Comparison of individual factors in school psychology graduate students: Why do students pursue a degree in school psychology?     

Scott L. Graves JR.  Lynda Brown Wright 《Psychology in the schools》2007,44(8):865-872

The purpose of this study was to investigate what factors influenced students to enter the field of school psychology. Although numerous studies have documented the thoughts and perspectives of practitioners regarding why they have chosen to become school psychologists, attempts to recruit and retain an adequate number of school psychology practitioners and researchers have shown limited success. A national sample of 307 school psychology graduate students responded to a survey designed to measure issues related to the current state of professional practice, the influence of parental education, and professional organization recruitment. Results indicated that working with children and personal experiences within the school system were highly related to participant's decisions to become school psychologists. In addition, doctoral level and nondoctoral level students present similar reasons for entering the field. This research is discussed in terms of its implications for future research and the current shortage of school psychology practitioners and faculty. © 2007 Wiley Periodicals, Inc. Psychol Schs 44: 865–872, 2007.  相似文献   

Instructional development and third world textbooks     

Clifton Chadwick 《Educational technology research and development : ETR & D》1990,38(3):51-59

Educational conditions for children in Third World countries are considerably inferior to conditions in industrialized countries. One important effort to improve conditions has been major textbook-development projects financed by international organizations, including the World Bank. This article looks at the success of such projects and the possible reasons for problems. Then it addresses two crucial questions: Why have these major textbook-development projects ignored instructional development? What could instructional development offer these projects?  相似文献   

Teaching and nurturing: changing conceptions of self as teacher in a case study of becoming a teacher     

Robert V. Bullough JR  J. Gary Knowles 《International journal of qualitative studies in education》2013,26(2):121-140

Interest is growing in better understanding how teachers think and how they come to think like teachers. From a theoretical orientation informed by insights gained from symbolic inter‐actionism, recent research in the role metaphors play in self‐understanding, and schema theory, the authors present a case study of the first year of teaching of a divorced mother of five young children. Over the course of the year this teacher's understanding of herself as teacher changes, as indicated by changes in her personal teaching metaphor, teacher is nurturer. The reasons for these changes are explored. Of particular note is the struggle this teacher has balancing the demands of home and work. Finally, some implications for teacher education are discussed.  相似文献   

The use of consumer injury registry data to evaluate physical abuse     

D L Chadwick 《Child abuse & neglect》1989,13(3):443-444

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Interactional power and support in digital inclusion of an adult with intellectual disabilities: a case study analysis     

Darren D. Chadwick  Susan Buell 《Journal of Research in Special Educational Needs》2023,23(3):251-261

Digital inclusion of people with intellectual disabilities is not commensurate with those without disabilities. Societal, political, financial, individual and interpersonal barriers help explain this disparity. Caregivers can act as both support and gatekeeper to internet access and use by adults with intellectual disabilities. This study investigated micro-level interpersonal factors influencing access and use of the internet by an adult with intellectual disabilities to explore the balance and interplay of power and support around the processes of digital inclusion and online risk taking. Taking a case study approach, perspectives of three key stakeholders were gathered via interviews: the person with intellectual disabilities, his mother and a paid support worker. Perspectives and experiences were contrasted using systemic functional linguistic analysis of discourse to explore the ways power and support were represented in the language of negotiated digital inclusion. Dynamics between the parent and person with intellectual disabilities and between the parent and paid staff clearly influenced processes of digital inclusion and were affected by varying priorities, positions and perceptions of power to allow, disallow and monitor access and use of the internet. These had the power to shape and drive internet access. Language choices by the person with intellectual disabilities showed that he was not fully aware of the risks involved in engaging with certain aspects of digital inclusion but how he spoke about the internet indicated some autonomy in technology use. Supporting the development of digital competence, confidence and resilience in people with learning disabilities should be combined with support to increase self-awareness regarding digital risk. Those supporting people with intellectual disabilities towards digital inclusion need additional guidance on how to do this effectively for the people they support.  相似文献   

Light-speed Constancy Versus Light-speed Invariance in the Derivation of Relativistic Kinematics     

BROWN  HARVEY R.; MAIA  ADOLFO  JR 《The British journal for the philosophy of science》1993,44(3):381-407

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The Idea of a Summer Workshop For High School Philosophy Teachers     

WILLIAM B. BARTON  JR. 《Educational theory》1967,17(3):262-264

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Letter to the editor     

David L. Chadwick 《Child abuse & neglect》1985,9(1):125

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REVIEW SYMPOSIUM     

Dr Priscilla Chadwick  Marie Parker‐Jenkins  Ivan Reid 《British Journal of Sociology of Education》2007,28(4):519-528

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An overview of educational technology in Latin America     

Clifton Chadwick 《Prospects》1982,12(3):347-355

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