Education on an Equal Basis: A Comparison of Persons With and Without Disabilities in South Africa     

Jacqueline Moodley 《International Journal of Disability, Development & Education》2017,64(3):283-293

The South African education crisis is well documented in the literature. While strides have been made to rectify the inequalities in education arising from apartheid era policies, and while South Africa ratified the United Nations Conventions for the Rights of People with Disabilities, these actions have yet to translate into meaningful changes for persons with disabilities. To investigate the status of educational attainment, this article uses South Africa’s National Income Dynamics Study to analyse the disparities in education for adults with and without disabilities. Education is a key mechanism of leverage for functionings. The findings show that persons with disabilities fare worse in educational attainment than persons without disabilities, but that race and geographic location play a larger role in predicting educational attainment than disabilities. In addition, age also contributes to educational disparities. The findings of this study are integral in the call from the Presidency to ‘strengthen the country’s response to the needs of [persons with disabilities] … and to monitor progress’ of educational attainment for persons with disabilities (20-year review, 2014, p. 73).  相似文献   

Measuring Pedagogy and the Integration of Engineering Design in STEM Classrooms     

Williams  Tory  Singer  Jonathan  Krikorian  Jacqueline  Rakes  Christopher  Ross  Julia 《Journal of Science Education and Technology》2019,28(3):179-194

The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts. The INSPIRES educative curriculum materials and PD provided a mechanism for teachers to transform their teaching to meet the NGSS challenges. This study followed a longitudinal triangulation mixed methods design. Selected lessons were video recorded, scored on the Reformed Teaching Observation Protocol (RTOP) rubric, and examined for qualitative trends. Year 1 results indicated that teachers had begun to transform their teaching and pointed to particular lessons within the INSPIRES curriculum that most facilitated the reform. Instructional practices of participants improved significantly as a result of the INSPIRES PD program and also aligned with previous, similar studies. These findings provide insights for rethinking the structure of professional development, particularly in the integrated use of an educative curriculum aligned with intended professional development goals.

  相似文献   

Archaeology in the classroom: An intra-university continuing education workshop for K-12 teachers     

Jacqueline J. Saindon  Carol M. Downs 《Innovative Higher Education》1992,17(2):115-124

In this article the authors describe an innovative program in continuing education for teachers at the University of Georgia. The program, developed by the Museum of Natural History, the Georgia Center for Continuing Education, and the Department of Anthropology within the university and an independent research institute, offered teachers an opportunity to do archaeological field work as they learned about new discoveries in archaeology and Native American history and culture. The workshop design incorporated principles of adult and experiential learning. With the help of the workshop leaders, teachers developed their own materials for presenting integrated thematic units in their classrooms. Teachers responded enthusiastically to the workshops in a two-stage evaluation process. The authors conclude that intrauniversity cooperation is necessary if teachers are to benefit from all the resources of the university.Jacqueline J. Saindon obtained her M.A. in Anthropology at Hunter College, CUNY. She is Associate Director of the Multicultural Population and Resources Project at Georgia State University. Her special area of interest is in developing continuing education workshops and curriculum for teachers on anthropology, archaeology and ecology. Carol M. Downs obtained her M.A. and Ed.D. in Adult Education, and a Graduate Certificate in Gerontology, at the University of Georgia. She is Program Director of the Office of Continuing Education and Public Service at the University of Illinois at Urbana-Champaign. Her special area of interest includes continuing education in the arts, humanities, education and historic preservation.  相似文献   

Culture and early social interactions. The example of mother-infant object play in African and native French Families     

Jacqueline Rabain-Jamin 《European Journal of Psychology of Education - EJPE》1989,4(2):295-306

Data from cross-cultural studies on parental behaviour during early social interaction suggest that structural and universal features should be differentiated from culturally specific ones. No direct relations can be assumed to exist between specific forms of child rearing and development of skills in the child. However child rearing practices can have long term effects and affect social behaviours. As an illustration, we compare interactive styles of 40 French and African mothers living in Paris in an object play situation, with their 10 and 15 month-olds. French mothers’ interactions with their children are illustrative of tight connections between verbal and non-verbal behaviour. Action is the basis or anchor point for verbal exchange; and this repetition or verbal redundnacy yields discourse-on-actions which to a certain extent distances the action and allows for a generalization process to take place. In contrast, African mothers’ interactions with their infants present less verbal scaffolding of non-verbal behaviour. This type of interaction allows for a greater «disjunction» or separation of non-verbal and verbal communication. African cultures do not assign the spoken word with the educational function of structuring and planning activities. However, the models generated by the school system correspond to other types of obligations which are strongly affected by temporal perspectives.  相似文献   

