Context,communication and commiseration     

Hugh Clarke 《Perspectives: Policy and Practice in Higher Education》2013,17(1):30-36

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Collaborating in Professional Development: Meeting Multiple Needs in a School Context     

John H. Clarke  Charles Rathbone 《Teaching Education》2013,24(2):57-61

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Affective responses to supervised 10-week programs of resistance exercise in older adults     

Darren L. Richardson  Michael J. Duncan  Alfonso Jimenez  Paul M. Juris  Neil D. Clarke 《运动与健康科学(英文)》2020,9(6):604-613

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Balancing pressures for SENCos as managers,leaders and advocates in the emerging context of the Covid-19 pandemic     

Amy L. Clarke  Elizabeth J. Done 《British Journal of Special Education》2021,48(2):157-174

This article considers the role of the SENCo during Covid-19 pandemic conditions of school lockdown with partial reopening for children classified as ‘vulnerable’. It is argued that the existing pressures and tensions already experienced by SENCos – for example, related to time, workload, status, and their prescribed managerial and strategic role – have been highlighted by pandemic conditions. Pressures resulting specifically from the pandemic are reflected by considering how SENCos will adjust to enact their role during this time. It is concluded that an advocacy role for pupils with special educational needs and disability, who are at risk of becoming increasingly marginalised within school and wider communities during this pandemic, should now be considered a central element of the SENCo’s remit.  相似文献   

A cost/effectiveness evaluation of lay therapy treatment for child abusing and high risk parents     

J P Hornick  M E Clarke 《Child abuse & neglect》1986,10(3):309-318

This longitudinal investigation tested the effectiveness and cost-efficiency of a lay therapy treatment program in comparison with a standard social work treatment approach. A pretest-extended posttest research design was used to follow a group of child abusing and high risk mothers who received lay therapy (N = 27) and a randomized control group of similar clients (N = 28) over a 12-month period. Outcome data were obtained through interview and direct observation of the parents and children at six-month intervals. A variety of standardized instruments were used including Cattell's 16 Personality Factor Test, Coopersmith's Self-Opinion Form, and the Nurturance and Parent Observation Scales, adapted from Baumrind. Treatment success was defined as progression toward the mean scores of a matched comparison group (N = 21) obtained from the general population of the community during the pretest. The results indicated a trend toward improvement on the outcome measures for both treatment groups. The group receiving lay therapy treatment improved only slightly more than the group receiving standard treatment; however, there was also significantly less attrition with the lay therapy group. Analysis of time budget study data indicated that the lay therapists spent an average of 17.46 hours per month with each of their clients thus permitting the social workers to spend considerably less time with lay therapy clients. Analysis of the direct costs of the programs, based on time budget information, indicated that the lay therapy treatment involved more direct client contact than the standard treatment approach and was also substantially more costly. The high cost of the program was attributed to low caseloads and redundancy in supervision. This study presents several practical program and research recommendations.  相似文献   

Identifying the critical components for a conceptual understanding of the mole in secondary science classrooms     

Su‐Chi Fang  Christina Hart  David Clarke 《科学教学研究杂志》2016,53(2):181-214

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Activity frames and complexity thinking: Honoring both public and personal agendas in an emergent curriculum     

Steve Collins  Anthony Clarke 《Teaching and Teacher Education》2008

This article which is largely conceptual in nature, explores the possibilities provided by embracing complexity thinking that are attentive to, but not confined by, externally imposed curriculum mandates while simultaneously honoring the interests and needs of individual students and the classroom collective. From this perspective, the ideas of negotiating authority, adopting a holistic view, engaging in participatory democratic practices, and using a project-based approach to learning are examined. In doing so, the concept of ‘activity frames’ is introduced and developed as a useful way of responding to curriculum mandates while being responsive to and respectful of individual and collective student learning agendas.  相似文献   

Storying Joanne, 1 an undergraduate mathematician     

Hilary Povey  Corinne Angier  Michelle Clarke 《Gender and education》2006,18(5):459-471

In this article two different accounts are juxtaposed. In one, we use a variety of texts to narrate the story of Joanne, a woman undergraduate student of mathematics. Like many of our mature students Joanne came to the university with a ‘non‐traditional’ academic background. We describe how Joanne developed as a learner of mathematics and connect this to our ways of working in the undergraduate mathematics classroom. We believe that our pedagogy is unusual outside (some) school classrooms and suggest it allows our students to develop positive ‘disciplinary relationships’. In the other, we grapple with the issues raised by telling other people’s stories especially when we are also characters within it. Our intention has been that, in interweaving these two threads, each helps us understand more about the other.  相似文献   

Using failure cases to promote veterinary students’ problem-solving abilities: a qualitative study     

Rong  Hui  Choi  Ikseon  Schmiedt  Chad  Clarke  Kevin 《Educational technology research and development : ETR & D》2020,68(5):2121-2146

Educational technology research and development - Failure is an inevitable human experience, which can offer great learning opportunities. Yet, in current educational contexts, failure has largely...  相似文献   

Family‐centered positive psychology: Focusing on strengths to build student success     

Susan M. Sheridan  Emily D. Warnes  Richard J. Cowan  Ariadne V. Schemm  Brandy L. Clarke 《Psychology in the schools》2004,41(1):7-17

Family‐centered positive psychology (FCPP) is defined as a framework for working with children and families that promotes strengths and capacity building within individuals and systems, rather than one focusing solely on the resolution of problems or remediation of deficiencies. This approach to family‐based services is predicated on the belief that child and family outcomes will be enhanced if members participate in identifying needs, establishing social supports and partnerships, and acquiring new skills and competencies, rather than simply receiving services from professionals. In this article, we present a rationale for FCPP, outline its primary principles, highlight one model for working with families that exemplifies FCPP practice, and illustrate its use through an authentic data‐based case study. © 2004 Wiley Periodicals, Inc. Psychol Schs 41: 7–17, 2004.  相似文献