Motivational Interviewing Strategies for Disaffected Secondary School Students: A case example     

Cathy Atkinson  Kevin Woods 《Educational Psychology in Practice》2003,19(1):49-64

This study considers the application and effectiveness of Motivational Interviewing (MI) as an intervention strategy for secondary school pupils experiencing disaffection. Using a case study example, the process of intervention and the use of specific techniques from other psychological approaches are described. Results identify issues concerning the process of MI and discuss implications of MI work for the educational practitioner. In conclusion, a positive evaluation of the general usefulness of the model within current educational psychology practice is made, highlighting possibilities to evaluate applications of MI interventions involving psychologists with younger pupils or teachers and parents.  相似文献   

Mexican-American and Anglo-American Children's Responsiveness to a Theory-Centered AIDS Education Program     

Carol Sigelman  Eileen Derenowski  Teresa Woods  Takayo Mukai  Corinne Alfeld-Liro  Olga Durazo  Amy Maddock 《Child development》1996,67(2):253-266

Third, fifth, and seventh graders, most of them Mexican-American, were exposed to an empirically based and culturally sensitive AIDS curriculum designed to replace their intuitive theories with a coherent, scientific account of the causal processes that lead from risk behavior to AIDS symptomatology. Compared to students in control classes, experimental students knew more about AIDS risk factors and AIDS generally, displayed more conceptual understanding of the causes of AIDS and flu, and were more willing to interact with people who have AIDS (although not less worried about AIDS) at posttest and typically at follow-up 10–11 months later. The findings point to the potential value of adopting an intuitive theories approach in assessing and modifying children's concepts of health and illness and suggest, contrary to Piagetian formulations, that even relatively young children can, with appropriate instruction, grasp scientific theories of disease.  相似文献   

An Exploratory Evaluation of Conjoint Behavioral Consultation to Promote Collaboration Among Family,School, and Pediatric Systems: A Role for Pediatric School Psychologists     

Susan M. Sheridan  Emily D. Warnes  Kathryn E. Woods  Carrie A. Blevins  Katie L. Magee  Cynthia Ellis 《Journal of educational and psychological consultation》2013,23(2):106-129

Pediatric school psychology is a relatively new subspecialty in the field; however, few specific, prescribed roles have been articulated, and fewer have yielded preliminary efficacy data. In this exploratory study, the acceptability and potential efficacy of conjoint behavioral consultation (CBC) as a model for linking families, schools, and pediatric settings to address concerns for children with medical issues were evaluated. Twenty-nine children, their parents, teachers, and consultants were involved in conjoint consultation, a model of cross-system collaboration to address shared concerns of medically referred children. In this structured indirect service delivery model, parents, teachers, and school psychology pediatric consultants worked collaboratively in interdisciplinary problem solving and joint decision making with extensive input regarding medical issues from a developmental pediatrician. Outcome measures included parent and teacher observations of child functioning across home and school settings as a result of consultation-mediated interventions and social validity indices assessing acceptability and consumer satisfaction. Results suggested that CBC is a socially valid procedure for addressing concerns of medically referred children across home and school systems. Both parents and teachers reported the consultation process to be highly acceptable. Preliminary effect size analyses of child outcomes, derived from uncontrolled case study designs, suggest generally positive effects across home and school, although limitations with the methodology preclude conclusive statements. Research is needed to determine the contexts and conditions under which the model is more or less effective using rigorous controlled trials.  相似文献   

The route to ‘inclusive counselling’: counsellors' perceptions of disability inclusion in Turkey     

Halis Sakız  Charlotte Woods  Hande Sart  Zehra Erşahin  Raiha Aftab  Nizamettin Koç 《International Journal of Inclusive Education》2013,17(3):250-269

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School leadership for equity: lessons from the literature     

Sophie C. Ward  Carl Bagley  Jacky Lumby  Philip Woods  Tom Hamilton  Amanda Roberts 《International Journal of Inclusive Education》2013,17(4):333-346

