Comparison of Quebec and British teachers' beliefs about,training in and experience with attention deficit hyperactivity disorder     

Caroline Couture  Egide Royer  Franc¸ois A. Dupuis  Pierre Potvin 《Emotional and Behavioural Difficulties》2013,18(4):284-302

Abstract

This study compares belief patterns of teachers from Quebec and Britain about attention deficit hyperactivity disorder (ADHD). It also compares teacher training in ADHD in both countries, as well as their experience with students who have this disorder. The results indicate that: (1) teacher belief patterns about ADHD in Quebec and Britain are different, although teachers from both countries have predominant beliefs about ADHD that are of an allopathic medical nature; (2) British teachers have received less information on ADHD in their initial training than Quebec teachers; and (3) British teachers are contacted more often than Quebec teachers by doctors when they have a youngster using medication to treat ADHD in their classroom. Results are discussed from a sociological and an educational perspective.  相似文献   

Associations between sexually experienced adolescents' sources of information about sex and sexual risk outcomes     

Molly Secor-Turner  Renee E. Sieving  Marla E. Eisenberg  Carol Skay 《Sex education》2013,13(4):489-500

The objective of this study was to describe prevalent informal sources of information about sex and examine associations between informal sources of information about sex and sexual risk outcomes among sexually experienced adolescents. Work involved the secondary analysis of data from the Minnesota Student Survey, a statewide survey to monitor priority risk and protective health behaviors. The study sample included 22,828 sexually experienced adolescents aged 13–20 years. Multivariate logistic regression analyses examined associations between adolescents' informal sources of information about sex and three sexual risk outcomes. Peers and siblings were the most commonly reported source of information about sex. Ninth-graders who reported parents or parents plus peers/siblings as a source of information about sex had significantly lower odds of having multiple sex partners in the past year. Ninth-graders who reported any informal source of information about sex had significantly lower odds of unprotected intercourse at last sex. Ninth-graders and 12th-graders who reported any informal source of information about sex had significantly lower odds of lifetime pregnancy involvement. Findings suggest information about sex from people in adolescents' everyday lives has the potential to diminish the likelihood of involvement in sexual risk behaviors. To maximize effectiveness, formal sex education programs should engage informal sources of information about sex in adolescents' everyday lives.  相似文献   

NEGOTIATING THE BORDERLANDS: Implementing an Integrated Curricular Unit in a Jewish Day High School     

Carol K. Ingall  Mitchel Malkus 《Journal of Jewish Education》2013,79(1-2):36-45

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Hava N'Halela 1 : Tzipora Jochsberger and Her Vision for the Hebrew Arts School     

Carol K. Ingall 《Journal of Jewish Education》2013,79(2):201-217

Tzipora Jochsberger (1920–) educator, composer, and musicologist, dreamed of using the arts to introduce Jews to the richness of their heritage. The founder and director of the Hebrew Arts School in New York (1952–1986), Jochsberger's contributions deserve the attention of Jewish educators and artists who are looking to the arts to address the diverse needs of Jewish learners of all ages. A student of the Jewish Teachers’ Seminary in Wurzburg, Germany, Jochsberger was offered an opportunity that would not only save her life, but determine its direction as well. Using interviews, archival data, and Jochsberger's papers both published and unpublished, I have tried to examine her educational vision for the school she nurtured for more than thirty years, discovering in the process that the school was the product of a fortuitous shiddukh: the dream of a gifted Holocaust survivor and the idealism of American Hebraists, the ideologues of Ha'Noar Ha'lvri.  相似文献   

Scientific Visuals,Language, and the Commercialization of a Scientific Idea: The Strange Case of the Prion     

Carol Reeves 《Technical Communication Quarterly》2013,22(3):239-273

In the field that investigates infectious brain diseases such as mad cow disease, the verbal and visual packaging of scientific visuals associated with identifying the agent, prion, its processes, and structure served the community ritual of establishing belief in a highly unorthodox phenomenon. Visual promotion fed into cultural expectations of single agents and simple processes, even though the actual agency and disease process have proven highly complex and perhaps unknowable.  相似文献   

