Career Decision-Making Skills of High School Students in The Bahamas     

Karen D. Rowland 《Journal of Career Development》2004,31(1):1-13

The purpose of the study was to examine the confidence level in career decision-making of Bahamian adolescents in the high schools in Nassau, Bahamas, investigating factors that influence one's level of confidence in career decision-making. The Career Decision Scale along with a demographic survey were administered to 385 11th and 12th graders to examine six factors which measured the effects and/or interaction effects of influences on confidence in career decision-making. Two MANOVAs and the appropriate follow-up statistics (Tukey's Honestly Significant Difference post hoc tests) were used to determine differences and interaction effects among the variables measuring the level of career decision-making skills. Based on the findings of the study the researcher concluded that for Bahamian adolescents, the type of school, the grade level, and a visit to the school guidance office were significant factors that influenced one's level of confidence in career decision-making.  相似文献   

Using Social Stories to Enhance Behaviour in Children with Autistic Spectrum Difficulties     

Caroline Smith 《Educational Psychology in Practice》2001,17(4):337-345

This paper describes teachers, parents and educational psychologists working together to meet the needs of children and young people with autistic spectrum difficulties in mainstream and special schools. It examines the impact on children's social behaviour of a two-session workshop for groups of parents/carers, teachers and learning support assistants about 'Social Stories' (Gray, 1994). It highlights the contribution that Social Stories can make to the management of a wide range of social behaviours, including inappropriate sexual behaviour, unsafe behaviour and obsessional behaviour. Issues raised by the use of Social Stories and their benefits for children with autistic spectrum difficulties are considered. The paper concludes by describing the developing diversity in the use of Social Stories and invites those working in the field to contribute to the body of information about their strengths and limitations.  相似文献   

Identification and placement for deaf students with multiple disabilities: choosing the path less followed     

Guardino CA 《American annals of the deaf》2008,153(1):55-64

Students with a hearing loss often have an additional disability. Although the number of deaf students with multiple disabilities is growing, research on this population has significantly decreased over the past quarter-century. The article reviews the literature on identification and placement of deaf students with multiple disabilities, specifically deaf students with one of the following disabilities: autism, emotional/behavior disorders, attention deficit disorders, or mental retardation. Degree of incidence is also reported, and is compared with statistics from the annual report of the Gallaudet Research Institute (2005). Included in the review are suggestions for future research and implications for professionals in the field of deafness.  相似文献   

Effects of preschoolers’ storybook exposure and literacy environments on lower level and higher level language skills     

Grolig  Lorenz  Cohrdes  Caroline  Tiffin-Richards  Simon P.  Schroeder  Sascha 《Reading and writing》2019,32(4):1061-1084

Reading and Writing - The development of preschoolers’ language skills is influenced by literacy environments and individual differences in storybook exposure. Extant research is limited as...  相似文献   

Stylistic Variation at the "Single-Word" Stage: Relations between Maternal Speech Characteristics and Children's Vocabulary Composition and Usage     

Julian M. Pine  Elena V. M. Lieven  Caroline F. Rowland 《Child development》1997,68(5):807-819

In this study we test a number of different claims about the nature of stylistic variation at the "single-word" stage by examining the relation between variation in early vocabulary composition, variation in early language use, and variation in the structural and functional propreties of mothers' child-directed speech. Maternal-report and observational data were collected for 26 children at 10, 50, and 100 words, These were then correlated with a variety of different measures of maternal speech at 10 words, The results show substantial variation in the percentage of common nouns and unanalyzed phrases in children's vocabularies, and singficant relations between this variation and the way in which language is used by the child. They also reveal singficant relations between the way in whch mothers use language at 10 words and the way in chich their children use language at 50 words and between certain formal properties of mothers speech at 10 words and the percentage of common nouns and unanalyzed phrases in children's early vocabularies, However, most of these relations desappear when an attempt is made to control for ossible effects of the child on the mother at Time 1. The exception is a singficant negative correlation between mothers tendency to produce speech that illustrates word boundaries and the percentage of unanalyzed phrases at 50 and 100 words. This suggests that mothers whose sprech provides the child with information about where new words begin and end tend to have children with few unanalyzed. phrases in their early vocabularies.  相似文献   

