Voice and speech examinations in American educational institutions     

Hannah Polster Matthews 《Quarterly Journal of Speech》2013,99(4):456-461

A PHILOSOPHICAL BASIS OF MEDICAL PRACTICE: TOWARD A PHILOSOPHY AND ETHIC OF THE HEALING PROFESSIONS. By Edmund D. Pellegrino and David C. Thomasma. New York: Oxford University Press, 1981; pp. xv + 342. $19.95.

THE SILENT WORLD OF DOCTOR AND PATIENT. By Jay Katz. New York: The Free Press, 1984; pp. xxi + 263. $15.95.

ROUTINE COMPLICATIONS: TROUBLES WITH TALK BETWEEN DOCTORS AND PATIENTS. By Candace West. Bloomington, IN: Indiana University Press, 1984; pp. xiv + 199. $27.50.

TALKING WITH PATIENTS, VOLUME 1: THE THEORY OF DOCTOR‐PATIENT COMMUNICATION. By Eric J. Cassell. Cambridge, MA: The MIT Press, 1985; pp. xiii + 223. $9.95 paper.

TALKING WITH PATIENTS, VOLUME 2: CLINICAL TECHNIQUE. By Eric J. Cassell. Cambridge, MA: The MIT Press, 1985; pp. xii + 200. $9.95 paper.  相似文献   

Digital Gaming Perspectives of Older Adults: Content vs. Interaction     

Hannah R. Marston 《Educational gerontology》2013,39(3):194-208

There were two objectives to this study: (a) to establish flow and (2) to establish whether computer game interaction or content was important to the older adult, using the Nintendo Wii and the Sony PlayStation 2 consoles. An earlier study had identified the sports genre as a preference, and three games (golf, tennis, and boxing) were selected that suited play on the game consoles. Participants completed a survey that incorporated the Flow State Scale (FSS). Observations undertaken used, a seven-point scale adapted from the FSS measuring subjects’ ease of use, control of game, enjoyment, concentration, and skill. Participants reported a more positive experience on the Wii console than on the PS2 in relation to the sports genre. Qualitative data collected illustrated participants’ experienced fun, laughter, and smiling and gave more positive aural feedback than the PS2. Two of the three games (golf and tennis) played on the Wii console identified the experience of flow by participants.  相似文献   

“Being a good person in the system we already have will not save us”: interpreting how students narrate and embody the process of social change for sustainability using an agency/structure lens     

Hannah K. Miller 《Environmental Education Research》2018,24(1)

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The impact of maternal responsiveness and control on change in externalising behaviour problems: differences between regular and special schools     

Hannah Margraf  Martin Pinquart 《Emotional and Behavioural Difficulties》2018,23(1):3-14

The present study compared 124 adolescents from special schools for students with emotional and behavioural disturbances (EBDs) and 133 regular schooled adolescents with regard to their perceived maternal behaviour. It was also tested longitudinally whether effects of maternal parenting behaviour on subsequent externalising behaviour vary as a function of school type. The two groups did not differ from each other with regard to perceived maternal parenting behaviour. However, an interaction effect of school type and parenting behaviour on externalising behaviour was found. Maternal warmth/support predicted a decrease and maternal strict control an increase in subsequent problem behaviour only for adolescents from special schools. The importance of parenting programmes especially for parents of adolescents attending special schools for students with EBD is discussed.  相似文献   

International mobility and educational desire: Chinese foreign talent students in Singapore     

Hannah Soong 《British Journal of Educational Studies》2018,66(2):269-272

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An exploration of school mobility: Risks and protective factors in late elementary     

Hannah L. Dinnen  Jack Baker  Renee Dallal  Kristy Brann  Paul D. Flaspohler 《Psychology in the schools》2020,57(12):1864-1877

This study explored negative emotional, behavioral, and academic performance outcomes for highly mobile students and potential protective factors. Participants were fourth and fifth-grade students (N = 647, 51% male) from three schools with low socioeconomic status, highly mobile student populations within a large, suburban school district in the midwestern United States. Data were collected through student self-report surveys, teacher-report surveys, and school records. Multilevel moderation analysis tested whether school connectedness (SC) or social and emotional competence (SEC) acted as protective factors for highly mobile students, moderating the effect of school mobility on emotional problems and academic performance. Student mobility was associated with more emotional problems and lower academic performance. In contrast to past research, there was not an association between mobility and behavior problems. Although they did not act as protective factors, SC and SEC were independently associated with fewer emotional problems and stronger reading performance for all students, controlling for mobility. Results build on existing evidence that student mobility has negative effects on emotional and academic outcomes and lend support for interventions focused on enhancing SC and SEC of all students, including those at increased risk due to high mobility.  相似文献   

‘A Million Little Bonds’: Infidelity,Divorce and the Emotional Worlds of Marriage in British Women’s Magazines of the 1930s     