Covert and overt forms of maltreatment in the preschools     

Jacqueline S. Paulson 《Child abuse & neglect》1983,7(1):45-54

This paper examines the preschool environment, finding within it forms and patterns of maltreatment. The preschool is defined as an educational facility for children 2$\text{1}\text{2}$ to 5 years. Described are the major models of preschools, public and private, conservatively estimated at 50.000 in the United States. The study is based on data from observations by the author of 60–70 preschools in the New York City metropolitan area, 1976–1981. This five-year period witnessed a substantial increase in the preschool movement. Explored are factors related to this increase, one significant factor being the idea that early childhood education can never be too early. Demand for early academic competence in young children when combined with longer time periods spent in preschools creates difficulties for children Societal pressure upon preschool teachers to produce cognitively and emotionally competent young children while assuring their health and safety needs leads to outcomes which are cause for concern. Covert forms of maltreatment lie predominantly in staff (directors, teachers, assistants) attitudes toward young children. These include: insistence that children learn to be independent while reinforcing dependent behavior: overemphasis on the acquisition of academic skills, irrespective of age; excessive reliance on packaged “educational” materials; non-use of materials that have intrinsic interest for children; lack of enthusiasm for working with young children; rigid adherence to routine for convenience; dislike of particular children. Overt forms of maltreatment to gain compliance or obedience from young children range from direct verbal attack (insult, sarcasm, ridicule, threats, name calling, humiliation) through emotional abuse (withholding of affection or compassion) to clear physical coercion (pulling, pushing, shoving, yanking, expulsion from class, isolation in class). Such patterns are not limited to a particular model but can occur in each preschool category. Their significance suggests that caring for and educating young children in group settings may not be the panacea society wants it to be. Special preparation for early childhood educators with well supervised internships is certainly a forward step, among many others, which are cooperatively needed at this juncture to improve the preschool environment for all children.  相似文献   

Optimizing Word Learning via Links to Perceptual and Motoric Experience     

Lea?A.?HaldEmail author  Jacqueline?de?Nooijer  Tamara?van?Gog  Harold?Bekkering 《Educational Psychology Review》2016,28(3):495-522

The aim of this review is to consider how current vocabulary training methods could be optimized by considering recent scientific insights in how the brain represents conceptual knowledge. We outline the findings from several methods of vocabulary training. In each case, we consider how taking an embodied cognition perspective could impact word learning. The evidence we review suggests that vocabulary training methods can be optimized by making a congruent link between the words to learn and one’s own perceptual and motoric experiences. In particular, we suggest that motoric information about the meaning of a word could be incorporated into more standard vocabulary training methods. Finally, we consider the impact an embodied cognitive perspective may have on other characteristics of word learning, such as individual differences in learning and variations in learning different types of words, for example words from different word classes and words in different contexts.  相似文献   

A Preliminary Examination of Burnout Among Counselor Trainees Treating Clients With Recent Suicidal Ideation and Borderline Traits     

Grant D. Miller  Katherine M. Iverson  Markus Kemmelmeier  Chelsea MacLane  Jacqueline Pistorello  Alan E. Fruzzetti  Melanie M. Watkins  Larry D. Pruitt  Megan Oser  Barrie M. Katrichak  Karen M. Erikson  Katrina Y. Crenshaw 《Counselor Education & Supervision》2011,50(5):344-359

Treating suicidal clients with borderline traits can be conducive to burnout. Dialectical behavior therapy (DBT) may assuage this burnout in counselors. As part of a DBT treatment outcome study, 6 counselors in training collected their own salivary cortisol samples and completed self‐report measures of burnout and well‐being for 1 year. Findings indicate a significant interaction for cortisol levels by treatment condition, such that DBT counselors experienced less physiological stress over time relative to a control group of counselors. There were no group differences in self‐reported burnout or well‐being. DBT may have a salutary effect on trainees' physiological stress levels over time.  相似文献   

