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Melissa Tremblay Jacqueline Pei Denise Plesuk Aimee Muchortow Paula Mihai Rod Jordao 《International journal for the advancement of counseling》2017,39(1):82-97
There is a lack of systematic research on the training of clinicians toward providing counselling services and support to individuals with Fetal Alcohol Spectrum Disorder (FASD). The aim of this qualitative project was twofold: (1) to develop and pilot a clinical consultation process that would address clinicians’ reported need for greater communication and information sharing in serving clients affected by FASD; and (2) to build a model of FASD-informed clinical counselling practice by examining this consultation process and by capturing the experiences of clinicians who were involved. Findings from focus groups and meeting minutes are reported with respect to the model’s focus on reflection, communication, and action. 相似文献
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Home visiting is a primary service delivery approach to promote young children’s development and support families. Early Intervention professionals are expected to partner with families to create effective learning experiences in the daily context of routine family life. Concerns about early childhood (special) educators’ readiness to take on this partnership role have been voiced, suggesting explicit learning opportunities are needed within preservice preparation programs. This study explored the impact of an introductory assignment analyzing a videotaped home visit on preservice Early Childhood Education/Early Childhood Special Education students’ learning about home visiting practices. Implications for scaffolding home visiting experiences in preservice preparation are discussed. 相似文献
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Sadie Westrup 《Educational Psychology in Practice》2013,29(3):309-325
An examination of the literature on Foetal Alcohol Spectrum Disorders (FASD) and its relevance to the work of Educational Psychologists (EPs) suggested that the impact of FASD on EPs’ casework is an area which has been underexplored, and which merits further attention. A search of major electronic databases was conducted online; however no articles were found which specifically examined the role of the EP in connection with FASD. This is surprising as international research suggests that prevalence of FASD is as high as 1%, which implies that all schools are already dealing with the significant effects of FASD. It is suggested that EPs are well-placed to help schools clarify and meet the needs of children with FASD. Early identification may help reduce the risk of secondary disabilities and improve life outcomes for this group. 相似文献
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Education Preparation Programs (EPPs) are increasingly pressured to demonstrate alignment between program supports and candidates’ outcomes. Using mixed methods, we studied the Early Field Immersion School (EFIS), an effort to improve candidates’ early field experiences. Participants included 171 candidates enrolled in a graduate certificate program and 11 university-based faculty. EFIS candidates spent increased time in early field experiences, yet EFIS was not associated with candidates’ performance at program exit. Although we found that while candidates and faculty alike valued EFIS supports, participation was negatively associated with perceptions of preparedness. We discuss these discrepancies and offer suggestions for ongoing research. 相似文献
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The impact of parental young onset dementia on children and young people's educational careers 
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下载免费PDF全文 It is well established that having a parent with any illness or disability can have an adverse effect on individuals’ experiences of education and on their educational progress. Advances in medical knowledge are leading to more people under 65 being diagnosed with young onset dementias and, concomitantly, to more children and young people who are in education having a parent with this diagnosis. Hardly any research has asked these young people directly about their experiences, but the limited evidence suggests that there will likely be significant emotional, mental and psychological damage with enduring impact on their lives. This article, drawing on findings from a unique narrative, auto/biographical study involving 24 British 6 to 31‐year‐olds, focuses on the consequences of parental young onset dementia for educational careers. These dementias are untimely progressive terminal illnesses with unpredictable trajectories and timelines, throughout the course of which physical, cognitive and emotional functions and abilities are inexorably lost. Participants’ experiences show that living with a parent with young onset dementia, whilst negotiating the education system, can be extremely hard. Difficulties are exacerbated by the condition's distinctive characteristics, the current lack of any cure and anticipatory, pre‐death grief. Lack of public awareness and understanding, both of young onset dementias and of dedicated resources and support services, also result in many feeling isolated and ignored. We make suggestions for positive provision and actions that educational institutions can make to begin to meet the particular needs of these young people. 相似文献
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The research described in this paper concerns the acquaintance of student teachers with the educational and wider pastoral experiences of children and young people who are or have been ‘looked after’ and who they may well teach at some point, together with the familiarisation of student teachers with the ‘looked after’ system in the UK. We discuss an exploratory awareness‐raising curriculum project within a Teacher Education Department at a University in the UK that utilises digital multimedia to develop a ‘community of awareness’ of young people and student teachers. As a result of this work, the student teachers were able to reflect on their pedagogical knowledge and practices related to teaching and wider pupil pastoral care. Further, those involved in the project therefore not only learned how to use technology, but to apply it in meaningful, productive ways, which were potentially transforming in terms of appreciation and knowledge of diversity. Benefits for the participants – the young people involved and the student teachers, as well as implications for both student teachers’ understanding of diversity and limitations of the technology – are discussed. 相似文献
