The experiences of parents of gifted African American children: A phenomenological study     

Rose E. Huff  Beth M. Houskamp  Alice V. Watkins  Mark Stanton  Bethany Tavegia 《Roeper Review》2013,35(4):215-221

This study documents the experiences of parents raising African American children who have been identified as gifted. There is a small but growing body of research exploring the experiences and issues of gifted African American children. Parents play the most significant role in a child's development; however, parents of gifted African American children are not currently represented in the literature. This study utilized semi‐structured interviews with the parent or parents from 12 families to explore their experiences of rearing their gifted African American children. Particular attention was addressed to issues surrounding their children's academic and social experiences, including interactions with school, family, and community. Implications are elucidated for individuals working with this population, and suggestions for future research are provided.  相似文献   

Bridging the gap – but mind you don't fall. Primary physical education teachers' perceptions of the transition process to secondary school     

Mark Brundrett 《Education 3-13》2013,41(5):445-450

Currently there is a large variation in the quality of children's experiences, both across and within primary schools and concerns regarding the quality of physical education (PE) teaching. Significantly, a failure to engage children at this critical time in appropriate high quality PE provision, prior to the transition to secondary education, is likely to result in inadequate development of basic movement competence and motivation to be physically active. Critical to this is the collaboration between primary and secondary PE teachers and ensuring that programmes of study for PE are progressive and provide continuity to promote future lifelong physical fitness. A mixed method design was used employing both focus groups and interviews with primary PE teachers to assess their perceptions of the transition process to secondary school and its impacts on children's physical education. Findings would suggest that primary PE teachers receive little support from their secondary counterparts and are often viewed upon as insignificant in providing initial physical education experiences to young children.  相似文献   

The development of Scotland’s Curriculum for Excellence: amnesia and déjà vu   总被引：2，自引：0，他引：2  

Mark Priestley  Walter Humes 《牛津教育评论》2013,39(3):345-361

Scotland’s new Curriculum for Excellence (CfE) has been widely acknowledged as the most significant educational development in a generation, with the potential to transform learning and teaching in Scottish schools. In common with recent developments elsewhere, CfE seeks to re‐engage teachers with processes of curriculum development, to place learning at the heart of the curriculum and to change engrained practices of schooling. This article draws upon well‐established curriculum theory (notably the work of both Lawrence Stenhouse and A.V. Kelly) to analyse the new curriculum. We argue that by neglecting to take account of such theory, the curricular offering proposed by CfE is subject to a number of significant structural contradictions which may affect the impact that it ultimately exerts on learning and teaching; in effect, by ignoring the lessons of the past, CfE runs the risk of undermining the potential for real change.  相似文献   

At the End of the Rainbow,is there Always a Pot of Gold?: Understanding the Labor and Fervor of Filipino Geriatric Nurses     

Allan B. de Guzman  Maria Ivana D. Ching  Edwin Mark L. Chiong  Charlene C. Chua  Jason Eimer P. Chua  Michelle C. Dumalasa 《Educational gerontology》2013,39(12):1057-1075

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Self-Efficacy,Curriculum Content,Practicum Experience,and the Interest of Social Work Students in Gerontology     

Mark D. Olson 《Educational gerontology》2013,39(7):593-605

The present study examined the linkages among perceptions of self-efficacy, curriculum, and field experience on students’ attitudes and interest in working with older adults. Graduate level social work students were surveyed regarding perceived self-efficacy to intervene with older adult clients, the amount of aging content in the master of social work (MSW) curriculum, and practicum experience with older clients. Regression analysis showed a relationship between attitudes toward older adults and perceptions of self-efficacy. Pearson correlations revealed that self-efficacy was significantly related to levels of gerontology content in curriculum, as well as practicum opportunities to work with older adults. While both gerontology curriculum and practice experience significantly predicted self-efficacy, multiple regression analysis revealed that practice experience had the stronger influence.  相似文献   

‘Voice’, young people and action research   总被引：3，自引：3，他引：0  

Mark Hadfield  Kaye Haw 《Educational Action Research》2013,21(3):485-502

This article moves from an overview of what is meant by the term ‘voice’ to discussing the significance of its links with action research. It does this through using a simple typology of three types of voice: Authoritative, Critical and Therapeutic. Each type of voice represents a different process of articulation and intended outcome. It then moves on to consider ‘voice’ and the collaboration of young people in educational action research by unpicking a series of four assumptions which delineate major theoretical and practical possibilities and limitations. These assumptions provide a critique of the underpinning ideologies held by professionals when supporting and listening to young people  相似文献   

'No finer school than a settlement': the development of the educational settlement movement     

Mark Freeman 《History of education》2013,42(3):245-262

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‘Simon Says’: a response from two nineteenth‐century educators     

Pam Hirsch  Mark McBeth 《History of education》2013,42(5):597-602

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Kurt Hahn: inspirational,visionary, outdoor and experiential educator     

Mark Freeman 《History of education》2013,42(4):563-565

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Special care needs and risk for child maltreatment reports among babies that graduated from the Neonatal Intensive Care     

Raja Nandyal  Arthur OworaElizabeth Risch  David BardBarbara Bonner  Mark Chaffin 《Child abuse & neglect》2013

Newborns discharged from intensive care are at elevated risk for child welfare reports, especially for child neglect. This study investigates the role of caregiving burden as a risk predictor among the NICU graduate population. Discharge data were captured for 2,463 infants graduating from a Neonatal Intensive Care Unit (NICU) during 2005–2008, then linked to child welfare reports at a median 3.2 year follow-up. Survival analyses were used to examine child welfare report outcomes conditional on caregiving burden and its moderating relationships with other family risk factors. Caregiving burden was associated primarily with an increased risk of child welfare reporting during the first few months to first year of life, after which risk was similar to NICU graduates without caregiving burden. Caregiving burden effects were potentiated by having three or more siblings in the family. A history of prior child welfare reports predicted very high risk, regardless of caregiving burden. Young maternal age increased risk. The findings suggest that the immediate months after NICU discharge may be an important window of child neglect prevention opportunity among newborns with special caregiving needs. This may be a key time to provide caregiver support and monitoring, particularly when caregivers have multiple children.  相似文献