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1.
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
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How will the expansion of the concept of construct validity affect validation practice in employment testing? How does the need for consequential validity differ in educational and employment testing? How do the research bases differ for performance assessment in these settings? Are there parallel trends in policies for test use in education and industry? 相似文献
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Chris Brown 《图书馆管理杂志》2018,58(4):375-381
This article proposes the incorporation of learning science into the programming and operation of public libraries. Learning science, a multidisciplinary field spanning cognitive science, psychology, neuroscience, economics, anthropology, and linguistics, has identified proven methods for enhancing learning at any age. The article highlights some of the tools and insights that are most relevant to libraries in their role as centers for informal learning. 相似文献
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Phil Cormack 《The Australian Educational Researcher》2011,38(2):133-148
This paper examines the report of the Inquiry into the Teaching of Literacy (Department of Education, Science & Training (DEST) 2005) and explores the claims it makes about reading pedagogy and the centrality of particular “methods” or “approaches” to teaching
backed by “scientific” evidence. Discourse analysis of the report shows that its logics allow only certain kinds of evidence
to count in policy, and that it reduces difficult social and political issues to questions of technique. This allows the report
to recommend an approach whereby qualitative insights and practitioners’ experience can be bypassed through valorising methods
developed and verified by scientific researchers. The report’s claims are considered genealogically in the light of historical
cases from the early nineteenth century, where educational reformers struggled with the issue of how to educate the children
of the poor. In one, the monitorial system promoted by Lancaster in England, there was a focus on reading which made teachers
or monitors artefacts of a standardised method. By way of contrast, in Scotland, a classroom approach developed by Stow (1854) made the teacher central to the process, as someone who sensitively interpreted and extended students’ experiences with
texts. Stow’s approach would form the model for the modern classroom in compulsory state schooling, while the monitorial system
would eventually be abandoned as ineffective. The historical cases demonstrate the dangers of approaches to policy that fail
to account for the complex interplay between teacher, student and text in the reading lesson. 相似文献
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