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Bonnie Wong Danielle Cripps Hayley White Laura Young Hanna Kovshoff Hayley Pinkard 《Educational Psychology in Practice》2020,36(3):313-327
ABSTRACT This study explores primary school aged children’s perspectives and experiences of their Emotional Literacy Support Assistant (ELSA) support. Thematic analysis was employed to analyse qualitative data from semi-structured interviews with 12 Key Stage 2 participants, who had had a minimum of one month’s ongoing ELSA support. Four core themes were identified: positive relationships, unique qualities, facilitates skill development, and positive impact. The findings suggest the importance of a positive therapeutic relationship with an ELSA, and that children value ELSAs teaching specific individualised coping strategies in particular. The findings may also be pertinent to practitioners outside of ELSA related work, highlighting the importance of listening to children of all ages and employing alternative methods, such as drawing, to support them in sharing their views. Since the evidence base for ELSA support is limited, this study contributes children’s views to this area, and should be used to inform future research. 相似文献
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Kirsten Petrie Joel Devcich Hayley Fitzgerald 《Physical Education & Sport Pedagogy》2018,23(4):345-357
Background: In Aotearoa New Zealand, as it is internationally, there is a desire to ensure physical education is inclusive of all students regardless of their abilities. Yet, medical discourses associated with disability continue to position students who are perceived as not having the capacity to participate fully in traditional physical education programmes as the teacher’s ‘helper’, ‘helped’, or ‘helpless’. As a result, these students may have negative experiences of physical education and this can impact on future involvement in movement-related activities within school and community settings.
Methodology: Drawing on the data from a larger critical participatory action research project, we explore how one primary school teacher, Joel, attempted to work more inclusively within physical education. Specifically, we draw from personal journaling, student work and records of dialogical conversations to shed light on Joel’s experiences.
Conclusion: Joel’s experience demonstrates that there is not one singular solution to inclusion within physical education and it is a combination of actions that support this process. In Joel’s case, this included becoming a reflexive practitioner, getting to know his students, being receptive as opposed to respective to difference in positive ways rather than seeing this as limiting, working imaginatively to reconsider what constitutes learning in physical education, and sharing ownership for curriculum design and learning with his students. Working in this way illustrates how a multi-layered approach can make a difference to how all the students in a class experience inclusion, including students positioned as disabled. 相似文献
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Direct questions on child maltreatment in population-based surveys are often limited by ethical and methodological issues. This restricts the ability of researchers to examine an important aspect of early adversity and its relationship to health and behavior. An alternative to excluding issues of maltreatment entirely in population-based surveys is to include questions on child and family involvement with child protective services (CPS). A school-based adolescent survey that included a question on child and family involvement with CPS yielded results that were generally consistent with other studies relating child maltreatment to health and behavioral outcomes such as psychological distress symptoms, delinquency, aspects of bullying, and health service utilization. Such findings suggest that questions on involvement with CPS may be a reasonable proxy for child maltreatment. Despite the lack of information on the reason for involvement or specific categories of maltreatment, CPS involvement questions highlight the shared familial experience that surrounds CPS involvement and serves as a general reflection of an adverse experience that can be utilized by researchers interested in early experiences. 相似文献
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Christopher D. Slaten Zachary M. Elison Eric D. Deemer Hayley A. Hughes Daniel A. Shemwell 《Journal of Experimental Education》2013,81(4):633-651
Although belonging in K–12 school settings has been abundantly researched and clearly defined, at the university level the research and construct definition is still in its infancy (Tovar & Simon, 2010). The present study sought to develop and validate an instrument measuring university belonging—the University Belonging Questionnaire (UBQ). In Study 1, an exploratory factor analysis was conducted with a sample of university students (N = 421), finding a reliable scale with three factors: (a) university affiliation, (b) university support and acceptance, and (c) faculty and staff relations. In Study 2, a confirmatory factor analysis on a new sample (N = 290), confirmed the final 3-factor, 24-item model. Further analyses demonstrated the convergent and incremental validity of the UBQ, as it positively correlated with measures of perceived social support, social connectedness, and general belonging. Implications and recommendations for university belonging research are discussed. 相似文献
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An international repositioning of vocational teachers in relation to knowledge and the workplace is reflected in English Further Education through the terminology of ‘dual professionalism’. Particularly in settings most closely linked to specific occupations, this discourse privileges occupational expertise that vocational educators bring from their former employment alongside pedagogic expectations of the teaching role. In a qualitative study of recently qualified teachers employed substantially in workshop settings, using the analytical framework of Margaret Archer, workplace skills and generic attributes provided a basis for claims to expertise, extending to a custodianship of former occupations. Further augmentation of educator roles, however, appeared constrained by market approaches to development and employment insecurity in the sector and beyond. In Archer’s terms, the current environment appears to cast ‘dual professionalism’ as morphostasis, drawing on former practice at the expense of teacher identity in the face of insecurity. Morphogenesis into enhanced professional teacher identities, for example, developing coherent vocational pedagogies informed by research into advances in knowledge, appears the less likely outcome in the current and emerging sector. 相似文献
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Statistical Learning and Spelling: Older Prephonological Spellers Produce More Wordlike Spellings Than Younger Prephonological Spellers 
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下载免费PDF全文 Rebecca Treiman Brett Kessler Kelly Boland Hayley Clocksin Zhengdao Chen 《Child development》2018,89(4):e431-e443
The authors analyzed the spellings of 179 U.S. children (age = 3 years, 2 months–5 years, 6 months) who were prephonological spellers, in that they wrote using letters that did not reflect the phonemes in the target items. Supporting the idea that children use their statistical learning skills to learn about the outer form of writing before they begin to spell phonologically, older prephonological spellers showed more knowledge about English letter patterns than did younger prephonological spellers. The written productions of older prephonological spellers were rated by adults as more similar to English words than were the productions of younger prephonological spellers. The older children s spellings were also more wordlike on several objective measures, including length, variability of letters within words, and digram frequency. 相似文献
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Developing teacher education programmes founded upon principles of critical pedagogy and social justice has become increasingly difficult in the current neoliberal climate of higher education. In this article, we adopt a narrative approach to illuminate some of the dilemmas which advocates of education for social justice face and to reflect upon how pedagogy for inclusion in the field of physical education (PE) teacher education (PETE) is defined and practiced. As a professional group, teacher educators seem largely hesitant to expose themselves to the researcher's gaze, which is problematic if we expect preservice teachers to engage in messy, biographical reflexivity with regard to their own teaching practice. By engaging in self- and collective biographical story sharing about ‘our’ teacher educator struggles in England and Norway, we hope that the reader can identify ‘her/his’ struggles in the narratives about power and domination, and the spaces of opportunity in between. 相似文献
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Hayley Cleave 《Educational Psychology in Practice》2009,25(3):233-246
Selective Mutism is a low incidence disorder but has considerable impact on the school system when it occurs. Over the last decade several research articles have been published which have challenged the understanding of the aetiology of Selective Mutism. Current perceptions about the aetiology of Selective Mutism are considered in order to inform the practice of educational psychologists (EPs). Research suggests a multifactorial aetiology with evidence of co‐morbidity. Hypothesis led suggestions are made about assessment and intervention of Selective Mutism. 相似文献
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