European Bookseller September/October 1993 Published by SLG ISBN 0-958-3866     

Mary Banks 《Learned Publishing》1994,7(2):137-138

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Bottom of the class? The leaving certificate applied programme and track placement in the Republic of Ireland     

Joanne Banks  Delma Byrne  Selina McCoy  Emer Smyth 《Irish Educational Studies》2014,33(4):367-381

Across many countries, young people are differentiated into academic and vocational tracks, a pattern that is closely related to their social class background. The Irish secondary system has been largely undifferentiated, but the introduction of a pre-vocational programme, the Leaving Certificate Applied (LCA), has brought an element of tracking into upper secondary education. This article explores whether allocation into the LCA track reflects processes similar to those highlighted in international research. It goes further than these studies by explicitly recognising the role of school organisation in influencing student's learning careers and educational decisions. The purpose of this paper is to estimate the determinants of track placement in the Republic of Ireland. Using in-depth qualitative case study interviews with students from Irish post-primary schools, this paper examines the factors influencing students' decisions to enter the LCA programme. This paper explores the extent to which individual agency and school-level factors influence track choice by focusing on the learning careers of individual students within specific school contexts.  相似文献   

Through the Looking Glass (Self): The Impact of Wearable Technology on Perceptions of Face-to-Face Interaction     

Nicholas Bowman  Jaime Banks  David Westerman 《Communication Research Reports》2016,33(4):332-340

Advancements in wearable technology have allowed for extradyadic social cues to be inserted directly (albeit conspicuously) into face-to-face interactions. The current study simulated a fictitious “Looking Glass” program that (a) autodetects (via facial recognition) one’s partner and (b) displays that person’s last 12 social media posts on a pair of Google Glass. In a randomized case/control experiment, nonwearers were more likely to perceive Glass wearers as physically attractive and socioemotionally close, while feeling lower self-esteem and having higher mental and physical demand with the conversation. Open-ended data suggested Glass wearers to be less attentive to the conversation, and Glass-present conversations were less on topic. These data, while preliminary and based on a small sample of users, hold implications for future application and research on cyborgic face-to-face interactions.  相似文献   

Into the Unknown: Examining Neural Representations of Parent–Adolescent Interactions     

Erin L. Ratliff  Kara L. Kerr  Masaya Misaki  Kelly T. Cosgrove  Andrew J. Moore  Danielle C. DeVille  Jennifer S. Silk  Deanna M. Barch  Susan F. Tapert  W. Kyle Simmons  Jerzy Bodurka  Amanda Sheffield Morris 《Child development》2021,92(6):e1361-e1376

The parent–adolescent relationship is important for adolescents’ emotion regulation (ER), yet little is known regarding the neural patterns of dyadic ER that occur during parent–adolescent interactions. A novel measure that can be used to examine such patterns is cross-brain connectivity (CBC)—concurrent and time-lagged connectivity between two individuals’ brain regions. This study sought to provide evidence of CBC and explore associations between CBC, parenting, and adolescent internalizing symptoms. Thirty-five adolescents (mean age = 15 years, 69% female, 72% Non-Hispanic White, 17% Black, 11% Hispanic or Latino) and one biological parent (94% female) completed an fMRI hyperscanning conflict discussion task. Results revealed CBC between emotion-related brain regions. Exploratory analyses indicated CBC is associated with parenting and adolescent depressive symptoms.  相似文献   

Using Sociodrama to Help Young Children Problem Solve     

Deanna Marie Pecaski McLennan 《Early Childhood Education Journal》2012,39(6):407-412

Sociodrama is an arts-based, action-oriented tool of individual and collective social exploration and creative problem solving that allows participants to explore and find potential resolutions to issues of concern and conflict in their lives. This article describes how Early Years educators can begin to implement basic sociodrama into their existing programs in order to help children represent, explore, and reflect upon issues and problems of social importance.  相似文献   

Home-schooling in the Republic of Ireland     

Joanne Banks  Chris Forlin  Dianne Chambers 《British Journal of Special Education》2023,50(3):394-402

Internationally, there continues to be a rise in the popularity of home-schooling. Although the growth in the numbers of families choosing this alternative approach was evident prior to the Covid-19 Pandemic school closures, it appears to have impacted on the decision for some to home-school permanently. Using a scoping review of the literature, this paper considers the research evidence around home-schooling in the United Kingdom and Europe. It then focuses on home-schooling in the Republic of Ireland to assess the change and development of home-schooling over time. In line with trends internationally, Irish administrative data show an increase in the numbers of families engaging in home-schooling in recent years, particularly for students with disabilities. The paper situates these findings within the context of ongoing debates on inclusive and special education in Ireland and the capacity of mainstream schools to educate and include every student.  相似文献   

Correction to: Choose Your Evidence     

Kuhn  Deanna  Modrek  Anahid S. 《Science & Education》2022,31(1):33-33

Science & Education -  相似文献