‘We are trying to make them good citizens’: The utilisation of SEAL to develop ‘appropriate’ social,emotional and behavioural skills amongst pupils attending disadvantaged primary schools     

Peter Wood 《Education 3-13》2018,46(7):741-754

This paper focuses on primary school staff members’ interpretations of the UK social and emotional learning initiative: SEAL. The data, collected through group and individual interviews with a range of staff members working in schools located in deprived areas, illustrate how the scheme has been used to encourage various behaviours. This utilisation of SEAL was influenced by staff members’ perceptions of the pupils’ parents, and particularly their in/ability to develop ‘appropriate’ social, emotional and behavioural skills. Staff members identified a range of objectionable behaviours, exhibited by the pupils, which were perceived to have been encouraged in the home. In response, schools operationalised SEAL to endorse alternative behaviours deemed ‘appropriate’. Implications of the findings, in terms of marginalising the values and ‘othering’ the practices of specific sections of society, are discussed, and recommendations are made for a more democratic approach to schooling which prioritises a mutual exchange of knowledge between school and home.  相似文献   

Teacher-student discourse in active learning lectures: case studies from undergraduate physics     

Anna K. Wood  Ross K. Galloway  Christine Sinclair  Judy Hardy 《Teaching in Higher Education》2018,23(7):818-834

In this paper we develop knowledge of the discourse that takes place between teacher and students in two large undergraduate classes which use a flipped, active learning approach. In flipped classes students encounter the content through pre-class resources, freeing up class time for more active engagement with the material. This results in increased opportunities for teacher-student interactions which may be beneficial for learning. Our aim here is to explore the nature and purposes of these dialogues. Two case studies from introductory physics classes at the University of Edinburgh are analysed through a sociocultural perspective. Three main purposes of dialogues are observed: (1) Involving students in sense-making, (2) Guided expert modelling and (3) Wonderment questions. We found that the dialogues predominantly use a triadic Initiation, Response, Feedback (IRF) format and are authoritative in nature, but work together to create an interactive learning environment that can be described as ‘ideologically dialogic’  相似文献   

Formation of intermetallic compound in iron-aluminum alloys     

Wang Xingqing 《上海大学学报(英文版)》1998,2(4):305-310

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The effects of REBT on irrational beliefs,self-determined motivation,and self-efficacy in American Football     

Spyridon Chrysidis  Andrew G. Wood 《Journal of sports sciences》2020,38(19):2215-2224

ABSTRACT

It has been suggested in recent research that rational beliefs as conceptualized within rational-emotive behaviour therapy (REBT) can be operationalized as strategic self-talk, but this has yet to be meaningfully investigated. The current study examines the effects of five one-to-one REBT sessions with three amateur American Football athletes to foster rational self-talk. The purpose of the intervention was to reduce the irrational beliefs, but also in line with recent applied REBT research, to increase the self-determined motivation and self-efficacy of the athletes. Using an idiographic single-case, staggered multiple-baseline across participants design, visual analyses revealed meaningful increases in self-determined motivation and self-efficacy, adjunct to decreases in total irrational beliefs across all participants. Social validation data supported these outcomes. These findings add to the growing research indicating that REBT can influence motivational approaches in athletes, such as self-determined motivation and self-efficacy. Results are discussed in relation to processes underlying the mechanisms of change, while also reporting the limitations of the study. The robustness of the research design increases the extent to which target variable changes can be attributed to REBT, but critical reflections are undertaken to assess the veracity of the findings.  相似文献   

Students with emotional/behavioral disorders and transition planning: What the follow‐up studies tell us     

Susan J. Wood  Mary E. Cronin 《Psychology in the schools》1999,36(4):327-345

This paper will examine the current literature and implications of follow‐up studies of students with emotional/behavioral disorders (EBD) focusing on the postschool outcomes of this population. The examination of the follow‐up studies gave a perspective of transition and postschool outcomes for youths with EBD. In our research, we found 22 follow‐up studies that examined the EBD population as a subset of a larger pool of youths with disabilities, yet found only eight studies that examined the EBD population exclusively. When compared to the multitude of studies done with other disability categories (e.g., learning disabled, mild or moderately retarded) the adult outcomes of youth with EBD have not been studied as extensively. This synthesis of the literature on follow‐up studies should act as a reference in the revision or updating of curriculum and programming for communities, school boards, educators, counselors, parents, and students. A general conclusion drawn by the literature reviewed was that students with EBD also have lower grades, more course failures, a higher grade retention, and a higher dropout rate than other disability groups and the general population. A re‐evaluation of school programs (e.g., general/special education curriculum) and policies (e.g., transition planning) must occur if these postschool outcomes for youths with EBD are to improve. © 1999 John Wiley & Sons, Inc.  相似文献   

