Making connections and making friends: social interactions between two children labelled with special educational needs and their peers in a nursery setting     

John Parry 《Early Years: An International Journal of Research and Development》2014,34(3):301-314

This paper reports on a pilot study of the social interactions between two children labelled with special educational needs and their peers in an early years setting. Data from play observations and staff interviews are used to examine the dynamics of friendship groups that the two children have developed and the way that they attempt to make new connections with other children. Comparisons between the two children’s interactions with their recurrent playmates and less familiar peers are drawn and the significance of their agency in making decisions about developing relationships is highlighted. A theme that also emerges is that staff facilitating rather than directing interactions between the two children and their peers has the most positive impact. Areas for further investigation are suggested including the range of relationships that children identified with special educational needs establish with their peers and the nature of adult support that most effectively supports friendships between all children.  相似文献   

Editorial     

Gareth Parry 《Higher Education Quarterly》2003,57(4):305-307

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Russian-language courses in American Grade Schools     

Albert Parry 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1959,5(4):505-507

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Functional reading and the schools: a progress report     

W. Latham  O. Parry 《Journal of Research in Reading》1980,3(2):140-149

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Photography     

Pamela Jeffcott Parry  Hilary Evans  John Sander  Harold E. Edgerton  James R. Killian  Deborah Turbeville 《Communication Booknotes Quarterly》2013,44(4):87-91

Pamela Jeffcott Parry's Photography Index: A Guide to Reproductions (Westport, Conn.: Greenwood Press, 1979–$25.00)

Hilary Evans' The Art of Picture Research: A Guide to Current Practice, Procedure, Techniques and Resources (Newton Abbot, Y.K.; and North Pomfret, Vt.: David & Charles, 1979—$28.00)

Melissa Milar, ed. 1980 Photographer's Market: Where to Sell Your Photographs (Cincinnati, Ohio: Writer's Digest Rooks, 1979—$12.95)

Photographis '79 (New York: Hastings House, 1979–$49.50)

John Sander's Photography Year Book 1979 (New York: Fountain Press/Hastings House, 1979—$24.95)

Harold E. Edgerton and James R. Killian, Jr.'s Moments of Vision: The Stroboscopic Revolution in Photography (Cambridge, Ma.: MIT Press, 1979—$20.00)

Deborah Turbeville's Wallflower (New York: Congreve Publishing Co, 1978—$27.50)

Robert L. Kerns' Photojournalism: Photography with a Purpose (Englewood Cliffs, N.J.: Prentice-Hall, 1980—$14.95)

Focalguide to Slides by Graham Saxby (New York: Focal/Hastings House, 1979- 46.95, Paper)

Focalguide to Close-Ups by Sidney F. Ray (1978--$6.95, paper)  相似文献   

Critical Mass and Pedagogic Continuity: studies in academic habitus     

Sara Delamont  Odette Parry  Paul Atkinson 《British Journal of Sociology of Education》1997,18(4):533-549

The paper is based on ethnographic work with doctoral students, their supervisors and postdoctoral researchers in three contrasting disciplines: biochemistry, artificial intelligence and physical geography. It explores how stability and continuity in scientific disciplines are sustained through socialisation processes of doctoral research. It identifies the inter‐generational transmission of knowledge, skills and assumptions within the institutional setting of laboratory or the research group. Working on ‘standardised packages’ in such social contexts, doctoral students are enculturated into scientific work. Despite setbacks and uncertainties in getting their research to ‘work’ doctoral students express faith that their problems are ‘doable’. Drawing on these empirical findings we suggest that these forms of pedagogic continuity are of more significance in the enculturation of doctoral students and the reproduction of scientific knowledge than the presence or absence of a ‘critical mass’ of active researchers (as has been suggested by the recent Harris review of postgraduate education in the UK). We therefore suggest that recent UK policy formation that has emphasized the notion of critical mass deserves critical scrutiny, and that there is need for perspectives more sensitive to disciplinary cultures and departmental organization.  相似文献   

Lifelong Debt: Rates of Return to Mature Study   总被引：2，自引：0，他引：2  

Muriel Egerton  & Gareth Parry 《Higher Education Quarterly》2001,55(1):04-27

High rates of return to first degrees have been used to justify increased student financial contributions to higher education. However, no discrete study of rates of return to mature graduates has been carried out although mature graduates now form a significant proportion of the student population. The General Household Survey 1983–1992 was used to examine the earnings of mature graduates compared with those of matriculates. The GHS yielded 616 mature graduate men in full-time work and 296 mature graduate women who were in full-time employment. It was found that the rate of return to mature male graduates was just above one per cent. With recent added costs, new male mature graduates can be forecast to make a sizeable loss on their study. Rates of return to women mature graduates were higher, between five and six per cent, and, based on these figures, the recent increased cost of mature graduate study should be covered by increased earnings. However, these calculations are based on average earnings for the modal age cohort of mature graduates. Those who are older when they complete or earn below the average (a large percentage) will not recoup the costs of study.  相似文献   

Toronto multiagency child abuse research project: The abused and the abuser     

Paula J. Kaplan  Jessie Watters  Georgina White  Ruth Parry  Robert Bates 《Child abuse & neglect》1984,8(3):343-351

Information from 422 cases of child mistreatment in Toronto was gathered from the files of a child welfare agency and a children's hospital. These data were compared to patterns reported in previous studies and clinical writings on child mistreatment to investigate similarities and differences in families whose children have been abused in Canada, England, and the United States. Findings from the present study were similar to others in many respects. The differences were primarily in the area of lower incidences of such problems as perinatal difficulties in the children and intellectual limitations and social isolation in the parents; however, there was a higher incidence of single-parent families. The results suggest that clinicians should bear in mind that child mistreatment cannot be ruled out on the grounds that no serious problems have been noted for the child or the family.  相似文献   

The Bloomsbury Companion to the Philosophy of Sport     

Jim Parry 《体育哲学杂志》2013,40(3):463-468

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Reading to Children and Listening to Children Read: Mother–Child Interactions as a Function of Principal Reader     

Sandra Martin-Chang  Odette N. Gould 《Early education and development》2013,24(6):855-876

Research Findings: Although storybook reading has received considerable research attention, listening to children read has been the source of much less inquiry. In this study, 40 mother–child dyads were videotaped during adult-to-child and child-to-adult reading. Relations between book-related themes (e.g., types of talk), maternal evaluative feedback (e.g., praise, criticism), maternal miscue feedback (e.g., graphophonemic clues, terminal feedback), and child engagement (e.g., laughter, questions) were analyzed. The results suggest that the development of literacy appreciation and literacy skill can occur during the same storybook-reading session. Specifically, when mothers read to their children, communication about the illustrations was associated with increased child engagement, yet a positive correlation was also observed between text-related productions and child engagement. When children read to their mothers, text-related productions were featured more prominently. After children made reading errors (miscues), graphophonemic and terminal feedback were the 2 most frequent responses by mothers. In addition, graphophonemic cues were positively associated with child engagement. Practice or Policy: In sum, the results demonstrate that adult-to-child and child-to-adult reading serve the goals of both literacy acquisition training and literacy appreciation; furthermore, orienting children toward the text during either session did not hamper child engagement.  相似文献