School exclusion,substance misuse and use of weapons: an interpretative phenomenological analysis of interviews with children     

Sarah Martin-Denham 《Support for Learning》2021,36(4):532-554

The study presents data drawn from semi-structured interviews with five young people permanently excluded from schools in North East England. The research aimed to investigate the risk factors that lead to the children using illegal drugs, to determine the drivers and implications for drug misuse and the carrying of knives into school. The research also hoped to elicit from the young people, the solutions that could have prevented their exclusion from school. The interviews were analysed using interpretative phenomenological analysis to understand how a homogenous sample made sense of their lived experiences. The findings highlight the importance of prompt identification and support for children with learning and subsequent mental health needs as the evidence suggests they lead to perceived negative behaviours by teachers. The research provides further evidence that behaviour sanctions in mainstream schools such as detention and isolation booths do not improve behaviour but make it worse. Original to this research is the finding that children are consuming drugs before school to cope with their inability to access the learning, to aid their concentration and to medicate themselves to reduce the likelihood of being sanctioned by teachers.  相似文献   

Nostalgia,homesickness and emotional formation on the eighteenth-century Grand Tour     

Sarah Goldsmith 《Cultural and Social History》2018,15(3):333-360

Nostalgia and homesickness were well-known eighteenth-century ailments. Undertaking protracted travels, Grand Tourists were potential sufferers, yet these emotional afflictions are absent from the Tour's lengthy lists of hazards. Querying this and applying history of emotions approaches to the histories of the Tour, masculinity and the family, this article examines how Tourists and tutors navigated nostalgia and homesickness as emotions that sat uneasily with the Tour's wider aims of masculine formation. Such investigations offer a means of unpicking the complex, contradictory demands placed on young gentlemen during their emotional formation. Through this, it contributes to wider reconsiderations of eighteenth-century masculinity.  相似文献   

Food (in)security communication: a Journal of Applied Communication Research forum addressing current challenges and future possibilities     

Megan K. Schraedley  Hamilton Bean  Sarah E. Dempsey  Mohan J. Dutta  Kathleen P. Hunt  Sonia R. Ivancic 《Journal of Applied Communication Research》2020,48(2):166-185

ABSTRACT

This forum brings together food, (in)security, and communication. The authors participating in this forum center communication as both process and tool for understanding, mitigating, and making meaning of food (in)security. The nine authors together discuss the role of communication in food (in)security, the central challenges for scholars and practitioners working on food (in)security, and the creative possibilities and impacts influencing the future of food (in)security. The forum produces a call for applied scholars to re-imagine communication frameworks in order to make meaningful differences in their communities.  相似文献   

The link between student-perceived teacher talk and student enjoyment,anxiety and discursive engagement in the classroom     

Gaowei Chen  Jiahong Zhang  Carol K. K. Chan  Sarah Michaels  Lauren B. Resnick  Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N_{7th grade} = 1,146 and N_{8th grade} = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献   

Variation in Valuation: How Research Groups Accumulate Credibility in Four Epistemic Cultures     

Hessels  Laurens K.  Franssen  Thomas  Scholten  Wout  de Rijcke  Sarah 《Minerva》2019,57(2):127-149

Minerva - This paper aims to explore disciplinary variation in valuation practices by comparing the way research groups accumulate credibility across four epistemic cultures. Our analysis is based...  相似文献   

Identifying Liars Through Automatic Decoding of Children's Facial Expressions     

Kaila C. Bruer  Sarah Zanette  Xiao Pan Ding  Thomas D. Lyon  Kang Lee 《Child development》2020,91(4):e995-e1011

This study explored whether children's (N = 158; 4- to 9 years old) nonverbal facial expressions can be used to identify when children are being deceptive. Using a computer vision program to automatically decode children's facial expressions according to the Facial Action Coding System, this study employed machine learning to determine whether facial expressions can be used to discriminate between children who concealed breaking a toy(liars) and those who did not break a toy(nonliars). Results found that, regardless of age or history of maltreatment, children's facial expressions could accurately (73%) be distinguished between liars and nonliars. Two emotions, surprise and fear, were more strongly expressed by liars than nonliars. These findings provide evidence to support the use of automatically coded facial expressions to detect children's deception.  相似文献   

