Parent involvement in early intervention: what role does setting play?     

Yvonne Kellar-Guenther  Steven A. Rosenberg  Stephen R. Block  Cordelia C. Robinson 《Early Years: An International Journal of Research and Development》2014,34(1):81-93

This study compared levels of parent involvement in early intervention services for children under three which were delivered in community settings (children’s homes and child care programs) and specialized settings (early intervention centers and provider offices) in the USA. Respondents reported the highest levels of parental involvement in the home. However, level of involvement in the home was not significantly higher than the provider’s office for parent attendance, quality and content of parent-provider communication, and effective instruction; level of provider communication and instruction to parents was not significantly higher in the home than in the early intervention center. Early intervention services in the child care setting were associated with the lowest levels of parent involvement. With the exception of child care, these results suggest that specialized and natural settings are associated with similar levels of parent involvement.  相似文献   

An Analysis of High School Students' Performance on Five Integrated Science Process Skills     

Yvonne Beaumont-Walters  Kola Soyibo 《Research in Science & Technological Education》2013,31(2):133-145

This study determined Jamaican high school students' level of performance on five integrated science process skills and if there were statistically significant differences in their performance linked to their gender, grade level, school location, school type, student type and socio-economic background (SEB). The 305 subjects comprised 133 males, 172 females, 146 ninth graders, 159 10th graders, 150 traditional and 155 comprehensive high school students, 164 students from the Reform of Secondary Education (ROSE) project and 141 non-ROSE students, 166 urban and 139 rural students and 110 students from a high SEB and 195 from a low SEB. Data were collected with the authors' constructed integrated science process skills test the results indicated that the subjects' mean score was low and unsatisfactory; their performance in decreasing order was: interpreting data, recording data, generalising, formulating hypotheses and identifying variables; there were statistically significant differences in their performance based on their grade level, school type, student type, and SEB in favour of the 10th graders, traditional high school students, ROSE students and students from a high SEB. There was a positive, statistically significant and fairly strong relationship between their performance and school type, but weak relationships among their student type, grade level and SEB and performance.  相似文献   

Student's Explanations of Chemical Phenomena: Macro and micro differences     

Tim Brosnan  Yvonne Reynolds 《Research in Science & Technological Education》2013,31(1):69-78

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Using Human Givens therapy to support the well‐being of adolescents: a case example     

Yvonne Yates  Cathy Atkinson 《Pastoral Care in Education》2013,31(1):35-50

This article outlines the use of Human Givens (HG) therapy with adolescents reporting poor subjective well‐being. HG therapy is based on the assumption that human beings have innate needs, which, if unmet, lead to emotional distress and mental health problems. Hitherto, there has been no independently published empirical research into the efficacy of HG as a therapeutic intervention with young people. The article examines the theory and background to HG therapy; the emotional well‐being of children; and young people and counselling and therapeutic interventions in schools, before describing an exploratory case study into the effectiveness of the HG approach. This involves assessing the efficacy of an individual HG intervention for three young people reporting high anxiety or depression and/or low self concept. The HG process and therapy structure are detailed through an illustrative case study regarding a 16‐year‐old girl with moderate levels of anxiety and low self‐concept. Positive outcomes are observed for all three young people, providing tentative evidence that HG therapy might be useful to practitioners delivering therapeutic interventions in schools, although limitations of the small‐scale research design are highlighted. Issues relating to the provision of individual therapeutic interventions in school are discussed more widely, as are other possible applications of the HG approach in schools.  相似文献   

Deliberative policy analysis: adult literacy assessment and the politics of change     

Mary Hamilton  Yvonne Hillier 《教育政策杂志》2013,28(5):573-594

The field of adult literacy in England has a long history, but has particularly developed during the last three decades. Along with the rest of post‐school education and training, it has been substantially reshaped by national policy initiatives since the 1970s. During this period it has struggled to assert itself as a legitimate area of policy and practice through changing political, economic and cultural times. This article draws upon a research project funded by the Economic and Social Research Council (ESRC) that tracked the development of adult literacy, numeracy and ESOL from the 1970s to 2000 using life history interviews and documentary policy analysis to compare policy, practitioner and learner perspectives. The article discusses the key influences that have shaped this new field. It describes the deliberative policy analysis framework used to analyse the data and to identify tensions and gaps that have existed between practice, policy and research. It illustrates the analysis by applying it to one key thematic area that emerged from the study, that of assessment.  相似文献   

Editorial     

Stephanie Hellekamps  Christoph Wulf  Yvonne Ehrenspeck 《Zeitschrift für Erziehungswissenschaft》2001,4(1):3-4

Ohne Zusammenfassung

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Editorial

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Stichwort: Ästhetik und Bildung     

Yvonne Ehrenspeck 《Zeitschrift für Erziehungswissenschaft》2001,4(1):5-21

Ohne Zusammenfassung  相似文献   

Sportwissenschaft erstmals mit einem Spezialkurs vertreten     

Yvonne Steggemann Sportwissenschaftlerin 《Sportwissenschaft》2009,39(3):262-262

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Teacher education policy‐making in British Columbia: 1872‐1994     

Yvonne M. Martin 《教育政策杂志》2013,28(5):593-609

This paper presents the results of an investigation of policy‐making (from 1872 to 1994) about teacher education in British Columbia, Canada. Its primary focus is threefold. First, it outlines the administrative structures established for the administration of teacher education. Second, it identifies the major issues and concerns considered by the major commissions and reviews of teacher education and the changes which have resulted over time. Finally, it distills the lessons which might be learned from the past. Major conclusions include: that a clearly articulated philosophy of teacher education has taken second place to the mechanics of teacher education; that political control sublimated the need for the development of clearly stated policy, and change over time appears to have been mandated by legislation rather than developed from local and institutional initiatives.  相似文献   

Chapter 10 Self-Concept     

Robert W. Stephenson  Yvonne Treadwell 《Journal of Experimental Education》2013,81(2):64-75

Alpha-numeric fonts have hitherto been designed with an aesthetic end in view. Acceptability for student reading material is achieved through statistically derived evaluations. Our tests show that optical spatial frequency spectra and cross correlation of font symbols can be quantitatively measured in the laboratory and that they provide a sound basis for differentiation among symbols. This enables the reader to note subtle differences between type fonts or within a given font. The method also allows the optical spectrum to be altered, and a modified or new letter to be constructed or restructured with improved character recognition for reading.  相似文献