A qualitative study of specialist schools’ processes of eliciting the views of young people with autism spectrum disorders in planning their transition to adulthood          下载免费PDF全文

Rainart Fayette  Caroline Bond 《British Journal of Special Education》2018,45(1):5-25

Government legislation and research literature highlight the importance of the participation of pupils with autistic spectrum disorders (ASD) in planning for their transition to adulthood. However, effective processes which enable their participation are under‐researched. In this study, nine teaching staff from two specialist schools in the north‐west of England were interviewed and a transition meeting was observed in one school to explore these processes. Analyses indicate that in both schools, enabling the participation of young people with ASD in the planning for their transition to adulthood involves three phases and is underpinned by a person‐centred ethos. Although the processes were perceived to be effective, the participation of pupils varied between schools. Final decisions still tend to be made by schools and the local authority due to limited external resources. The implications of these findings are discussed.  相似文献   

Facilitating a student-educator conceptual model of dispositions towards critical thinking through interactive management     

Christopher P. Dwyer  Michael J. Hogan  Owen M. Harney  Caroline Kavanagh 《Educational technology research and development : ETR & D》2017,65(1):47-73

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Preschool children's reasoning about ability   总被引：3，自引：0，他引：3  

Heyman GD  Gee CL  Giles JW 《Child development》2003,74(2):516-534

Young children's reasoning about ability was investigated among 155 preschoolers (M = 4 years, 10 months) across 3 studies. Results suggest that preschoolers are sensitive to mental state information when making judgments about another child's ability: They judged a child who finds a task easy to be smarter than one who finds the same task hard. Systematic patterns of errors on recall tasks suggest that preschoolers perceive positive correlations between (a) exerting effort and experiencing academic success, and (b) being nice and having high academic ability. Results from a comparison group of forty 9- to 10-year-olds (M = 9 years, 10 months) suggest that the preschool findings generally reflect emerging patterns of reasoning about ability that persist into later childhood, but that the perceived correlations between high effort and academic outcomes and between social and academic traits diminish with age.  相似文献   

Democratising Teacher Education Research in India     

Caroline Dyer  Archana Choksi  Vinita Awasty  Uma Iyer  Renu Moyade  Neerja Nigam 《比较教育学》2002,38(3):337-351

This paper argues for the need to adopt a more participatory and research-based approach to teacher development in India. Drawing on the experiences of a participatory teacher educator development project in three States, we discuss processes of developing a democratically orientated qualitative research team to work with teachers and teacher educators, highlighting the interplay between their education and socialisation and the demands of the methodology. In the second part of the paper, aspects of developing collaborative action research projects with teacher educators in the context of District Institutes of Education and Training are discussed. Both these approaches require the development of autonomy and critical reflexivity, and although there are tensions in this process, these emerge as vital components of developing a more democratic approach to teacher education.  相似文献   

Dialogue's Impact on the Quality of Relationships     

Caroline Seet  Ng Pak Tee 《Educational Research for Policy and Practice》2003,2(3):205-214

This paper presents the findings of an action research that examines teachers' perception of the quality of dialogue and how it impacts on the quality of relationships in a primary school in Singapore. The paper explores how school leaders can facilitate dialogue and also discusses the issues and factors that affect teachers' perception of dialogue. Analysis of the data obtained through a questionnaire and face-to-face interviews shows that the more favourable the perception of dialogue amongst teachers, the more favourable is their perception of the quality of relationships in the school. The implication for school leaders is that by developing a higher quality of dialogue, a better school climate is fostered. This revised version was published online in August 2006 with corrections to the Cover Date.  相似文献