Staff development programs based on teacher choice: Insights from adult education research     

Lucy M. Guglielmino 《Journal of Personnel Evaluation in Education》1993,7(3):231-233

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Relationship transitions for parents of children with autism spectrum disorder: types,turbulence, and transition processing communication     

Kellie St.Cyr Brisini  Denise Haunani Solomon 《Journal of Applied Communication Research》2018,46(4):447-468

This study surveys transitions specific to parents of children with autism spectrum disorder (ASD), examines how aspects of relational turbulence vary based on the type of transition experienced, and explores the transition processing activities couples use to navigate marital transitions in this context. The study examined the transition experiences of 298 parents of children with ASD who were currently married. Participants detailed an important transition throughout the life span of their child with ASD using open-ended questions. They completed scales assessing qualities of the relationship during the transition and transition processing communication used to navigate the experience. Results demonstrate significant differences in experiences of relational turbulence based on the type of transition described. In particular, the initial diagnosis received the highest ratings for transition magnitude and relational turbulence compared to other common transitions. Engagement in transition processing communication predicted relational uncertainty and facilitation from a partner, which predicted relational turbulence.  相似文献   

School English,literature and the knowledge-base question     

Lyn Yates  Larissa McLean Davies  Lucy Buzacott  Brenton Doecke  Philip Mead  Wayne Sawyer 《Curriculum Journal》2019,30(1):51-68

This article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about the knowledge agenda, and the knowledge-base agenda for teaching and teacher education. The selection of texts and form of study of literature within the English curriculum has long been an area of controversy. Without assuming a particular position on knowledge in this area, this article shows that important questions of what knowledge-base teachers are expected to bring to their work are elided both in current regulations and debates, and in research on ‘good teaching’ in this area. If ‘literary studies’ (as a discipline or university major) is itself an unstable and changing field, what kind of knowledge does a good English teacher bring to their work? This paper takes up these questions in the context of the Australian Curriculum and standards for teacher registration, but it also points to the way these issues about knowledge are of broader relevance for researchers and teacher education.  相似文献   

Hop.Skip.Jump.Games: The effect of “principled” exergameplay on children's locomotor skill acquisition     

Jamie McGann  Johann Issartel  Lucy Hederman  Owen Conlan 《British journal of educational technology : journal of the Council for Educational Technology》2020,51(3):798-816

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A dialogue between partnership and feminism: deconstructing power and exclusion in higher education     

Lucy Mercer-Mapstone  Gina Mercer 《Teaching in Higher Education》2018,23(1):137-143

Students as partners (SaP) has seen an increase in focus as an area of active student engagement in higher education. Many complexities and challenges have been shared in this evolving field regarding inclusivity and power. We discuss, in this dialogue, insights that can be uncovered by exploring SaP through a feminist lens – illuminating the fact that both fields seem to be seated in similar radical processes of challenging, questioning, destabilising, deconstructing, and empowering. We unravel issues of power and exclusion by exploring: what feminist theories might add to SaP; embedded binaries and what they reveal about power relations within the language of SaP; and ways of writing about SaP that are inclusive. We aim to step away from dominant understandings, incite acts of self-reflection, and open possibilities for future research and practice by questioning the boundaries and binaries that currently shape the institutions of higher education.  相似文献   

Black School,White School: Racism and Educational (Mis)Leadership. Jeffrey S. Brooks. New York,NY: Teachers College Press, 2012, 153 pp., $28.95     

Lucy E. Bailey  Alexandra J. Holter 《Educational Studies A Journal of the American Educational Studies Association》2016,52(4):381-384

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Developmental Precursors of Relational Aggression From Late Childhood Through Adolescence     

Alazne Aizpitarte  Olivia E. Atherton  Lucy R. Zheng  Itziar Alonso-Arbiol  Richard W. Robins 《Child development》2019,90(1):117-126

Relational aggression—a psychological form of aggression—has numerous negative consequences for physical and emotional health. However, little is known about the risk factors that lead youth to engage in relational aggression. Using multimethod data from a longitudinal research of 674 Mexican-origin youth, this study examined the influence of parents, siblings, and peers on the development of relational aggression. Increases in relational aggression from age 10 to 16 were associated with: (a) low levels of parental monitoring and (b) increased association with deviant peers and siblings. These results held across gender and nativity status. The findings suggest that multiple socialization agents contribute to the development of relational aggression. We discuss the practical implications for reducing relational aggression during adolescence.  相似文献   

Assessment of attention in school children: teachers' ratings related to tests of attention     

Timothy C. Papadopoulos  J. P. Das  H. M. Nelly Kodero  Veronica Solomon 《欧洲特需教育杂志》2013,28(1):15-32

The paper provides (1) a teacher-administered rating instrument for inattention without confounding the rating with hyperactivity and conduct disorder, and (2) evidence that the ratings correlate with the scores obtained from cognitive tests of attention. In Study I, the first objective was to investigate the construct validity and the inter-rater reliability of the Attention Checklist (ACL) by factor analysing the teacher ratings of 110 Grade 4 children, obtained by using the ACL. The second objective was to investigate the predictive validity of the ACL by examining the relationship between the scores obtained for the participants from teachers' ratings using the ACL and the scores obtained by participants in the lab-type attention tests. The results of factor analysis showed that a single factor labelled ‘inattention’ underlies the 12 items in the ACL. Examining the differences in performance on attention tests, the ‘low attention’ children as rated by the teachers on the ACL scored lower than the ‘high attention’ children on the objective tests of attention. These findings were replicated in Study II, which was conducted to test further the construct validity and predictive validity of the ACL. This time, only those two tests (Auditory Attention and Visual Attention) that had shown relatively poor discrimination between the high and low attention groups in Study I were, again, administered to another cohort of 97 Grade 4 children, as it was our intention to further challenge the reliability of the ACL. Overall, the results of both studies suggest that comprehensive assessment of attention skills should include both ACL and objective measures of selective attention.  相似文献   

Exploring the link between culture and strategy in media organisations: The cases of the BBC and CNN     

Dr. Lucy Küng 《媒体管理杂志》2013,15(2):100-109

Abstract

This study employs participant observation methodology to examine the U.S. broadcast industry's cognitions of its external environment. Previous research has documented a tendency among industry participants to operate under outdated mental models of their environment. This tendency ‐ labeled ‘cognitive inertia’ ‐ provides the analytical framework for this study. The results provide indications that broadcasters operate under what appear to be outdated mental models of their external environment, with broadcasters appearing to pay inadequate attention to competing program sources and failing to account for the changing demographic composition of the television audience. However, these conclusions are tempered by the broadcast industry's dual‐product marketplace characteristics, wherein cognitions that would appear to reflect inadequate assessment of the content market may in fact reasonably reflect the contemporary realities of the audience market.  相似文献   

Bridge foundations.—Description of the mode of founding the piers of the Ohio and Pennsylvania Railroad Bridge,across the Allegheny River at Pittsburgh     

Solomon W. Roberts 《Journal of The Franklin Institute》1840

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