Examining the Circles of Adults process for Children Looked After: the role of self-efficacy and empathy in staff behaviour change     

Jennifer Turner  Anthea Gulliford 《Educational Psychology in Practice》2020,36(1):32-51

ABSTRACT

The Circles of Adults (CoA) group problem solving process has been used by educational psychologists (EPs) when supporting vulnerable educational placements, but its effects upon staff or student outcomes have not been explored. CoAs were used in the current research with staff supporting Children Looked After (CLA) in secondary schools. A quasi-experimental explanatory, sequential, mixed-methods design investigated changes in participant causal attributions, perceived self-efficacy, and perceived implementation of subsequent actions. Participation in the CoA had no significant effects upon causal attributions or self-efficacy; however, staff perceived greater self-efficacy and success in implementing actions following the CoA. They valued the process, reporting enhanced group cohesion and task focus. Insights and empathy were deepened regarding the focus student, as were awareness of group processes and reflection. Threats in small-scale research are considered and a possible mechanism for the CoA’s effect as a supervisory approach is proposed.  相似文献   

School Counselors' Perceptions of Career Counseling and Career Testing: Preferences, Priorities, and Predictors     

Debra S. Osborn  Jennifer N. Baggerly 《Journal of Career Development》2004,31(1):45-59

Limited information on the actual and preferred career counseling and career testing activities of school counselors exists. An analysis of a statewide school counselors' survey revealed career counseling and testing preferences, priorities and predictors. Results revealed counselors preferred trait/factor approaches to career counseling, including Holland's RIASEC theory, Person-Environment-Correspondence theory and Cognitive Information Processing theory, respectively. With respect to career counseling and career testing priorities, means comparisons indicated that elementary, middle, and high school counselors' actual time performing career counseling duties is minimal; however, they desire to spend significantly more time on career counseling and testing. Multiple regressions revealed important predictor variables for actual and ideal time spent on career counseling and career testing. Limitations and recommendations for further research are discussed.  相似文献   

Research-supported practices for improving attendance in high schools: a review of the literature     

Jennifer Freeman  Sarah Wilkinson  Jennifer Kowitt  Angus Kittelman  K. Brigid Flannery 《Educational Research and Evaluation》2018,24(8):481-503

High rates of absenteeism are often an early warning sign for negative long-term outcomes. Typical high school attendance policies, especially those that are punitive in nature, can make attendance problems worse. Fortunately, evidence suggests that even small improvements in student attendance can lead to meaningful outcomes. To support this recovery, high schools must have access to the most effective and efficient attendance interventions. The purpose of this systematic literature review is to summarize the current empirical research related to improving attendance in high schools. Results indicate that the 3 most common elements of high school attendance interventions with desired outcomes were skills training, family support, and incentive-based strategies. We discuss implications for future research and suggest that developing a continuum of research-supported practices within a multi-tiered system of support framework may be an effective way for schools to proactively and efficiently improve student attendance at the high school level.  相似文献   

Cracking with affect: relationality in young people’s movements in and out of mainstream schooling     

Jennifer Skattebol  Debra Hayes 《Critical Studies in Education》2016,57(1):6-20

This paper focusses on the schooling stories of two young women who moved from mainstream schooling into alternative learning program set up for Indigenous students and back into mainstream schooling to complete their Year 12 education. The manner in which these young women narrated their stories is understood through the prism of Indigenous notions of relatedness and affect theory and is as revealing as the actual reporting of the events and rationales in these young women’s schooling trajectories. Young people’s insights into the challenges of mainstream pedagogies and promises of relational pedagogies invite us to consider what could be different in structures and processes which aim to deliver educational equity. We argue there is a need for more research which offers rich accounts of the emotional and relational fields which underpin student subjectivities and engagement.  相似文献   

Funds of Identity in Education: Acknowledging the Life Experiences of First Year Tertiary Students     

Jennifer Charteris  Eryn Thomas  Yvonne Masters 《The Teacher Educator》2018,53(1):6-20

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An examination of the vocational education and training reform debate in Southern Africa     

Simon McGrath  Salim Akoojee  Anthony Gewer  Mahlubi Mabizela  Nimrod Mbele  Jennifer Roberts 《Compare》2006,36(1):85-103

