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61.
Susan Jones Christine Hall Pat Thomson Andy Barrett Julian Hanby 《Discourse: Studies in the Cultural Politics of Education》2013,34(1):118-131
In this article, we discuss the work undertaken in the first phase of a participatory theatre project which took place on a council housing estate in the Midlands of England, in which residents were invited to share their memories for a production which would present the history of the estate. This community is often characterised as deficient, ageing, welfare-oriented, low in educational attainment and aspiration. Interviews and field notes suggest that there was not a great amount of hope within the community for the success of a participatory arts project such as this. However, the performance attracted a large number of participants who performed to full houses over five nights. Using a place-based approach, we argue that a model of open participation led to the presentation of alternative, more positive, narratives of this community as a place to live. 相似文献
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This study was conducted to determine if there is or is not a difference in attitudes toward educational media between older adults and younger adults. Attitudinal information was gathered from the two groups utilizing an instrument entitled “Controversy in Academia” a 39‐item Likert‐type questionnaire. The questions from the instrument were divided into six groups, and six operational hypotheses were generated to effect testing. The results indicated that there were no basic differences between the attitudes toward educational media expressed by older adults and those expressed by younger adults. 相似文献
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Jan P. Piek Michelle Dworcan Nicholas C. Barrett Rebecca Coleman 《International Journal of Disability, Development & Education》2000,47(3):259-272
Harter (1987) argues that both competence-importance discrepancy and social support/positive regard constructs predict a child's global self-worth. In the current study, this model was used to ascertain whether both determinants were pertinent to the self-worth of children with Developmental Coordination Disorder (DCD: American Psychiatric Association, 1994) and to control children. A group of 36 children with DCD were compared with a matched group of 36 normally coordinated children. The two groups were matched on variables of age, gender, and verbal IQ. It was found that Harter's (1987) model was supported for the group of control children as both the competence-importance discrepancy and the social support/positive regard construct were significant predictors of self-worth. However, for the DCD group, only the competence-importance discrepancy predicted self-worth. The results of this study indicate that future research efforts need to examine an alternative model which incorporates the variables that are relevant to the self-worth of children with DCD. 相似文献
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