Parental family stress during pregnancy and cognitive functioning in early childhood: The Generation R Study     

Jens Henrichs  Jacqueline J. SchenkRianne Kok  Bouchra FtitacheHenk G. Schmidt  Albert HofmanVincent W.V. Jaddoe  Frank C. VerhulstHenning Tiemeier 《Early childhood research quarterly》2011,26(3):332

We investigated whether parental family stress during pregnancy is associated with cognitive functioning in early childhood in a population-based cohort (n = 3139). Family stress was assessed using the Family Assessment Device at the 20th week of pregnancy and was reported by mothers and fathers. Mothers completed the MacArthur Communicative Development Inventory, measuring children's verbal cognitive functioning, when children were 18 months and they completed the Parent Report of Children's Abilities, measuring nonverbal cognitive functioning, when children were 2 years old. Maternal prenatal family stress was related to children's low word comprehension and poorer nonverbal cognitive development independent of paternal reports. In a subset of 639 children, maternal prenatal family stress was also associated with observational assessments of poor effortful control at age 37 months. Paternal prenatal family stress was only related to poorer nonverbal cognitive development, independent of the mother. When both parents had high levels of prenatal family stress, children displayed particularly poor nonverbal cognitive development. These findings emphasize the significance of parental prenatal family stress for child developmental outcomes.  相似文献   

Use of Feedback-Oriented Online Exercises to Help Physiology Students Construct Well-Organized Answers to Short-Answer Questions     

Jacqueline Carnegie 《CBE life sciences education》2015,14(3)

Postsecondary education often requires students to use higher-order cognitive skills (HOCS) such as analysis, evaluation, and creation as they assess situations and apply what they have learned during lecture to the formulation of solutions. Summative assessment of these abilities is often accomplished using short-answer questions (SAQs). Quandary was used to create feedback-oriented interactive online exercises to help students strengthen certain HOCS as they actively constructed answers to questions concerning the regulation of 1) metabolic rate, 2) blood sugar, 3) erythropoiesis, and 4) stroke volume. Each exercise began with a SAQ presenting an endocrine dysfunction or a physiological challenge; students were prompted to answer between six and eight multiple-choice questions while building their answer to the SAQ. Student outcomes on the SAQ sections of summative exams were compared before and after the introduction of the online tool and also between subgroups of students within the posttool-introduction population who demonstrated different levels of participation in the online exercises. While overall SAQ outcomes were not different before and after the introduction of the online exercises, once the SAQ tool had become available, those students who chose to use it had improved SAQ outcomes compared with those who did not.  相似文献   

The influence of elbow joint kinematics on wrist speed in cricket fast bowling     

Kane Jytte Middleton  Jacqueline Anne Alderson  Bruce Clifford Elliott  Peter Michael Mills 《Journal of sports sciences》2015,33(15):1622-1631

This modelling study sought to describe the relationships between elbow joint kinematics and wrist joint linear velocity in cricket fast bowlers, and to assess the sensitivity of wrist velocity to systematic manipulations of empirical joint kinematic profiles. A 12-camera Vicon motion analysis system operating at 250 Hz recorded the bowling actions of 12 high performance fast bowlers. Empirical elbow joint kinematic data were entered into a cricket bowling specific “Forward Kinematic Model” and then subsequently underwent fixed angle, angular offset and angle amplification manipulations. A combination of 20° flexion and 20° abduction at the elbow was shown to maximise wrist velocity within the experimental limits. An increased elbow flexion offset manipulation elicited an increase in wrist velocity. Amplification of elbow joint flexion–extension angular displacement indicated that, contrary to previous research, elbow extension range of motion and angular velocity at the time of ball release were negatively related to wrist velocity. Some relationships between manipulated joint angular waveforms and wrist velocity were non-linear, supporting the use of a model that accounts for the non-linear relationships between execution and outcome variables in assessing the relationships between elbow joint kinematics and wrist joint velocity in cricket fast bowlers.  相似文献