CHILD‐CENTERED PLAY THERAPY IN THE SCHOOLS: REVIEW AND META‐ANALYSIS     

Dee C. Ray  Stephen A. Armstrong  Richard S. Balkin  Kimberly M. Jayne 《Psychology in the schools》2015,52(2):107-123

The authors conducted a meta‐analysis and systematic review that examined 23 studies evaluating the effectiveness of child centered play therapy (CCPT) conducted in elementary schools. Meta‐analysis results were explored using a random effects model for mean difference and mean gain effect size estimates. Results revealed statistically significant effects for outcome constructs, including externalizing problems (d = 0.34), internalizing problems (d = 0.21), total problems (d = 0.34), self‐efficacy (d = 0.29), academic (d = 0.36), and other behaviors (d = 0.38). Further, a systematic review was conducted on all studies compared with Outcome Research Coding Protocol criteria. Results indicated that CCPT studies provided quantitative support and qualitatively promising to strong evidence in support of its use in the schools.  相似文献   

Analysis of the Dynamics among Tutors in an After-School Tutoring Program in a Homeless Shelter for Families     

Laurie MacGillivray  Gretchen S. Goode 《Mentoring & Tutoring: Partnership in Learning》2016,24(3):186-200

Researchers of after-school tutoring primarily focus on educational outcomes with little attention to the social dynamics of such programs. In our qualitative case study, we examined the nature of interactions among tutors in a tutoring program at a homeless shelter for families. Employing Bourdieu’s concepts of social capital and field, we found that the dynamics between tutors were complex, with tutors jockeying for position amid contestations over the rules and organization of the tutoring sessions. The implications include the significant impact that the dynamics among tutors can have on the overall program.  相似文献   

Education and natural disasters     

Sarah Jayne Digby 《Compare》2015,45(2):334-336

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School health and wellbeing and national education system reform: A qualitative study     

Sara Jayne Long  Jemma Hawkins  Simon Murphy  Graham Moore 《British Educational Research Journal》2023,49(4):674-692

The education systems of the four UK nations are diverging, and the education system in Wales is undergoing major reform with substantially increased emphasis on health and wellbeing. Understanding the implementation of major policy and system reforms requires an understanding of system histories and starting points. This study aimed to explore the perceived roles of schools in contemporary society, and how this role has evolved over time; the aims of the reforms, with a particular focus on health and wellbeing; and perceived barriers and facilitators for implementation. Interviews were held with senior stakeholders in the Welsh education system who held a strategic role in shaping the reforms. These included senior members of government and schools with a remit in either design of the curriculum or educationalists’ professional learning, Wales's school regulatory body, and those with a multidisciplinary remit in health and education. Interviews were subjected to thematic analysis, which produced a number of themes related to each objective, including ‘a changing society and increasing expectations on schools’, ‘the perceived role of schools in supporting health and wellbeing’, ‘the aims of the reform’, ‘what will success look like?’, ‘national level barriers and facilitators’ and ‘community and school level barriers and facilitators’. Findings suggest that education system reform requires change at multiple levels of the education system. Consideration of each level, and the interactions between them, is necessary for achieving change.  相似文献   

The benefit of being naïve and knowing it: the unfavourable impact of perceived context familiarity on learning in complex problem solving tasks     

Jens F. Beckmann  Natassia Goode 《Instructional Science》2014,42(2):271-290

Previous research has found that embedding a problem into a familiar context does not necessarily confer an advantage over a novel context in the acquisition of new knowledge about a complex, dynamic system. In fact, it has been shown that a semantically familiar context can be detrimental to knowledge acquisition. This has been described as the “semantic effect” (Beckmann, Learning and complex problem solving, Bonn, Holos, 1994). The aim of this study was to test two competing explanations that might account for the semantic effect: goal adoption versus assumptions. Participants were asked to learn about the causal structure of a linear system presented on a computer containing three outputs by changing three inputs through goal free exploration. Across four conditions the level of familiarity was experimentally varied through the use of different variable labels. There was no evidence that goal adoption can account for poor knowledge acquisition under familiar conditions. Rather, it appears that a semantically familiar problem context invites a high number of a priori assumptions regarding the interdependency of system variables. These assumptions tend not to be systematically tested during the knowledge acquisition phase. The lack of systematicity in testing a priori assumptions is the main barrier to the acquisition of new knowledge. The semantic effect is in fact an effect of untested presumptions. Implications for research in problem solving, knowledge acquisition and the design of computer-based learning environments are discussed.  相似文献   

A daguerreotype experiment by galvanic light     

B. Silliman  Wm.Henry Goode 《Journal of The Franklin Institute》1843,35(1):68-70

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A Review of “Education and Social Change: Contours in the History of American Schooling”     

Jayne R. Beilke 《Educational Studies A Journal of the American Educational Studies Association》2013,49(6):606-610

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Anonymous and the Political Ethos of Hacktivism     

Luke Goode 《Popular Communication》2015,13(1):74-86

This article examines the ethos of the hacktivist movement Anonymous. It considers the subcultural roots of Anonymous and the political and ethical values articulated by the movement. The article highlights key points of tension within the Anonymous ethos: nihilism and idealism, utopianism and dystopianism, individualism and collectivism, and negative and positive liberty. The article argues that while Anonymous can be broadly understood as cyberlibertarian, it is more complex and contradictory than this singular label implies. However, it also argues that the Anonymous ethos is not so amorphous that it prevents ideological analysis and critique. The article concludes by discussing the wider political significance of Anonymous when seen in this light.  相似文献   

Improving seventh grade students’ learning of ratio and proportion: The role of schema-based instruction     

Asha K. Jitendra  Jon R. Star  Kristin Starosta  Jayne M. Leh  Sheetal Sood  Grace Caskie  Cheyenne L. Hughes  Toshi R. Mack 《Contemporary educational psychology》2009

The present study evaluated the effectiveness of an instructional intervention (schema-based instruction, SBI) that was designed to meet the diverse needs of middle school students by addressing the research literatures from both special education and mathematics education. Specifically, SBI emphasizes the role of the mathematical structure of problems and also provides students with a heuristic to aid and self-monitor problem solving. Further, SBI addresses well-articulated problem solving strategies and supports flexible use of the strategies based on the problem situation. One hundred forty eight seventh-grade students and their teachers participated in a 10-day intervention on learning to solve ratio and proportion word problems, with classrooms randomly assigned to SBI or a control condition. Results suggested that students in SBI treatment classes outperformed students in control classes on a problem solving measure, both at posttest and on a delayed posttest administered 4 months later. However, the two groups’ performance was comparable on a state standardized mathematics achievement test.  相似文献   

Ancient science/modern machines (A workshop about electronic records)     

Jayne Bellyk 《Archives and Museum Informatics》1993,7(4):17-19

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