Body composition differences by age and playing standard in male rugby union and rugby league: A systematic review and meta-analysis     

Tom Geeson-Brown  Ben Jones  Kevin Till  Sarah Chantler  Kevin Deighton 《Journal of sports sciences》2020,38(19):2161-2176

ABSTRACT

This systematic review and meta-analysis aimed to determine differences in body compositionn between playing standard and age in male rugby union and rugby league athletes. The MOOSE (Meta-analysis of Observational Studies in Epidemiology) guidelines for design, implementation, and reporting were followed. Studies were required to be in male rugby union or league and have body composition as the primary or secondary outcome. Data was required to be presented separately for positional groups and body composition presented as whole-body. A systematic search was performed in PubMed, Cochrane Library, MEDLINE, SPORTDiscus, and CINHAHL via EBSCOhost. 57 studies were included for meta-analysis. Results highlighted significantly higher fat-free mass in senior elite than senior sub-elite or junior elite athletes for all RU and RL forwards. Small and non-significant differences were found in fat mass between rugby union playing standards and age categories. Rugby league senior elite forwards had less fat mass than junior elite forwards. Practitioners should prioritise training and nutritional strategies that maximise fat-free mass development, especially in junior elite cohorts.  相似文献   

Examining the role of school psychologists as providers of mental and behavioral health services     

Katie Eklund  Sarah L. DeMarchena  Eric Rossen  Jared T. Izumi  Kelly Vaillancourt  Shawna Rader Kelly 《Psychology in the schools》2020,57(4):489-501

The school setting represents the most common setting by which youth receive mental and behavioral health (MBH) services (Farmer et al., 2003, Psychiatr Serv, 54, 60–66). Nevertheless, many school psychologists are not providing MBH services despite the high prevalence of need. Additional research is needed to understand factors leading to these deficits, as well as potential solutions to ameliorate these concerns. The current study surveyed 341 school psychologists across seven states and found current ratios are one school psychologist for every 1,500–2,000 students. Study results suggest school psychologists are providing a half to full day of universal, prevention-oriented MBH services each week whereas more targeted, direct services (e.g., individual or small group counseling) are offered 1–4 hr each week. The school psychologist-to-student ratios also demonstrated a statistically significant and inverse association with the provision of targeted MBH services, with higher ratios resulting in fewer MBH services. Respondents provided potential solutions for how to expand the delivery of MBH services within schools, including increased awareness and support among school and district administrators, as well as access to training and professional development related to MBH services.  相似文献   

Re: It is a mistake to conclude that sexual abuse and sexualized behavior are not related: a reply to Drach, Wientzen, and Ricci (2001)     

Friedrich WN  Gully KJ  Trane ST 《Child abuse & neglect》2005,29(4):297-302; author reply 303-6

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Zoo educators face common and specific demands and resources: an application of the JD-R model     

Daniela Sellmann  Valerie Beckmann  Sarah Panzlaff  Susanne Menzel 《Environmental Education Research》2019,25(1):92-114

Zoo educators are important communicators of the targets in education for sustainable development and therefore carry great responsibility for global environmental change. However, German zoo educators form a heterogeneous group, many of them working in non-permanent job positions and facing multiple challenges at work. Applying the job demands-resources model, our study aims at revealing factors influencing zoo educators’ job strain. Our data from eight in-depth interviews with German zoo educators confirm that they perceive common factors known from other studies, such as demands (e.g. workload) and resources (e.g. supervisory support). Besides this, job-specific factors were identified (e.g. working with humans and animals). The demands zoo educators mentioned could be classified either as job hindrances (e.g. lack of equipment) or job challenges (e.g. learning). Future studies should quantify these results to facilitate the development of appropriate measures to reduce educators’ job strain, thus enhancing their performance.  相似文献