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Eleanor Formby 《Sex education》2013,13(6):626-640
This paper presents new empirical data that highlight how a focus on ‘bullying’ is too limited and narrow when thinking about homophobia, biphobia and transphobia that young people may experience. The paper draws on two recent studies with young lesbian, gay, bisexual and trans participants, which each identified issues and experiences not readily captured within dominant bullying discourses and understandings. Findings are examined within three sections: beyond ‘bullying’, questioning inevitability, and (in)appropriate responses. In conclusion, I set out some implications and suggestions for the development of practice and future research concerning homophobia, biphobia and transphobia in youth settings. 相似文献
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Wendy Luttrell 《International Journal of Research & Method in Education》2013,36(2):183-185
This paper is about teaching and learning across the so‐called quantitative–qualitative divide in light of current debates in the US about the definition and quality of educational research. It draws on the author’s research and teaching experiences, her role in the redesign of qualitative methods coursework and participation in a school‐wide effort to improve doctoral training at Harvard Graduate School of Education. The paper explores institutional, cultural and psychological reasons for why the quantitative–qualitative divide persists, including researchers’ own anxieties. It is argued that epistemological tensions in educational research should be sustained and embraced rather than resolved in favor of one side over the other, as is too often the case. The author identifies how qualitative research departs from the quantitative model, placing distinct demands upon students who are learning the craft, and offers suggestions for what might help the process. 相似文献
10.
Zhen Li 《International Journal of Lifelong Education》2017,36(6):662-678
Active citizenship is increasingly being framed in the context of lifelong and life-wide learning. However, research on young people’s participation in and experience of different forms of civic practice, particularly in informal settings in different sociocultural contexts, is scarce. Consequently, little is known about how these experiences shape their learning about active citizenship, their understanding of the self and their relationship to society. This paper reports findings from a small-scale qualitative research on students’ experiences of participation in extra-curricular activities (ECAs) in a UK Transnational Higher Education institution in China, in relation to the development of active citizenship and lifelong learning capacity. The findings suggest ECAs can provide opportunities for students to accumulate knowledge and develop skills, attitudes and values that underpin the promotion of active citizenship, while developing habits and skills essential for lifelong learning. 相似文献
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Hope K. Gerde Rachel E. Schachter Barbara A. Wasik 《Early Childhood Education Journal》2013,41(5):315-323
Researchers and practitioners have become increasingly interested in how early childhood programs prepare young children for science. Due to a number of factors, including educators’ low self-efficacy for teaching science and lack of educational resources, many early childhood classrooms do not offer high-quality science experiences for young children. However, high-quality science education has the potential to lay an important foundation for children’s knowledge and interest in science as well as reinforcing and integrating critical language, literacy, and math readiness skills. This paper examines the current research on science in preschool classrooms and provides suggestions on how to teach science that supports children’s development across domains. Using the scientific method to explore science with young children provides a systematic model for engaging children in observation, questioning, predicting, experimenting, summarizing, and sharing results. These processes encourage children’s use of language, literacy, and mathematics skills in authentic ways. Suggestions are provided for teachers to use the scientific method as their guide for generating scientific discovery in their classroom. 相似文献
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The experiences of lesbian,gay and bisexual students and staff at a Further Education college in South East England 下载免费PDF全文
下载免费PDF全文 Research exploring the educational experiences of lesbian, gay and bisexual (LGB) students and staff members has traditionally been characterised by homophobia, hostility, victimisation and marginalisation. Recent research has evidenced a shift in the experiences of LGB young people, to somewhat more accepting and positive narratives, including within post‐compulsory schooling. Yet, there is limited research exploring the lived experiences of LGB staff members in the Further Education context. Utilising inclusive masculinity as a sociological paradigm, this research explores the qualitative data from the narratives of 26 LGB staff and students at one Further Education college in the south of England. The results find a distinct lack of homophobia within this college, a nuanced understanding of homosexually themed language, and an organisational culture of inclusivity and widespread symbolic visibility of the LGB community. Overall, our research aligns with broader social patterns that the experiences for LGB persons is improving. 相似文献
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Carol Reid 《International Journal of Inclusive Education》2013,17(6):617-631
