers' Incentive Pay Project team, based at the University of Exeter, suggested while heads may not be against performance-related pay in principle, its practical application is seen as fraught with difficulties. The lack of guidance and clarification regarding funding arrangements, the absence of nationally agreed criteria for judging whether post-Threshold teachers should progress up the upper pay scale, and the potential divisiveness, if it is not effectively implemented, of the scheme in a culture that depends on co-operation and collaboration, meant that heads were anticipating the implementation of the link between pay and performance with some trepidation.  相似文献   

Doing right in business: can action learning develop moral sensitivity and promote ethical behaviour?     

Cheryl Brook  Gill Christy 《Action Learning: Research and Practice》2013,10(3):214-229

The question addressed in this paper is whether action learning as a management development technique can be more effective in promoting ethical decision-making than more traditional approaches. Recent examples of moral failures which have emerged in both corporate and public sector organisations in the UK during recent years have prompted a review of some of the literature about the teaching of business ethics in and by business schools. While the use of theoretical approaches to ethical analysis (such as consequentialist and deontological approaches), coupled with the discussion of scenarios or cases is a common way of structuring the teaching of business and organisational ethics, it may be limited as an approach insofar as it does not necessarily address the affective aspects of the learning process which contribute to the development of moral sensitivity and moral character. It is suggested that an action learning approach may help fill this gap, particularly if coupled with an Aristotelian focus on the development of moral character. Action learning as a technique seeks to replace instruction with facilitation, and to enable individual personal growth rather than the acquisition of knowledge. It emphasises practical action in the workplace and working with peers as part of an action learning set. The action learning method may be more suitable to fostering both technical/scientific wisdom (poeisis) and practical or prudential wisdom (phronesis) and could be adapted for use with both business students and practising managers.  相似文献   

Public Policy     

Dr. D.C. Pitt  Kay Gill  Susan E. Tufts  Robert J. Huffman  Mary Michelle Watkins  Norman L. Rosenberg 《Communication Booknotes Quarterly》2013,44(3-4):37-38

GOVERNMENT AND INDUSTRY RELATIONS: KEY ISSUES IN THE US TELECOMMUNICATIONS INDUSTRY by Dr. D.C. Pitt (Economic and Social Research Council, 160 Great Portland St., London WIN 6BA—L3.50, paper)

STATE GOVERNMENT RESEARCH DIRECTORY edited by Kay Gill and Susan E. Tufts (1987—price not given)

GOVERNMENT RESEARCH DIRECTORY edited by Kay Gill and Susan E. Tufts (1987—$350)

RESEARCH SERVICES DIRECTORY edited by Robert J. Huffman, and Mary Michelle Watkins (1987—$290)

PROTECTING THE BEST MEN: AN INTERPRETIVE HISTORY OF THE LAW OF LIBEL by Norman L. Rosenberg (Chapel Hill: University of North Carolina Press, 1986—$29.95)

MEDIA LAW by Ralph L. Holsinger (New York: Random House, 1987—price not given)

COMMONSENSE COPYRIGHT: A GUIDE TO THE NEW TECHNOLOGIES by R. S. Talab (McFarland & Co., Box 611, Jefferson, NC 28640—$14.95, paper)  相似文献   

The research support libraries programme access survey     

Ronald Milne  Gill Davenport 《New Review of Academic Librarianship》2013,19(1):23-39

Major holdings libraries within the UK higher education (HE) sector have until very recently received no compensation for the ‘burden’ imposed by visiting research‐active staff and students from other UK higher education institutions. The joint UK higher education funding bodies' Research Support Libraries Programme (RSLP) Access strand seeks to compensate the libraries for extra costs incurred in providing access and services for these ‘external researchers’. As there was no comprehensive and auditable data already available, RSLP commissioned the first large‐scale survey of the use made of UK higher education libraries by external researchers. Almost 5,000 research‐active staff and students were surveyed. The work was carried out between March and August 1999 and measured the number (and length, where appropriate) of in‐person, e‐mail, letter, fax and telephone contacts that researchers had with libraries other than those of their own institution. It also asked respondents to list the top five UK HE libraries in terms of importance for research in their discipline(s). The survey confirmed that there is very extensive use of libraries beyond those of the ‘home’ institution and provided the data on which the RSLP Access strand annual allocations for the academic years 1999–2000 to 2001–2002 were made.  相似文献   

Empowerment,Constraint, and the Entrepreneurial Self: A Study of White Women Entrepreneurs     

