‘I would say nine times out of 10 they come to the LSA rather than the teacher’. The role of teaching assistants in supporting children's mental health     

Ida Conboy 《Support for Learning》2021,36(3):380-399

This research explored how seven primary school teaching assistants (TAs) experienced their role in supporting children's mental health. Interviews were analysed using Interpretative Phenomenological Analysis (IPA). The participants believed that they supported children's mental health and particularly referenced the close relationships that they formed with children. Throughout their accounts of supporting children, the TAs referenced helpful factors (e.g. support from other staff) and challenges (e.g. hierarchy) within the school system. Supporting children’s mental health was an emotional experience for the TAs; they discussed the rewarding element, however, the topic also elicited fear. The findings provide several implications for school staff and external professionals about how TAs can be supported in their role. These include involving TAs in training opportunities, providing TAs with supervision, considering communication systems in schools, and introducing a mental health policy.  相似文献   

On the changing appearance of,and potential treatment options for,softening and dripping paints in CoBrA oil paintings     

Ida Antonia Tank Bronken  Jaap J. Boon  Robert W. Corkery  Hartmut Kutzke  Calin Constantin Steindal 《文物保护研究》2016,61(3):269-270

  相似文献   

Statistical modelling of knee valgus during a continuous jump test     

Nagano Y  Sakagami M  Ida H  Akai M  Fukubayashi T 《Sports biomechanics / International Society of Biomechanics in Sports》2008,7(3):342-350

Landing with the knee in a valgus position is recognized as a risk factor for anterior cruciate ligament (ACL) injury. Using linear and non-linear regression analyses, the purpose of this study was to examine the correlation between two-dimensional (2D) knee valgus and three-dimensional (3D) knee kinematics measured during a jump landing task. Twenty-eight female collegiate athletes participated. All participants were required to perform a continuous jump test. The average maximum angles of abduction and internal tibial rotation during landing were measured using the Point Cluster Technique. Average peak knee valgus angle was measured using a 2D approach. Linear and non-linear regression analyses between 2D valgus and 3D knee abduction, and between 2D valgus and 3D internal tibial rotation, were performed. The R2 value between 2D valgus and 3D knee abduction was significantly different from zero and had a moderate correlation for all models, whereas the R2 value between 2D valgus and 3D internal tibial rotation was not significantly different from zero. The 2D approach could be used to screen a specific group of individuals for risk of ACL injury; however, using frontal plane 2D analysis of valgus motion to evaluate internal tibial rotation is not advised.  相似文献   

Gender,dialogue and discursive psychology: a pilot sexuality intervention with South African High-School learners     

Nicola Jearey-Graham  Catriona Ida Macleod 《Sex education》2017,17(5):555-570

Good-quality sexuality education can be effective in reducing sexual health risks, but may also be disconnected from the lived realities of learners’ lives and reinforce gendered stereotypes. In line with the trend towards ‘empowerment’ in and through sexuality education, we implemented a pilot sexuality intervention with Grade 10 participants following a rigorous consultation process. Nine weekly group dialogues were held with 11 participants, with 2 follow-up sessions the next year. Freirian principles of critical consciousness and dialogical pedagogy, infused with discursive psychological understandings, were used to foreground gendered/sexual norms and to provide recognition for participants in a variety of gendered and sexual subject positions. Sessions were recorded, the facilitator kept a diary, and participants were asked to evaluate the intervention. The dialogical format of the group generated curiosity and engagement, and some participants took up a ‘responsible’ sexual subject position in a reflexive manner. A partial normalisation of some ‘hidden’ aspects of sex was enabled, and critical consciousness around some gendered inequities was promoted. We argue, first, that it is not so much sexuality education that young people need, but sexuality dialogues, and second, that a discursive psychology framework provides a nuanced and fruitful dimension to Freirean inspired ‘empowerment’ sexuality interventions.  相似文献   

The conditions for establishment of an ideological dilemma: antagonistic discourses and over-determined identity in school music teaching     

Claes Ericsson  Monica Lindgren 《Discourse: Studies in the Cultural Politics of Education》2011,32(5):713-728

This article presents an analysis of video documentation of music teaching in Swedish schools. The article is based on a larger research project, funded by The Swedish Research Council, the purpose of which has been to study how market aesthetics and students’ everyday culture are applied to the teaching of music. The introduction presents a background for the study's focus on music teaching in relation to issues of student influence. Next, the theoretical and methodological starting points are presented. With discourse psychological microanalysis as a point of departure, the ideological dilemma that has emerged in the analysis of the videos is then identified and discussed. In addition, the different types of subject positions contained in the studied discursive practice are problematized. The article concludes with a discussion of a number of factors that contribute to the establishment of ideological dilemmas in school practitioners of music education.  相似文献   

Not just another evaluation: a comparative study of four educational quality projects at Swedish universities     

Karlsson  Sara  Fogelberg  Karin  Kettis  Åsa  Lindgren  Stefan  Sandoff  Mette  Geschwind  Lars 《Tertiary Education and Management》2014,20(3):239-251

