Setting the Record Straight for the Rights of the Child National Summit     

Nicola Laurent 《档案与原稿》2017,45(3):253-254

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Sensory stories for children and teens with special educational needs: a practical guide     

Nicola Lawrence 《Educational Psychology in Practice》2016,32(1):101-102

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Personal oral narratives in a special school curriculum: an analysis of key documents     

Nicola Grove 《British Journal of Special Education》2014,41(1):6-24

Oral narrative is a critical skill for school achievement, for personal relationships and for social participation. However, it is downgraded in current and proposed National Curriculum frameworks, which fail to recognise its significance in development. Schools have flexibility to address the issue, which is of particular importance to pupils with special educational needs. This article explores the place of narrative in the policies, curriculum and assessment scheme of a special school catering for pupils across the range of ability. It is concluded that, while schools are free to prioritise according to pupils' needs, it is difficult to target oral narrative effectively in the absence of appropriate frameworks for setting goals and monitoring progress.  相似文献   

The impact of dynamic assessment: an exploration of the views of children,parents and teachers     

Nicola Lawrence  Sharon Cahill 《British Journal of Special Education》2014,41(2):191-211

A qualitative research project was carried out to explore the views of children with special educational needs, their parents and teachers about one aspect of educational psychology practice: the dynamic assessment of cognitive skills. The research was carried out in a highly diverse and inclusive borough in East London, by Nicola Lawrence from Hounslow Educational Psychology Service, and Sharon Cahill from the University of East London. The views of nine children were sought through semi‐structured interviews regarding the process of dynamic assessment, supported with tools and techniques to facilitate discussion. The views of eight parents and seven teachers were also sought, through semi‐structured interviews and focus groups, regarding the psychological reports produced from dynamic assessment. Of the original findings acquired through thematic analysis of the data, those pertaining to the perceived impact of dynamic assessment of cognitive skills are reported. Dynamic assessment was reported to impact positively upon the child's emotional well‐being, self‐perceptions, approach to learning and social relationships, both directly, and through the subsequent intervention of parents and educators. Dynamic assessment, as well as providing instructionally useful information for parents and teachers, encouraged them to move beyond locating the problem within the child, to reconceptualising their special educational needs in context. As a result, parents and teachers became more positive and optimistic about the child, the current situation and the child's future. Dynamic assessment impacted upon the child's holistic needs, parenting and the development of inclusive practice in the classroom. It is concluded that from the perspective of service users, dynamic assessment forms a worthwhile and valuable part of educational psychology practice.  相似文献   

Being strategic,being watchful,being determined: Black middle-class parents and schooling     

Carol Vincent  Nicola Rollock  Stephen Ball  David Gillborn 《British Journal of Sociology of Education》2012,33(3):337-354

This paper reports on qualitative data that focus on the educational strategies of middle-class parents of Black Caribbean heritage. Drawing on Bourdieu’s key concepts of habitus, capital and field, our focus is an investigation of the differences that are apparent between respondent parents in their levels of involvement with regard to schools. We conclude that, within a broadly similar paradigm of active involvement with and monitoring of schools, nuanced differences in parental strategising reflect whether academic achievement is given absolute priority within the home. This, in turn, reflects differential family habitus, and differential possession and activation of capitals.  相似文献   

Comparative study between fully tethered and free swimming at different paces of swimming in front crawl     

Mathias Samson  Tony Monnet  Anthony Bernard  Patrick Lacouture  Laurent David 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(6):571-586

Tethered swimming is a method often used to measure or enhance the physical and technical resources of swimmers. Although it is highlighted that the technique used in tethered swimming is probably different from that used in free conditions, there are few comparative studies on this subject. The current study aims to compare fully tethered and free swimming based on kinematic hand parameters (orientation, velocity and acceleration of the hand, sweepback and angle of attack), which are known to act directly on the generation of propulsive forces. The results show that there are significant differences during the stretch and catch phases but less during the insweep and upsweep phases. Tethered swimming makes it possible to estimate the propelling forces generated by the hand in free swimming at distance and middle-distance paces, but overestimates it at sprint pace. However, in view of the modifications of the kinematic parameters, it should not be used under repeated conditions of use, such as for the development of swimmers’ capacity.  相似文献   

Examining the use of theory within educational technology and media research     

Scott Bulfin  Michael Henderson  Nicola Johnson 《Learning, Media and Technology》2013,38(3):337-344

Academic research in the areas of educational technology and media is often portrayed to be limited in terms of its use of theory. This short paper reports on data collected from a survey of 462 ‘research active’ academic researchers working in the broad area of educational technology and educational media. The paper explores their use (and non-use) of theory.  相似文献   

Accommodating those Most at Risk. Responding to a Mismatch in Programme Selection Criteria and Foundation Biology Performance     

Nicola F. Kirby  Edith R. Dempster 《International Journal of Science Education》2013,35(18):3093-3117

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The Teenage Expertise Network (TEN): an online ethnographic approach     

Nicola F. Johnson  Nicoli Humphry 《International journal of qualitative studies in education》2013,26(6):723-739

The take-up of digital technology by young people is a well-known phenomenon and has been subject to socio-cultural analysis in areas such as youth studies and cultural studies. The Teenage Expertise Network (TEN) research project investigates how teenagers develop technological expertise in techno-cultural contexts via the use of a purposefully designed, youth-friendly, online environment – significant in this current age of Internet-mediated learning and rapid technological development. The design of TEN follows principles of ethnographic research adapted to an online environment. This article discusses the design, objectives and outworkings of this new media object, highlighting the tensions associated with conducting online research. This article considers why and how we should reengineer online methodologies and the complexities associated therein. It discusses the classification of this method considering the literature surrounding online data collection methods and virtual ethnography.  相似文献   

Legitimizing Black academic failure: deconstructing staff discourses on academic success,appearance and behaviour     

Nicola Rollock 《International Studies in Sociology of Education》2013,23(3):275-287

The continued lower academic attainment of Black (especially Black Caribbean) pupils is now well established. Yet, to date there has been no single coherent national Government strategy that has successfully closed the gap in educational attainment between either Black and White pupils or between Black pupils and the national average. Academic and policy debates centring on the causes and potential ways of addressing this gap remain marred by controversy and disagreement. This paper is based on qualitative research, which explores how staff and pupils at an inner city secondary school in the south of England construct academic success. Focusing on one aspect of the findings, it reveals that staff subscribe to two forms of success: an inclusive, low D to G grade success and an exclusive, high A? to C grade success, each of which are seen as attainable only by certain types of pupils. The appearance and behaviour of Black pupils, particularly those engaged in what is termed ‘Black street culture’, are seen as directly at odds with the aims of the school and therefore minimize their likelihood of attaining success in exclusive terms.  相似文献