A methodological problem in conservation studies: the use of relational terms     

J A Griffiths  C A Shantz  I E Sigel 《Child development》1967,38(3):841-848

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Access to ICT     

Dr  Matthew Griffiths 《British journal of educational technology : journal of the Council for Educational Technology》2006,37(2):313-315

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Obituary     

Shane Godbolt  Regional Librarian  North Thames  Linda Griffiths  T. Mark Hodges  Tony McSean  Leslie Morton 《Health information and libraries journal》2000,17(4):239-240

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Some comments on Macdonald's paper     

Brian Griffiths 《Educational Studies in Mathematics》1978,9(4):421-427

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High school students' understanding of food webs: Identification of a learning hierarchy and related misconceptions     

Alan K. Griffiths  Bette A. C. Grant 《科学教学研究杂志》1985,22(5):421-436

Developing an understanding of the nature of food webs is an important topic in today's biology curricula. The relationships represented in a food web are rule-like in nature. Hence, it should be possible to construct a learning hierarchy for this concept. A hierarchy leading to the ability to determine how a change in the size of one population can affect another population in the same web but not on the same chain was hypothesized. Data from 200 subjects were extremely consistent with the hierarchy. A second major focus related to the identification of specific misconceptions held by subjects for food webs. The need to identify students' misconceptions of important concepts has been expressed widely in the recent science education literature. In the present article, an argument is presented for the usefulness of learning hierarchies in this work. Specific misconceptions and the frequencies of their occurrence are reported.  相似文献   

Evaluating the impact of the new National Award for SENCos: transforming landscapes or gardening in a gale?     

Dominic Griffiths  Rachel Dubsky 《British Journal of Special Education》2012,39(4):164-172

This study, authored by Dominic Griffiths and Rachel Dubsky, both of Manchester Metropolitan University, considers the impact of the new National Award for Special Educational Needs Coordinators (NASENCo) in one English local authority. Data on the impacts upon both SENCos' personal professional development and upon their schools are drawn from semi‐structured interviews with six SENCOs, their headteachers and one colleague from each of their schools. Factors that appear to have enhanced or modified the impact of the training are identified. The article discussed, firstly, the emerging theme of SENCos' own perceptions of their role, and then the implications of the study's findings for future NASENCo course design.  相似文献   

A mindfulness parent well-being course: evaluation of outcomes for parents of children with autism and related disabilities recruited through special schools     

Leah Jones  Eluned Gold  Vasiliki Totsika  Richard P. Hastings  Mariel Jones  Annee Griffiths 《欧洲特需教育杂志》2018,33(1):16-30

Parents of children with intellectual disabilities and/or autism have been shown to experience higher levels of distress than other parents. Despite such data having been available for several decades, the evidence base for psychological interventions to support parental well-being is small. Recent data suggest that both mindfulness and acceptance processes are associated with decreased psychological distress for parents of children with intellectual disability and/or autism. In addition, some controlled evaluations of mindfulness-based interventions for these parents have resulted in positive outcomes for mothers in particular. In the present study 18 mothers and 3 fathers were recruited via special schools who then attended a Mindfulness Based Well-Being for Parents (MBW-P) group over eight weeks. Parents completed questionnaire measures before and at the end of the course. Statistical analysis showed significant reported increases in mindfulness and self-compassion, and reduced general stress. Parents also reported reductions in anxiety and depression, although these changes were not statistically significant. No significant reductions in their child’s behaviour problems or increases in the child’s prosocial behaviour were found. Parents also reported high levels of satisfaction with the course. These preliminary data suggest that further research studies testing the effectiveness of the MBW-P course are warranted.  相似文献   

Pure mathematicians as teachers of applied mathematicians     

H. B. Griffiths 《Educational Studies in Mathematics》1968,1(1-2):18-23

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Group norms, threat, and children's racial prejudice     

Nesdale D  Maass A  Durkin K  Griffiths J 《Child development》2005,76(3):652-663

To assess predictions from social identity development theory (SIDT; Nesdale, 2004) concerning children's ethnic/racial prejudice, 197 Anglo-Australian children ages 7 or 9 years participated in a minimal group study as a member of a team that had a norm of inclusion or exclusion. The team was threatened or not threatened by an out-group that was of the same or different race. Consistent with SIDT, prejudice was greater when the in-group had a norm of exclusion and there was threat from the out-group. Norms and threat also interacted with participant age to influence ethnic attitudes, although prejudice was greatest when the in-group had an exclusion norm and there was out-group threat. The implications of the findings for SIDT are discussed.  相似文献   

The development of the first rehabilitation counselling course in Europe     

Pamela Griffiths 《International journal for the advancement of counseling》1994,17(1):71-75

Conclusion We find that students are gradually negotiating a day or more to do rehabilitation counselling within their current post. Two hospital trusts are exploring the possibility of a fuller service. We hope the course will grow and connect with a European network to provide Rehabilitation Counselling to people with chronic illness and disability. As we move towards more holistic models of care this must be a priority.  相似文献