Rebecca Gill 《Journal of Applied Communication Research》2013,41(3):268-293

Discourses of entrepreneurship and research on women entrepreneurs have proliferated in the last two decades. This study argues that a particular conception of an entrepreneurial self underlies much literature on women entrepreneurs and their empowerment, and identifies several key assumptions of this entrepreneurial self. The study then assesses the motivations and experiences of several white women entrepreneurs in a northwestern state in the United States, finding that aspects of the entrepreneurial self are most evident in the reasons that women provide about why they became entrepreneurs. However, the experiences the women narrate reveal a more constraints-centered discourse, which features a particular interpretation of the frontier myth of the American West, and bears traces of an emergent, collective notion of empowerment. The authors explain such empowerment from critical and feminist perspectives, offering the concept of bounded empowerment as a lens through which to examine entrepreneurship and gender, and discussing its practical implications.  相似文献   

The Association Between a Community College’s Teacher Education Program and the 4-year Graduation Rates of Black and Hispanic Teacher Education Students     

Britine Perkins  Cody Arvidson 《Community College Journal of Research & Practice》2013,37(8):507-516

ABSTRACT

In response to a shortage of qualified Black and Hispanic teachers, community colleges (CC) have developed certificate programs and Associate of Arts degrees in teacher education to address shortages of minority teachers in the nation’s classrooms. We examined one CC’s effectiveness in transferring Black and Hispanic students to university teacher education programs and the association with Black and Hispanic students graduating with a bachelor’s degree. We compared enrollment and transfer student data for the 2003 community college teacher education program cohort to graduation data for native-to-university students of two 4-year universities. Data were analyzed using chi square and phi coefficients. The CC Black and Hispanic students graduated at the same rates as the native-to-university students and higher than their peers of the same races, regardless of major, who began at 2-year colleges at the national level. We encourage CC teacher education programs to invest resources to increase enrollment of Black and Hispanic students to address the growing need for minority teachers to serve in urban communities.  相似文献   

Serum Paraoxonase (PON1) Activity in North-West Indian Punjabi’s with Acute Myocardial Infarction     

V. Nagarjuna Maturu  Nidhi Gupta  Gagandip Singh  Kirandip Gill  Yash Paul Sharma  Surjit Singh 《Indian journal of clinical biochemistry : IJCB》2013,28(3):248-254

Human serum paraoxonase-1 (PON1), an enzyme on HDL prevents oxidation of LDL thereby preventing the development of atherosclerosis. Studies done so far have lead to conflicting results. As studies are lacking in North-West Indian Punjabi’s, a distinct ethnic group with high incidence of coronary artery disease, we determined PONase activity in this population. It has been postulated that sudden lowering of serum PONase may lead to precipitation of acute myocardial infarction. We determined serum PONase activity and lipids in 100 patients each of AMI (within 24 h of onset), stable CAD and 100 age and sex matched healthy controls. These were again determined after 6 weeks in AMI patients. The mean serum PONase activity was lowest in AMI patients (23.26 U/ml) followed by stable CAD patients (102.0 U/ml) where as in controls was highest (179.8 U/ml). In patients with AMI, activity was significantly higher at 6 weeks as compared to that after acute event (49.39 %; p < 0.05). Sudden lowering of serum PONase activity in a population which already has lower activity may be one of the risk factors for development of AMI.  相似文献   

Effect of cold water immersion on repeat cycling performance and thermoregulation in the heat     

Joanna Vaile  Shona Halson  Nicholas Gill  Brian Dawson 《Journal of sports sciences》2013,31(5):431-440

Abstract

To assess the effect of cold water immersion and active recovery on thermoregulation and repeat cycling performance in the heat, ten well-trained male cyclists completed five trials, each separated by one week. Each trial consisted of a 30-min exercise task, one of five 15-min recoveries (intermittent cold water immersion in 10°C, 15°C and 20°C water, continuous cold water immersion in 20°C water or active recovery), followed by 40 min passive recovery, before repeating the 30-min exercise task. Recovery strategy effectiveness was assessed via changes in total work in the second exercise task compared with that in the first. Following active recovery, a mean 4.1% (s = 1.8) less total work (P = 0.00) was completed in the second than in the first exercise task. However, no significant differences in total work were observed between any of the cold water immersion protocols. Core and skin temperature, blood lactate concentration, heart rate, rating of thermal sensation, and rating of perceived exertion were recorded. During both exercise tasks there were no significant differences in blood lactate concentration between interventions; however, following active recovery blood lactate concentration was significantly lower (P < 0.05; 2.0 ± 0.8 mmol · l^?1) compared with all cold water immersion protocols. All cold water immersion protocols were effective in reducing thermal strain and were more effective in maintaining subsequent high-intensity cycling performance than active recovery.  相似文献