Invisible children? The need for support groups for siblings of disabled children     

Angie Naylor  Phil Prescott 《British Journal of Special Education》2004,31(4):199-206

Previous research and first-hand experience suggest that a child with a disability can have a profound effect on family life. Although the need for sibling support has been acknowledged in legislation, the implications for non-disabled siblings remain unclear. In this article, Angie Naylor, lecturer in psychology, and Phil Prescott, senior lecturer in childhood and youth studies, both based at Edge Hill, review a number of key themes emerging from the literature on sibling support. They go on to report the findings from an in-depth study of one sibling support group. The work was carried out in partnership with Barnardo's in the north-west of England and involved setting up a sibling support group, in response to an analysis of local need, and evaluating its impact. This research indicates a clear need for further service provision to meet the needs of the siblings of disabled children who attended the scheme. Angie Naylor and Phil Prescott argue for a reinvigorated debate about the needs of such children and champion the importance of listening to children and valuing what they have to say. The results of this small-scale evaluation project have clear implications for future research and, potentially, for policy and practice.  相似文献   

Academic journals and the politics of publication in adult,continuing and lifelong education     

Marcella Milana  Steven Hodge  John Holford  Richard Waller  Sue Webb 《International Journal of Lifelong Education》2016,35(6):587-589

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Enrolment and performance of distance students in matriculation English courses at the University of Papua New Guinea: The gender difference     

Angie Phillip 《Distance Education》1992,13(2):327-333

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Institute of Food Technologists (IFT) Education Division Competition 2010 Winner: The Organic Price Tag     

Angie Che Yan Lam 《Journal of Food Science Education》2011,10(3):30-31

Abstract: One of the core competencies in the Institute of Food Technologists (IFT) Education standards is for students to achieve competency in communication skills (that is, oral and written communication, listening, interviewing, and so on). According to the IFT guidelines, by the time students graduate, they should not only be able to search for and condense information, but also be able to “communicate technical information to a nontechnical audience.” The Education Division of IFT sponsors a writing competition for undergraduate students to bring attention to and promote the development of communication skills. It has been shown that employees/entry‐level scientists who can communicate technical and nontechnical concepts succinctly will be in a better position to achieve management status after entering the work force. Monetary prizes are awarded to the authors of the top three papers. A revised version of the winning entry is published in the Journal of Food Science Education for dissemination to a world‐wide audience.  相似文献   

Bringing Inquiry to the First Two Years of College Mathematics     

Dana C. Ernst  Theron Hitchman  Angie Hodge 《PRIMUS》2017,27(7):641-645

Abstract

In this editorial, we provide an introduction to the special issue on Inquiry-Based Learning in First and Second Year Courses. We also discuss the essential features of inquiry-based learning and provide a brief overview of the literature and evidence for its effectiveness.  相似文献   

Identity: a complex structure for researching students’ academic behavior in science and mathematics     

Mehmet Aydeniz  Lynn Liao Hodge 《Cultural Studies of Science Education》2011,6(2):509-523

This article is a response to Pike and Dunne’s research. The focus of their analysis is on reflections of studying science post-16. Pike and Dunne draw attention to under enrollments in science, technology, engineering, and mathematics (STEM) fields, in particular, in the field of physics, chemistry and biology in the United Kingdom. We provide an analysis of how the authors conceptualize the problem of scientific career choices, the theoretical framework through which they study the problem, and the methodology they use to collect and analyze data. In addition, we examine the perspective they provide in light of new developments in the field of students’ attitudes towards science and mathematics. More precisely, we draw attention to and explicate the authors’ use of identity from the perspective of emerging theories that explore the relationships between the learner and culture in the context of science and mathematics.  相似文献   

Code-switching 101: Black women counselor educators’ personal and professional identity development     

Loni Crumb  Angie D. Cartwright  Dominique S. Hammonds  Janeé Avent Harris 《Counselor Education & Supervision》2023,62(3):233-247

The perceptions of personal and professional identity development from four Black women counselor educators were examined through a collaborative autoethnography methodology. Themes identified include (a) intentionality of code-switching, (b) inextricable identities, (c) fight for and with authenticity, and (d) mutual development of personal and professional identities.  相似文献   

Prosocial and antisocial behavior in sport: the role of coaching style, autonomous vs. controlled motivation, and moral disengagement     

Hodge K  Lonsdale C 《运动与训练心理学杂志》2011,33(4):527-547

The purpose of this study was to examine whether the relationships between contextual factors (i.e., autonomy-supportive vs. controlling coaching style) and person factors (i.e., autonomous vs. controlled motivation) outlined in self-determination theory (SDT) were related to prosocial and antisocial behaviors in sport. We also investigated moral disengagement as a mediator of these relationships. Athletes' (n = 292, M = 19.53 years) responses largely supported our SDT-derived hypotheses. Results indicated that an autonomy-supportive coaching style was associated with prosocial behavior toward teammates; this relationship was mediated by autonomous motivation. Controlled motivation was associated with antisocial behavior toward teammates and antisocial behavior toward opponents, and these two relationships were mediated by moral disengagement. The results provide support for research investigating the effect of autonomy-supportive coaching interventions on athletes' prosocial and antisocial behavior.  相似文献   

An Experimental Test of Medical Disclosure and Consent Documentation: Assessing Patient Comprehension,Self-Efficacy,and Uncertainty     

Erin E. Donovan  Brittani Crook  Laura E. Brown  Angie E. Pastorek  Camille A. Hall  Michael S. Mackert 《Communication monographs》2014,81(2):239-260

Effectively conveying risks and hazards in medical disclosure and informed consent documentation is a crucial type of communication. However, existing protocols typically do not meet the needs of patients or practitioners. In the present study, we advance a reconceptualization of obtaining written informed consent by analyzing it as a process of uncertainty management rather than a matter of document readability and recall. Results of this randomized trial indicated that patients who reviewed a simplified consent document reported greater comprehension of medico-legal terminology and lower uncertainty about the document, although they did not evince greater self-efficacy. Health literacy was a significant moderator of the relationship between consent form version and comprehension.  相似文献   

Needs or rights? A challenge to the discourse of special education     

Katherine Runswick‐Cole  Nick Hodge 《British Journal of Special Education》2009,36(4):198-203

It is nearly 30 years since Mary Warnock's Report of the Committee of Enquiry into the Education of Handicapped Children and Young People introduced the phrase ‘special educational needs’ into the UK education system. In this article, Katherine Runswick‐Cole, Research Associate at Manchester Metropolitan University, and Nick Hodge, Principal Lecturer in Research Development at Sheffield Hallam University, argue for the abandonment of the ‘special needs’ discourse, claiming that it has, in fact, led to exclusionary practices within education. Building on the work of early years educators in Reggio Emilia schools in Northern Italy, the authors advocate for the adoption of the phrase ‘educational rights’ and suggest that the positive impact of such a linguistic turn would be significant for the lives of young people currently described as having ‘special educational needs’ and for children's rights.  相似文献