The representation of the management of behavioural difficulties in EP practice     

C. Eleanor Law  Kevin Woods 《Educational Psychology in Practice》2018,34(4):352-369

Behavioural difficulties, whether externalising or internalising, concern educational policy makers, practitioners and educational psychologists (EPs). The present configurative systematic literature review (SLR) aims to explore EPs’ representations of their behaviour management practices and application of psychology within behaviour work, in peer-reviewed studies published between 2000 and 2017. Four research databases, Google Scholar and a University Online Library were systematically searched. A total of 29 papers were found, 12 of which met the study inclusion criteria and were deemed to be of at least medium methodological quality and relevance. A synthesis of the studies’ accounts and outcomes revealed a range of EP practices at individual, group and organisational levels, exemplifying the core functions of the role. EPs draw upon single or multiple integrated psychological paradigms and commonly adopt a social constructionist and relational approach to their work, which can be seen to empirically validate existing models of EP professional practice. Links to EP practice and implications for further research are considered.  相似文献   

Educational Psychologists’ Contribution to the Every Child Matters Agenda: The parents’ view     

Garry Squires  Peter Farrell  Kevin Woods  Sarah Lewis  Steve Rooney  Mike O’Connor 《Educational Psychology in Practice》2007,23(4):343-361

In the DfES review of the role and contribution of educational psychologists (2006) the views of a range of different stakeholders were surveyed about the work that EPs do. As part of this process, questionnaires were devised and sent out to 300 parents, 30 from 10 local authorities (LA), distributed by the principal educational psychologist in each LA. Thirty per cent of parents completed the questionnaires and their responses indicated that they valued highly the contribution made by EPs to the outcomes for their child. Their responses also illustrate the broad range of work in which EPs are involved and the multiprofessional nature of support that is available. In this paper, the main findings from the survey are discussed and consideration is given to their implications for the future development of EP services.  相似文献   

Linking rights,needs, and fairness in high-stakes assessments and examinations     

Kevin Woods  Tamsin McCaldin  Amanda Hipkiss  Beverley Tyrell  Megan Dawes 《牛津教育评论》2019,45(1):86-101

This paper presents a novel explanation for the continued absence of a children’s rights strategy within high-stakes educational assessment with reference to the competing purposes of high-stakes assessments and group-based constructions of fairness in assessment. We provide an original critique of group-based perspectives on the validity of assessment accommodations which supports an individual perspective on fair educational assessment. From this, the (almost forgotten) concept of ‘student assessment needs’ is (re-)introduced as a central axiom, to be constructed through feedback from, and dialogue with, students about their experience of high-stakes assessments, giving primacy to their purpose as an attainment demonstration opportunity for the student. To promote a new movement towards student participation in educational assessment processes and reforms, we propose ‘rights respecting assessment’, complementary to UNICEF’s ‘Rights Respecting Schools’ initiative, in which regular system-wide student representation would contribute to the development of high-stakes examination systems. In recognition of this aspiration, this paper is co-authored with a recent school-leaving age examination candidate.  相似文献   

Design,Desire, and Dif ference     

Kevin M. Leander  Gail Boldt 《理论付诸实践》2018,57(1):29-37

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Empower Foster Parents Toward Caring Relations with Children     

Kevin James Swick 《Early Childhood Education Journal》2007,34(6):393-398

Foster parents face many challenges in caring for children in foster care. Perhaps the major challenge is to achieve a caring environment for children who have experienced trauma and much change. Thus, this article provides ideas and strategies for nurturing foster parents toward a caring relationship with their children.  相似文献   

A National Analysis of Endowed Chairs and Distinguished Professors in the Field of Education     

Nicholas Daniel Hartlep  Daisy Ball  Kendra Theodosopoulos  Kevin Wells  Grant B. Morgan 《Educational Studies A Journal of the American Educational Studies Association》2016,52(2):119-138

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“A design framework for enhancing engagement in student-centered learning: own it,learn it,and share it” by Lee and Hannafin (2016): an international perspective     

Wong  Kevin M. 《Educational technology research and development : ETR & D》2021,69(1):93-96

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Using Students’ Conceptual Models to Represent Understanding of Crosscutting Concepts in an NGSS-Aligned Curriculum Unit About Urban Water Runoff     

Fick  Sarah J.  McAlister  Anne M.  Chiu  Jennifer L.  McElhaney  Kevin W. 《Journal of Science Education and Technology》2021,30(5):678-691

Journal of Science Education and Technology - Recent science education reforms, as described in the Framework for K-12 Science Education (NRC, 2012), call for three-dimensional learning that...  相似文献   

中国奥运在激情中开幕     

Kevin Drew  蒙思辰 《英语沙龙》2008,(Z1)

2008年8月8日晚,第29届奥林匹克运动会在北京拉开序幕。辉煌的古都烟花绚烂,激情放飞。这是一个万众瞩目的日子,全世界的热情目光聚焦中国,炎黄子孙的百年梦想化为现实。这一刻,全球华夏儿女为北京自豪,为奥运喝彩!  相似文献   

The influence of a customized continuing professional development programme on physical education teachers’ perceived physical literacy and efficacy beliefs     

Sum  Raymond Kim-Wai  Morgan  Kevin  Ma  Margo Man-Sum  Choi  Siu-Ming 《Prospects》2021,50(1-2):87-106

PROSPECTS - The purpose of this article is to explore the influence of a customized continuing professional development (PE-CPD) programme on PE teachers’ perceived physical literacy and...  相似文献