The mulberry bird: an adoption story     

Dr Rebecca Kirkbride 《Educational Psychology in Practice》2013,29(4):438-439

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From the Editor: From Discovery to Delivery     

Rebecca Donlan 《Journal of Interlibrary Loan, Document Delivery & Electronic Reserve》2013,23(5):217-218

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National report on identification     

Susanne Richert  James J. Alvino  Rebecca C. McDonald 《Roeper Review》2013,35(2)

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ADMINISTRATIVE PRESSURE TO PRACTICE UNETHICALLY AND BURNOUT WITHIN THE PROFESSION OF SCHOOL PSYCHOLOGY     

Dana E. Boccio  Gaston Weisz  Rebecca Lefkowitz 《Psychology in the schools》2016,53(6):659-672

This investigation involved the surveying of school psychology practitioners (N = 291) to determine the possible existence of a relationship between administrative pressure to practice unethically and impaired occupational health, as manifested in elevated levels of burnout, job dissatisfaction, and intent to exit the workforce. Almost one‐third of participants claimed to have been pressured to behave unethically, with directives most commonly consisting of instructions to withhold recommendations for support services and to agree with inappropriate special education placement decisions. Practitioners who experienced administrative pressure reported higher levels of burnout, less satisfaction with their current position and the profession, and a greater desire to leave their job and the field of school psychology. The findings are presented within the context of current and projected shortages of practicing school psychologists. Implications for preventing burnout and promoting school psychologists’ occupational well‐being are discussed.  相似文献   

Educational Imagination in a Period of “Reconfiguration”     

Rebecca Martusewicz 《Educational Studies A Journal of the American Educational Studies Association》2013,49(4):299-302

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Fertility and Female Sexuality: Revisiting the ‘Sexual Revolution’     

Rebecca Gill 《Metascience》2007,16(1):101-105

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Promoting Quality Education in Refugee Contexts: Supporting Teacher Development in Northern Ethiopia     

Jackie Kirk  Rebecca Winthrop 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,55(5):715-723

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Selecting Undergraduate Students: What can the UK Learn from the American SAT?     

Anne West  Rebecca Gibbs 《Higher Education Quarterly》2004,58(1):63-67

This short paper explores the contribution or otherwise that could be made by using a test akin to the American Scholastic Assessment Test or SAT to select students for undergraduate degrees in the UK. It examines the political context to the debate about the potential value of such a test, before outlining how SAT results in America vary along dimensions related to social background and how American universities have adapted their admissions procedures in response to these differences. From the research examined it cannot be assumed that the introduction of a test such as the SAT would be any more equitable then the current use of public examinations in England. It is suggested that profiling students along the lines used by some American universities may assist with making access ‘fairer’.  相似文献   

A Social Development Curriculum: Applying Nurture Group Principles and Practices to Support Socially and Emotionally Vulnerable Children Within Mainstream Classrooms     

Rebecca Doyle 《British Journal of Special Education》2004,31(1):24-30

Rebecca Doyle set up the first nurture group in Thetford Education Action Zone in 2000. In 2001, she published an account of her work to reintegrate pupils from the nurture group into the mainstream of their infant school in the pages of BJSE. In this article, Rebecca Doyle describes how mainstream class teachers requested further support in working with socially and emotionally vulnerable children in their classes using the principles and practices from the nurture group. A social development curriculum was written to support this interest, offering mainstream staff a planning tool to complement their existing schemes of work and to help in the drive to make the curriculum appropriate for every child, regardless of their barriers to learning. This article indicates that mainstream staff are now able to bring the increasing knowledge of nurture group working to the fore in their planning, supporting the development of whole-school nurturing approaches. The social development curriculum has become a well-used document alongside current planning frameworks, supporting staff in meeting the diverse needs of pupils within mainstream classrooms with minimal cost and little additional workload.
In closing her article, Rebecca Doyle argues that the social development curriculum has had a positive impact upon the pupils in her school and upon her colleagues on the staff. She is pursuing her research into nurturing approaches through her membership of the National Nurture Group Network and her studies for a higher degree at the University of East Anglia.  相似文献   

How children respond to fiction     

Nicholas Tucker 《Children‘s Literature in Education》1972,3(3):48-56

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