This paper reports on a study into schooling responses to youth crime in south‐western Sydney, Australia. The project was a partnership between the New South Wales Department of Education and Training and the University of Western Sydney’s School of Education. Specifically, the paper analyses interviews with school leaders who were interested in understanding how to support young people constructed ‘at risk’ of engaging in criminal activity. A content analysis, drawing on the concept of ‘emotional capital’, revealed discourses of safety, hope, engagement, and justice and fairness in the narratives of participants. The various ways in which ‘emotion’ is operationalized in education is explored so that the nature of emotional capital and its class and gendered inflections are made clear. Emotional capital, as a theoretical framework, also provides new insights into the strategies used by school leaders and helps situate the experiences and interests of the participating principals and key staff in the schools in this study. 相似文献
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Catherine Forde Deirdre Horgan Shirley Martin Aisling Parkes 《Journal of Educational Change》2018,19(4):489-509
In Ireland there is progressive legislation on children’s participation in the education system. The Education Act 1998 advocates that school boards should involve students in the school and establish student councils in second-level schools. Since the publication of this legislation progress on realising students’ participation in schools has been slow. In 2006 the UN Committee on the Rights of the Child recommended that Ireland strengthen its efforts to enable children to express their views in schools and other educational institutions. The National Strategy on Children and Young People’s Participation in Decision-making (2015), the first to be produced internationally, commits to facilitating children and young people’s voice in the development of education policy, the running of schools and in other areas of school policy. This paper presents and discusses the results of qualitative participatory research with children and young people aged between 7 and 17 years, teachers and school principals, and parents, on their attitudes towards and opportunities for participation by students in schools in Ireland. The data reveal that students are keen to participate in school but recognise that their opportunities to do so are inadequate, that teachers understand participation very differently from students, and that parents have little knowledge of their children’s participatory experiences in school. It concludes that effective participation in schools requires policy, practical and cultural change. 相似文献
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The New South Wales (NSW) Government Department of Education and Communities and the Singapore Ministry of Education have encouraged teachers to engage in practitioner research as part of their professional learning agenda because it is perceived as a powerful means of investigating and improving educational practice. Drawing on a Schatzkian perspective, where social life is understood as being tied to a context, or ‘the site of the social’, we examine teachers’ experiences as practitioner researchers in NSW and Singapore. We also argue that practitioner research has been remodelled and re-interpreted differently in different contexts and that cultural context is a potent constituent of the practice architecture that prefigures practitioner research. Using data collected from interviews with 42 participants comprising academics, policy makers and teachers, we specifically illuminated those contextual/cultural characteristics respondents identified as factors that actively shape teachers’ experiences as practitioner researchers. 相似文献
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Vernon Gayle Susan Murray Roxanne Connelly 《British Journal of Sociology of Education》2016,37(3):350-370
In Britain, educational qualifications gained at school continue to play an important and central role in young people’s educational and employment pathways. Recently there has been growing interest in documenting the lives of ‘ordinary’ young people. In this paper we analyse the Youth Cohort Study of England and Wales in order to better document the experiences of those with ‘middle’ levels of school General Certificate of Secondary Education (GCSE) attainment. The overall pattern of school GCSE attainment is one of increasing levels of performance. GCSE attainment is still highly stratified. Girls performed better than boys, and there were some marked differences in attainment for pupils from the main minority ethnic groups. Most notably, parental socio-economic positions are the most important factor. The analyses fail to persuade us that there are clear boundaries that demark a ‘middle’ category of school GCSE attainment. We conclude that sociologists should study ‘ordinary’ young people; however, school GCSE attainment is best understood as a continuum, and measures such as the number of GCSEs or point scores are preferable. 相似文献
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R. Nicole Johnson-Ahorlu 《The Urban Review》2017,49(5):729-745
Critical Race Theory (CRT) scholars in Education, like activists, are intent on dismantling racism in education (and society at large), and often do so by engaging the problem of racial injustice through social science research. CRT research creates a wealth of awareness about how racism functions, and as a result, inspires social agency to create a more just society. This conceptual piece explores how CRT research, when joined with the efforts of activists, is even more potent with capacity to realize social justice. In the paper, the tenets of CRT in Education are outlined, and serve as the foundation of a model that reveal how each tenet can shape research designs, that inform decision making in social movement strategy development. The model is inspired by the author’s personal experiences with combining CRT research with social movement strategy development, and is intended to serve as an impetus for increased dialogue about how CRT social science research, particularly in Education, can support activists’ goals to dismantle racism. 相似文献