Impact of touring,performance schedule,and definitions on 1-year injury rates in a modern dance company     

Shaw Bronner  Lily Wood 《Journal of sports sciences》2017,35(21):2093-2104

There is ongoing debate about how to define injury in dance: the most encompassing one or a time-loss definition. We examined the relationship between touring, performance schedule and injury definition on injury rates in a professional modern dance company over one-year. In-house healthcare management tracked 35 dancers for work-related musculoskeletal injuries (WMSI), time-loss injuries (TLinj), complaints, and exposure. The year was divided into 6 segments to allow comparison of effects of performance, rehearsal, and touring. Injuries/segment were converted into injuries/1000-h dance exposure. We conducted negative binomial regression analysis to determine differences between segments, P ≤ 0.05. Twenty WMSI, 0.44 injuries/1000-h, were sustained over one-year. WMSI were 6 times more likely to occur in Segment-6, compared with other segments (incident rate ratio = 6.055, P = 0.031). The highest rate of TLinj and traumatic injuries also occurred in Segment-6, reflecting concentrated rehearsal, New York season and performances abroad. More overuse injuries occurred in Segment-2, an international tour, attributed to raked stages. Lack of methods to quantify performance other than injury may mask effects of touring on dancer’s well-being. Tracking complaints permits understanding of stressors to specific body regions and healthcare utilisation; however, TLinj remain the most important injuries to track because they impact other dancers and organisational costs.  相似文献   

Coopersmith Self-Esteem Inventory scores of boys with severe behavior problems     

F H Wood  A Johnson 《Exceptional children》1972,38(9):739-740

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Making sense of reports on the incidence of behavior disorders/emotional disturbance in school-aged populations     

Frank H. Wood  Robert H. Zabel 《Psychology in the schools》1978,15(1):45-51

A review of estimates of the incidence of emotional disturbance/problem behavior in school-aged children leads to the conclusion that schools should anticipate a need for alternative programming for the 2–3% of their students predicted to have recurrent or persistent problems in adjusting to school situations. In addition, there is a need to assist teachers in dealing with the stresses created by the high incidence of transient problem behavior affecting 25–30% of the total school population. Some programming possibilities are suggested.  相似文献   

Systematic review of the evidence to support expert practice in the education and care of children and young people with special educational needs and disability in the UK     

Laura Clarry  Annie Wood  Tony Long 《Journal of Research in Special Educational Needs》2023,23(3):175-198

Scopus, EBSCO, ERIC and British Education Index were interrogated in a systematic review of primary research since 2014 addressing expert practice and outcomes in education and care for young people with special educational needs and disability in the UK. Grey literature and studies of medical settings, preschool children, mainstream education or professional education were excluded. Quality was gauged by effect sizes, risk of bias and the Critical Appraisal Skills Programme. The search identified 7058 items. Twenty-eight studies were included, with 1839 participants of 4–22 years. Risk of bias was low, with effect sizes from small to extremely large. The qualitative studies were rigorous. Expert practice with positive outcomes was evidenced in comprehensive assessment, enhancing engagement and personalised interventions. Correction of visual problems, use of humanoid robots, and tested models were generally effective. There was rigorous evidence for efficacy of frameworks and reasonable evidence for creative approaches to physical activity. Drama lessons were valued. Standing frame use improved peer interaction or caused segregation. Disparity between problem identification and planned support in education health and care plans, and addressing personal and physical health factors were problematic. The voice of young people was lacking. More training was required in augmented and alternative communication.  相似文献   

Structuring and Documenting Interactions with Subject–Matter Experts     

John M. Ford  Larry E. Wood 《Performance Improvement Quarterly》1992,5(1):2-24

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