Hannah Charnock 《Cultural and Social History》2017,14(3):363-379

This article examines infidelity discourse within women's magazines of the 1930s. Marking a departure from existing studies that have explored representations of ideal marriage, it uses discussions of marital breakdown as a lens through which to consider conceptualisations of love within marriage. It demonstrates how, in the interwar period, notions of mutual emotional investment were used to reinforce marriages that were deemed to be in breakdown. Muddying the perceived binary between individuals and the institution of marriage, this research highlights how the latter could be bolstered, rather than challenged, by recourse to the emotional worlds of spouses.  相似文献   

Pedagogies for inclusion of junior primary students with disabilities in PE     

Hannah Overton  Robyne Garrett 《Physical Education & Sport Pedagogy》2017,22(4):414-426

Background: Laws and legislation have prompted movement from special education towards inclusive education, whereby students with disabilities are included in mainstream physical education (PE) classes. It is widely acknowledged that including students with disabilities in PE presents significant challenges in relation to meeting the diverse needs of all students. Significantly, little is known about how teachers include junior primary students with a disability in PE.

Aims: This paper aims to explore pedagogical practices for the inclusion of junior primary students with disabilities in PE as well as environmental accommodations teachers make. In order to address these aims, the research undertaking was guided by the question: ‘What pedagogies do teachers draw upon to include junior primary students with disabilities in PE’?

Methods: This qualitative research undertaking incorporated a critical case study approach, which utilised semi-structured interviews and field observations as data collection tools. Three teachers of PE in primary schools located in Adelaide, South Australia, participated in the research undertaking. Given this small sample group we make no claims for generalisability, but seek to provide connections for others teaching in PE.

Results: Findings are presented in three general themes of: Relationships for inclusion, Practices of Inclusion and Complexity and inclusion. Participants’ statements are used to illuminate discussions about discourses drawn on and to make links between previous research and theoretical perspectives. In general terms, findings revealed that despite barriers, such as catering for multiple forms of disabilities with minimal assistance from support staff and negotiating school environments, participants embraced inclusion and made pedagogical modifications to ensure meaningful involvement in PE lessons for all students. This research also identified the important role teachers play in terms of relationships, adaptations and safe learning environments, which collectively enable the inclusion of junior primary students with disabilities.

Conclusion: Students with disabilities warrant specific recognition and access to educational resources including within the field of PE.  相似文献   

Barriers and facilitators to using digital technologies in the Cooperative Learning model in physical education     

Hannah Bodsworth 《Physical Education & Sport Pedagogy》2017,22(6):563-579

Background: The influence of technology on children’s everyday lives is significant in today’s society, with children described as digital natives and/or the iGeneration. There are also a range of digital technologies available for use in education and a number of pedagogical approaches reported to support technology integration and pupil learning in physical education contexts. The use of technology by practitioners at present, however, is far from omnipresent. Consequently, the mechanisms that can support practitioners to use digital technologies to help pupils learn optimally in physical education requires further attention.

Purpose: The purpose of this study was to explore the barriers and facilitators to purposeful technology integration when using the Cooperative Learning model in physical education.

Research design: Data are presented from an action research project that focussed on how a teacher-researcher used iPads (tablet personal computers) within the Cooperative Learning model to support pupil learning. An athletics (track and field) unit was taught to 2 separate classes (36 pupils in total) using the key features of the Cooperative Learning model. The teacher-researcher used action research as a professional learning mechanism to refine her practice through gathering data from focus groups interviews with pupils, teacher-researcher reflections and a colleague’s observation.

Data analysis: Data analysis was ongoing throughout the athletics units as part of the action research design. Following the unit, data were analysed through inductive analysis and constant comparison and the authors engaged in a peer examination process.

Findings: Unfamiliarity with technology and poor group cooperation were identified as initial barriers to pupil learning when integrating technology. Action research, however, and the process of reflection and collaborative inquiry acted as key facilitators for the teacher-researcher to learn how to use digital technology to support learning.

Conclusion: Findings challenge existing literature which position the ‘digital natives’ or iGeneration of today’s society as competent and able to use digital technologies to learn in formal educational contexts. Moreover, this study shows that selecting a well-defined pedagogical approach that has been previously reported to support technology use, such as Cooperative Learning, will not automatically result in positive learning experiences for pupils. If practitioners are to purposefully integrate digital technologies into physical education and ensure technology can help students to learn optimally, practitioners should engage with a reflexive process of learning, such as action research, to refine and develop their practices.  相似文献   

Mainstreaming: Parental perceptions     

Susan Mlynek  Mary Elizabeth Hannah  Mary Ann Hamlin 《Psychology in the schools》1982,19(3):354-359

Parents of learning disabled, mentally retarded, and emotionally disturbed children were surveyed regarding their reactions to mainstreaming handicapped children. Results indicated that parents of learning disabled children were significantly more supportive of this educational procedure than were the other two groups of parents. Possible reasons for this difference are discussed.  相似文献