In this study, four recent self-initiated educational quality projects at Swedish universities are compared and analyzed. The article focuses on how the universities have handled the tension between external demands and internal norms. The aim is to contribute to an improved understanding of quality management in contemporary universities. On the one hand, the projects are found to be built on similar rationales associated with accountability, reputation building and strategic management. This is interpreted as a response to the shared external policy context. They are also found to mirror similar ambitions regarding raising the status of education. On the other hand, the projects are found to differ considerably in their actual design, methodology, implementation, stakeholders and outcomes. This is interpreted as an active adaptation to the unique internal academic norms and cultures that exist in each university.  相似文献   

Behavioral field analysis in two strains of rats in a conditioned defensive burying paradigm     

Akira Tsuda  Yoshishige Ida  Masatoshi Tanaka 《Learning & behavior》1988,16(3):354-358

Two strains of rats (albino Wistar and hooded PVG/c) were exposed to a conditioned defensive burying paradigm that consisted of placing rats in a test chamber with bedding material on the floor, shocking them with a shock prod, and recording the time each rat spent in burying responses toward the prod. Various behaviors other than burying (freezing, grooming/paw licking) were observed by a time-sampling procedure during the control, conditioning, and extinction sessions, each of which was 15 min in duration. Wistar rats generally showed behavioral inhibition, as evidenced by less burying, lower exploratory and ambulatory behavior, and higher freezing behavior. PVG/c rats spent significantly more time engaged in burying and accumulated more bedding material in the conditioning session than did the Wistar rats. No significant differences between the two strains of rats were observed during the extinction session in terms of these measurements. The results indicate that Wistar rats have a greater tendency to freeze when coping with the noxious stimulus in a conditioned defensive burying paradigm, whereas the dominant coping style for PVG/c rats is defensive burying.  相似文献   

Towards an ethics of sexuality – alternative feminist figurations and a (boy) child: a close reading of a prize-winning sex education manual from the early twentieth century     

Anne-Li Lindgren 《Gender and education》2019,31(6):774-787

Sex education has been a major concern that has run in parallel with the creation of the modern concept of childhood (innocence) in Western societies. When priests opposed sex education for children, teachers and physicians advocated the need for education. In Sweden, in the early twentieth century, two female physicians wrote a prize-winning manual about sex education. In this paper, I present a close reading of the manual with a focus on how the (boy) child and (mother) woman were presented. The analysis aims to read the manual in three ways pointing to how it communicated resistance to otherings of the female body: (i) one reading focusing on how the female and (boy) male bodies were imagined, (ii) a second reading informed by Freudian theory and, (iii) a third reading guided by contemporary feminist studies which highlight, among other topics, the importance of investing in a representation of femininity defined by women. I will show how the authors gave an alternative interpretation of the mother–child-father relationship compared to Freud, and that they did so by writing their bodies into the text. The analysis shows how a striving towards an ethics of sexuality, including gender equality, have been part of the sex education genre for many years, and can serve as an inspiration today.  相似文献   

Consequences of school grading systems on adolescent health: evidence from a Swedish school reform     

Björn Högberg  Joakim Lindgren  Klara Johansson  Mattias Strandh  Solveig Petersen 《教育政策杂志》2021,36(1):84-106

ABSTRACT

Education reforms that entail increased emphasis on high-stakes testing, assessment and grading have spread across education systems in recent decades. Critics have argued that these policies could have consequences for stress, identity, self-esteem and the overall health of pupils. However, these potentially negative consequences have rarely been investigated in a systematic and rigorous way. In this study we use a major education reform in Sweden, which introduced grades and increased the use of testing for pupils in the 6^th and 7^th school year (aged 12 to 13 years), to study the consequences of grading and assessment for health outcomes. Using data from the Health Behaviours of School-Aged Children Survey, we find that the reform increased school-related stress and reduced the academic self-esteem of pupils in the 7^th school year. This, in turn, had an indirect effect on psychosomatic symptoms and life satisfaction for these pupils. Moreover, the negative effects of the reform were generally stronger for girls, thereby widening the already troubling gender differences in health. We conclude that accountability reforms aimed at increased use of testing, assessment and grading can potentially have negative side effects on pupils’ health.  相似文献   

Feminine sexual desire and shame in the classroom: an educator’s constructions of and investments in sexuality education     

Lisa Saville Young  Dale Moodley  Catriona Ida Macleod 《Sex education》2019,19(4):486-500

ABSTRACT

Within the growing body of literature on sexuality education in South Africa, researchers have highlighted how teachers may face, or themselves be, barriers to the implementation of rights-based comprehensive sexuality education. Important issues with regard to educators are: firstly, the social and discursive space within which educators are located; and secondly, the complex emotional and psychic investments that educators take up within particular discourses and practices. This paper explores, through a psychosocial reading of an interview extract with a particular educator based in the Eastern Cape of South Africa, how discursive and psychic concerns are sutured within the complex subjectivity of the educator as the medium for sexual education in schools. Specifically, it highlights the numerous ways in which feminine sexuality and desire may be avoided, denied and silenced. Even when feminine desire is specifically evoked as in this case, it is done so in a way that ensures social and cultural respectability, thereby reproducing shame narratives that form and maintain traditional gender discourses. Our analysis demonstrates how engaging with educators as subjects with their own sexual history and psychic dynamics, and as individuals with raced, gendered and classed identities, is a potentially transformative perspective for effective sexuality education.  相似文献