Black Women,Identity and Schooling: Reclaiming Our Work in Shifting Contexts     

Sheryl?Conrad?CozartEmail author  Paula?Groves?Price 《The Urban Review》2005,37(3):173-179

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Development of a Clinical Practice Model for Serving Clients with Fetal Alcohol Spectrum Disorder     

Melissa Tremblay  Jacqueline Pei  Denise Plesuk  Aimee Muchortow  Paula Mihai  Rod Jordao 《International journal for the advancement of counseling》2017,39(1):82-97

There is a lack of systematic research on the training of clinicians toward providing counselling services and support to individuals with Fetal Alcohol Spectrum Disorder (FASD). The aim of this qualitative project was twofold: (1) to develop and pilot a clinical consultation process that would address clinicians’ reported need for greater communication and information sharing in serving clients affected by FASD; and (2) to build a model of FASD-informed clinical counselling practice by examining this consultation process and by capturing the experiences of clinicians who were involved. Findings from focus groups and meeting minutes are reported with respect to the model’s focus on reflection, communication, and action.  相似文献   

Youth and culture: A seventeen nation study of perceived problems and coping strategies     

Janice T. Gibson  Marvin J. Westwood  F. Ishu Ishiyama  William A. Borgen  Susan M. Showalter  Qasem Al-Sarraf  Semiha A. Atakan  Isaura R. F. Guimares  A. Lina Guisti-Ortiz  Margaret Robertson  Benjamin Shafrir  Peter De Weerdt  Gundelina A. Velazco  Carol E. Baker  Maria Dikaiou  Tatiana Gabay  Lina Kashyup  Ilona Lee  Maria E. Felce Di Paula  Hillman Ngunangwa  Nina F. Talyzina 《International journal for the advancement of counseling》1991,14(3):203-216

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Interpersonal and relational orientation among pre-service educators: differential effects on attitudes toward inclusion of students with disabilities     

Paula T. McWhirter  Joyce A. Brandes  Kendra L. Williams-Diehm  Shannon Hackett 《Teacher Development》2016,20(1):1-17

The purpose of this investigation was to determine the extent to which pre-service educators’ interpersonal characteristics affected their attitudes toward teaching students with disabilities (inclusion), as measured by the FIRO-B and ATIES pre- and post-course. The FIRO-B was administered to assess expressed and wanted aspects of three interpersonal needs: personal inclusion, affection and control. The ATIES was administered to measure attitudes toward classroom inclusion of students with physical, academic, behavioral and social disabilities. Repeated measures ANOVAs revealed a main effect for wanted inclusion and an interaction effect for expressed inclusion and expressed affection on attitudes toward classroom inclusion. Ultimately, these findings reveal how unique relational characteristics may influence preparation initiatives and may encourage consideration of how individual factors may mediate teacher training and preparation.  相似文献   

Help‐Seeking and Non‐Help‐Seeking Students' Perceptions of Own and Peers' Mental Health Functioning     

Bruce S. Sharkin  Paula M. Plageman  Lisa P. Coulter 《Journal of College Counseling》2005,8(1):65-73

Help‐seeking (HS) students and non‐help‐seeking (NHS) students were compared on their perceptions of (a) their own level of mental health functioning and (b) the average level of mental health functioning of their (NHS or HS) peers. Results showed that NHS students' perceptions of HS students' self‐ratings were similar to HS students' self‐ratings of functioning but that HS students underestimated the level of functioning of their NHS peers. Implications of the findings for campus outreach and future research are discussed.  相似文献   

Genetic engineers stitched up over patent rights     

Dwyer P 《New scientist (1971)》1982,95(1313):75

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Linguistic competence,reading, writing problems and remediation     

Paula Menyuk  James Flood 《Annals of dyslexia》1981,31(1):13-28

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Performance factors and immigration. Impact of individual and school variables / Factores de rendimiento e inmigración. Impacto de variables individuales y escolares     

Paula Elosua 《Cultura y Educación》2019,31(1):1-30

The way schools address migratory movements has a direct impact on integration and social cohesion, making the in-depth study of factors that affect the lower performance of immigrant students in comparison with non-immigrants essential. Using a methodology based on random coefficient models, this paper analyses the differential effect of individual level and school level variables on the estimation of mathematical competence in non-immigrant and immigrant populations. Data are extracted from an educational assessment programme carried out in the Basque Autonomous Community. The sample consists of 16,981 students with an average age of 13.7 years, of which 1,369 are immigrant students. The results reveal that individual and family-level variables show significantly higher impact on student performance than school-level variables. The article concludes by emphasizing the importance of investing in policies to support diversity that work at family level, as a means to achieve fuller equity.  相似文献   

BOOK SECTION     

Paula M. Fleming 《Equity & Excellence in Education》2013,46(1):74-76

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Institutional Racism in the City College System in Chicago     

Paula E. Brown 《Equity & Excellence in Education》2013,46(1-4):116-119

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