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排序方式: 共有299条查询结果,搜索用时 296 毫秒
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Crawford April Vaughn Kelly A. Guttentag Cathy L. Varghese Cheryl Oh Yoonkyung Zucker Tricia A. 《Early Childhood Education Journal》2021,49(5):829-840
Early Childhood Education Journal - The COVID-19 pandemic impacted early childhood programs serving infants, toddlers, and preschoolers in dramatic ways. After temporarily closing, many educators... 相似文献
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Cathy Atkinson George Thomas Natasha Goodhall Laura Barker Isabella Healey Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25
Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources. 相似文献
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Clare Carruthers Brenda McCarron Peter Bolan Adrian Devine Una McMahon-Beattie Amy Burns 《Assessment & Evaluation in Higher Education》2015,40(3):352-370
This study aims to ascertain student and staff attitudes to and perceptions of audio feedback made available via the virtual learning environment (VLE) for summative assessment. Consistent with action research and reflective practice, this study identifies best practice, highlighting issues in relation to implementation with the intention of redesigning activities in the light of the findings. It utilises four case studies where audio feedback was provided to students using the Wimba voice authoring tool within Blackboard Learn+ for various types of summative assessment. The intention was to identify how and in what context audio feedback via the VLE is effective and why. The research was undertaken via a combination of techniques, including a student survey and staff reflective logs. The findings indicate that students liked the convenience, effectiveness, flexibility and personalised nature of this feedback, but raised concerns with some aspects of the technology. This paper also makes practical recommendations for the use of the feedback mechanism, focusing on the most effective use of the digital medium, and highlights directions for future research. 相似文献
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Cathy Lockhart Evonne Miller 《The International Journal of Art & Design Education》2016,35(2):213-228
Despite over three decades of legislation and initiatives designed to tackle the traditional gender divide in the science, technology and design fields, only a quarter of the registered architects in Australia are women. There are no statistics available for other design disciplines, with little known about why women choose design as a career path and who or what influences this decision. This qualitative research addresses this knowledge gap, through semi‐structured in‐depth interviews conducted with 19 Australian women who completed an industrial (product) design degree. Thematic analysis revealed three key themes: childhood aptitude and exposure; significant experiences and people; and design as a serendipitous choice. The findings emphasise the importance of early exposure to design as a potential career choice, highlighting the critical role played by parents, teachers, professionals and social networks. 相似文献
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While previous research has consistently cited education as a high risk profession for negative workplace relationships, there has been little consideration of the impact of workplace bullying for those involved. This paper seeks to address this lacuna through the analysis of 24, in-depth interviews with self-identified victims of workplace bullying who work, or have worked, in primary schools. The study reveals the profound physical, psychological, social, and economic effects of these toxic behaviors upon the interviewees, along with the resistance strategies they employed to help them cope with their experiences. Through a lens of Foucauldian conceptualisation of power, this study explores the broader implications for school organizational culture, as well as for individual teachers and the pupils they teach. 相似文献
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This article reports on a UK study identifying innovative practice in the use of ICT to link home and school and its potential for enhancing learning. It is set in the context of recent political tensions and the mismatch between ICT use in the home and traditional educational systems. The theoretical framework draws upon curriculum theories and reviews what is already known about home use of ICT. A survey was administered to schools identified for innovative models of practice in both teaching and learning, and management and administration. From the 115 responses, eight contrasting case-study schools were selected. Three exemplars highlight a shift in practices: a move towards self-directed learning; greater flexibility and autonomy for students; and improved communication between home and school. We argue that technology could support a broader access to the curriculum, but that policy-makers should be aware of the digital divide issues. Young people's home use of technology suggests a rich experience involving exploratory activities, access to knowledge and the opportunity to publish their views. Curriculum reform is essential in order to maximize the potential of technology. It demands a shift away from current curriculum and pedagogy towards critical thinking and knowledge construction. 相似文献
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