Responding to Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 169] call for writers on school leadership to offer ‘analyses which provide more critical messages about social inequality and neoliberal and managerialist policies’ we use Foucault's [2000. “The Subject and Power.” In Michel Foucault: Power, edited by J. D. Faubion, 326–348. London: Penguin Books] theory of power to ask what lessons we might learn from the literature on school leadership for equity. We begin by offering a definition of neoliberalism; new managerialism; leadership and equity, with the aim of revealing the relationship between the macropolitical discourse of neoliberalism and the actions of school leaders in the micropolitical arena of schools. In so doing, we examine some of the literature on school leadership for equity that post-dates Thrupp's [2003. “The School Leadership Literature in Managerialist Times: Exploring the Problem of Textual Apologism.” School Leadership & Management: Formerly School Organisation 23 (2): 149–172] analysis, seeking evidence of critical engagement with/resistance to neoliberal policy. We identify three approaches to leadership for equity that have been used to enhance equity in schools internationally: (i) critical reflection; (ii) the cultivation of a ‘common vision’ of equity and (iii) ‘transforming dialogue’. We consider if such initiatives avoid the hegemonic trap of neoliberalism, which captures and disarms would be opponents of new managerial policy. We conclude by arguing that, in spite of the dominance of neoliberalism, head teachers have the power to speak up, and speak out, against social injustice.  相似文献   

Correction to: One Physical Educator's Career Cycle: Strong Start,Great Run,Approaching Finish     

Amelia Mays Woods  Susan K. Lynn 《Research quarterly for exercise and sport》2013,84(2)

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Team and seasonal performance indicator evolution in the ANZ Championship netball league     

Lyndell Bruce  Edward R. Brooks  Carl T. Woods 《Journal of sports sciences》2013,31(24):2771-2777

ABSTRACT

Analysis of netball has received scant attention in the literature and there is little understanding of the dynamics of netball game-play. This study aimed to analyse team and seasonal performance indicator (dis)similarity in the ANZ Championship (netball). Total season values for nine performance indicators were analysed for the ten ANZ Championship teams from 2009 to 2016. The data were analysed using a multivariate, distance-based, approach. Specifically, non-metric multidimensional scaling was used to examine seasonal and team (dis)similarity. After declining from 2009, shooting percentage, goal assists, centre pass receives, penalties and turnovers began to rise from 2011. Both penalties and turnovers declined from 2015, in addition to attempts at goal. The two-dimensional multivariate ordination plot showed relative similarity between each team and season over the observational period, suggesting stagnant game-play dynamics. Further, despite idiosyncratic seasonal profiles, teams generally followed similar directional progression across the ordination surface. Despite being observed in other team invasion sports, league-wide synchronous evolutionary tendencies were not observed within the ANZ Championships between the 2006 to 2016 seasons. However, certain teams did display seasonal fluctuation in their observed multivariate profile, with these seasonal idiosyncrasies being discussed relative to coaching and playing roster changes specific to the analysed team.  相似文献   

Understanding oral reading fluency among adults with low literacy: dominance analysis of contributing component skills     

Daryl F. Mellard  Jason L. Anthony  Kari L. Woods 《Reading and writing》2012,25(6):1345-1364

This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was fixed at a single reading level was word reading efficiency. When text difficulty varied based on readers?? comprehension levels, word reading efficiency was also the best predictor with vocabulary and auditory working memory emerging as important predictors as well. Our findings suggest the merit of investigations into whether adults with low literacy may need vocabulary and auditory working memory strategy interventions to improve their reading fluency.  相似文献   

Dispositional factors affecting motivation during learning in adult basic and secondary education programs     

Daryl F. Mellard  Thomas Krieshok  Emily Fall  Kari Woods 《Reading and writing》2013,26(4):515-538

Research indicates that about a quarter of adult students separate from formal adult basic and secondary education (ABE/ASE) programs before completing one educational level. This retrospective study explores individual dispositional factors that affect motivation during learning, particularly students’ goals, goal-directed thinking and action based on hope theory and attendance behaviors, and self-perceptions of competency based on affective domain attributions about external and internal obstacles to learning and employment, and demographic factors. Among 274 ABE/ASE students, those learners who made an education gain in 1 year significantly differed from those who did not in only a few dispositional or demographic variables; and by educational level they significantly differed in a wide variety of dispositional and demographic variables. These findings suggest researchable questions and programmatic considerations that may lead to future innovations that improve learner persistence.  相似文献   

Teacher identities under stress: The emotions of separation and renewal     

Peter Woods  Denise Carlyle 《International Studies in Sociology of Education》2013,23(2):169-190

During stress, teachers undergo an identity passage. In the first phase, many cherished aspects of the self are attacked and become separated from the personal identity until the individual becomes completely disorientated. During transition, rock bottom is reached, but also the beginnings of redemption appear through 'cocooning' and the influence of significant others. Self-renewal follows during which, for some, a new personal identity is constructed, mostly through relocating and modifying the teacher role, or through re-routeing out of teaching altogether. Using evidence derived from a series of detailed, longitudinal interviews with a group of 21 secondary school teachers, all clinically diagnosed as suffering from stress, the authors examine the structure and process of this identity passage and explore how the extreme emotions involved are socially structured.  相似文献