“I'm not really that bad”: Alternative School Students,Stigma, and Identity Politics     

Carol P. McNulty  Donyell L. Roseboro 《Equity & Excellence in Education》2013,46(4):412-427

Public schools in the United States are predicated upon some common, albeit contested, understanding of a “normal” child. Such an identity comes with corresponding rules of behavior. In this study, we use identity politics as the primary lens through which to interpret the experiences of students at an alternative middle and high school. Through ethnographic field observational data and student interviews over a four-month period, we examine student narratives to inform the theoretical framework of this research. We conclude that the alternative school in this case study is a stigmatized space for students with spoiled identities (Goffman, 1963 Goffman, E. 1963. Stigma: Notes on the management of spoiled identity, Englewood Cliffs, NJ: Prentice-Hall.  [Google Scholar]). We offer implications for alternative schools in general and suggest that their design, by definition, can reinforce the stigmatized identity and its corresponding “deviant” behavior.  相似文献   

Making Ends Meet: Bringing Bilingual Education and Mainstream Students Together in Preservice Teacher Education     

Carol Evans  Elizabeth Arnot-Hopffer  Donna Jurich 《Equity & Excellence in Education》2013,46(1):75-88

In some institutions offering certification for bilingual education and ESL teachers, the corresponding mainstream programs do little to ready their students to work effectively with language minority children. Yet today's mainstream classrooms are linguistically and culturally diverse, and all teachers must appreciate the role of language and culture in teaching and learning. This study describes one effort to consciously combine preservice bilingual and mainstream education teachers in a bilingual education methods cohort. Students reported promising gains in cross-cultural understanding and in cross-program appreciation. Some losses took place as well, however, and further innovation and research are needed in order to ensure that such efforts to combine programs strengthen, but not weaken, each program.  相似文献   

Steps to Opening Scientific Inquiry: Pre-Service Teachers’ Practicum Experiences with a New Support Framework     

Carol Rees  Richard Pardo  Jennifer Parker 《Journal of Science Teacher Education》2013,24(3):475-496

This qualitative multiple-comparative case study investigates (1) The reported experiences and impressions of four pre-service teachers (PTs) on practicum placement in four different classrooms (grades 1–9) where a new Steps to Inquiry (SI) framework was being utilized to support students conducting open inquiry; (2) The relative dispositions of the PTs toward conducting open inquiry, as indicated by their core conceptions regarding science, the purpose of education, effective teaching, and the capacity of students. Findings indicate that (1) although there were differences in the experiences of the four PTs, all four had an opportunity to observe and/or facilitate students conducting open inquiry with the SI framework, and after the practicum, all of them reported that they would like to include open inquiry in their own classrooms in the future; (2) one PT already possessed core conceptions indicative of a favorable disposition toward open inquiry before the placement; another altered her core conceptions substantially toward a favorable disposition during the placement; a third altered her conceptions regarding the capacity of students; and one PT maintained core conceptions indicative of a disposition that was not favorable to open inquiry despite the pronouncements that she would like to conduct open inquiry with students in their own future classroom. Possible reasons for the differences in the responses of the four pre-services teachers to the practicum placement are discussed.  相似文献   

The Impact of More,Better, Faster,Cheaper: How the PCC Influenced Everything That Followed     

Carol G. Hixson 《Cataloging & classification quarterly》2020,58(3-4):294-302

Abstract

The beginnings and the early years of the Program for Cooperative Cataloging (PCC) had a profound impact on the approach taken to cataloging in North America and around the world. The commitment to standards, cooperation, and expanded access also had an impact that went far beyond cataloging operations. One library dean traces the evolution of her vision and contemplates how the PCC’s principles have shaped her entire career and have affected the libraries in which she has worked.  相似文献   

The link between student-perceived teacher talk and student enjoyment,anxiety and discursive engagement in the classroom     

Gaowei Chen  Jiahong Zhang  Carol K. K. Chan  Sarah Michaels  Lauren B. Resnick  Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N_{7th grade} = 1,146 and N_{8th grade} = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献