This paper explores the role that vocational education and training (VET) can play in Southern African responses to major socio‐economic challenges. It argues that this role will be most pronounced if it is articulated within a broader educational and economic vision that is shared by a range of stakeholders in society and supported by an adequate funding base, effective information systems and qualified and motivated planners and implementers. However, it cautions that it is also important to remember that VET reform will not in itself transform economies or societies. The paper argues that there is considerable convergence within Southern Africa around 10 themes of VET reform. It argues that there is much that is of merit in the current broad package for VET transformation but that it is essential that it is carefully critiqued and that elements are adapted to national circumstances and visions.  相似文献   

Contributions of Teacher–Child Interaction Quality to Chinese Children’s Development in the Early Childhood Years     

Bi Ying Hu  Xitao Fan  Jennifer LoCasale-Crouch  Zhanmei Song 《Early education and development》2019,30(2):159-177

Research Findings: Growing international evidence points to high-quality teacher–child interactions in early learning environments as key contributors to children’s learning and development. Little is known, however, about the longitudinal effects of these experiences, particularly in the Chinese context. In this study, we addressed the question of such longitudinal effects by examining the predictive effect of classroom teacher–child interaction quality on children’s subsequent academic development in a sample of 3-year-old children in Chinese kindergartens. Utilizing a hierarchical linear modeling approach, we found that teacher–child interaction quality, especially the classroom organization domain, consistently predicted the development of children’s early academic and cognitive skills. Practice or Policy: Findings contribute to the growing international literature on the critical role teacher–child interaction quality plays in children’s learning and development. Implications for policy and professional development are discussed.  相似文献   

Team-based Introductory Research Experiences in Mathematics     

Brittany Smith Baum  Ginger Holmes Rowell  Lisa Green  Jennifer Yantz  Jesse Beck  Thomas Cheatham 《PRIMUS》2017,27(3):389-405

Abstract

As part of Middle Tennessee State University’s (MTSU’s) initiative to improve retention of at-risk STEM majors, they recruit first-time, full-time freshman STEM majors with mathematics ACT scores of 19 to 23 to participate in MTSU’s “Mathematics as a FirstSTEP to Success in STEM” project (FirstSTEP). This article overviews MTSU’s FirstSTEP research approach and demonstrates that introductory, early research experiences can be successful for mathematics projects. At the end of their freshman year, mathematics students can develop a foundation to conduct mathematical research, increase depth of content knowledge, and build confidence in their technical abilities.  相似文献   

Expanding the definitional criteria for imaginative play: Contributions of sociocultural perspectives     

Artin Göncü  Jennifer A. Vadeboncoeur 《Learning & behavior》2017,45(4):422-431

This article proposes expanding four existing criteria for imaginative play in view of recent advances in sociocultural perspectives on the study of human development. Imaginative play is commonly defined as intrinsically motivated, open ended, pleasure seeking, and an escape from reality. Grounded in sociocultural research, and, as such, in the relation between individual and social and cultural environment, we argue that these four criteria should shift from assumptions to research questions: What are the motives for imaginative play? What are the goals for imaginative play? What affective dimensions emerge in imaginative play? What, how, and why do features of reality and imagination emerge through play? Expanding definitional criteria in this fashion enables researchers to remain open to variations in an individual’s experience over time, across participants, and cultural variations rather than imposing dominant cultural assumptions as explanatory heuristics. Implications for research and education are discussed.  相似文献   

Linking Quality and Quantity of Parental Linguistic Input to Child Language Skills: A Meta-Analysis     

Nina J. Anderson  Susan A. Graham  Heather Prime  Jennifer M. Jenkins  Sheri Madigan 《Child development》2021,92(2):484-501

This meta-analysis examined associations between the quantity and quality of parental linguistic input and children’s language. Pooled effect size for quality (i.e., vocabulary diversity and syntactic complexity; k = 35; N = 1,958; r = .33) was more robust than for quantity (i.e., number of words/tokens/utterances; k = 33; N = 1,411; r = .20) of linguistic input. For quality and quantity of parental linguistic input, effect sizes were stronger when input was observed in naturalistic contexts compared to free play tasks. For quality of parental linguistic input, effect sizes also increased as child age and observation length increased. Effect sizes were not moderated by socioeconomic status or child gender. Findings highlight parental linguistic input as a key environmental factor in children’s language skills.  相似文献