Children with Behavioural and Emotional Difficulties: Complex Children,Complex Training for Teachers     

Sonia Burnard  Heather Yaxley 《Emotional and Behavioural Difficulties》2013,18(2):25-34

This paper consists of two parents’ accounts of their experiences of having children with AD/HD. The article is divided into three distinct sections. In the first section the mother of ‘Simon’ describes her experience of bringing up a child who, from early infancy, presented challenging behaviour. She describes the effect of this on her family and her self esteem as a parent. She goes on to give an account of the process by which ‘Simon’ came to be diagnosed as having AD/HD and the effects of the ensuing treatment programme. In the second section the same writer describes the impact of her experience on her relationships with the extended family. The third section of the paper is provided by a second writer, who is also the mother of a child with AD/HD. This section focuses on the difficulties she experienced in dealing with her child's educational needs and the conflicts which arose between her and staff in her child's school.  相似文献   

Understanding disorganised attachment: theory and practice for working with children and adults,by David Shemmings and Yvonne Shemmings     

Heather Geddes 《Emotional and Behavioural Difficulties》2013,18(1):102-103

Preschoolers with autism face a number of challenges in integrating into different community activities owing to behavioural, communication and emotional concerns. Since the year 2009, the Hong Kong Heep Hong Society has developed a training programme for enhancing community participation among individuals with autism. The current project reports findings of a qualitative study of special education teachers’ perceptions concerning a range of issues with regard to the programme. Semi-structured one-to-one interviews were conducted to gather information from eight teachers who used the community participation programme. The results indicated that teachers perceived the programme as a useful tool for promoting community participation among preschoolers with autism. However, participants pointed out a number of barriers to implementing the programme effectively. The participants suggested ways to improve the quality of community participation programmes. Implications for teachers and other professionals are discussed.  相似文献   

Factors associated with middle school students' perceptions of the quality of school-based sexual health education     

E. Sandra Byers  Heather A. Sears  Lyndsay R. Foster 《Sex education》2013,13(2):214-227

This paper examines factors associated with middle school students' perceptions of the quality of the sexual health education (SHE) they received at school. Participants were 478 predominately White young people (256 girls, 222 boys) in grades 6–8 who completed a survey assessing their demographic characteristics; dating and sexual experience; and perceptions of the content, delivery and quality of the SHE they had received. Boys and students in a lower grade and with less sexual experience rated the quality of their SHE more positively. After accounting for student characteristics, students who more strongly agreed that their SHE matched their interests and covered sexual health topics more adequately, as well as who viewed their teacher as being more comfortable talking about sexual topics and doing a better job answering questions, reported higher quality SHE. Students' perceptions of the adequacy of coverage of 10 sexual health topics were also positively correlated with their reports of higher quality SHE, although only two topics (correct names for genitals and puberty/physical development) contributed uniquely to the prediction of this variable. These results reinforce the need for a comprehensive SHE curriculum as well as adequate preparation of teachers if SHE is to be engaging to students.  相似文献   

Problems & Prospects Revisited: Bursik’s Mark on Chicago‐Style Criminology     

Heather Zaykowski  Karen F. Parker 《Journal of Criminal Justice Education》2013,24(3):311-331

It has been 20 years since Robert J. Bursik Jr. published his seminal article outlining some of the problems and prospects in the social disorganization perspective on crime and delinquency. In this study, we review the content of approximately 200 published articles that cite Bursik’s 1988 piece. These studies are systematically examined in terms of their efforts to overcome the problems and pursue the prospects that Bursik outlined. In addition to content analysis, we survey the authors who cite this work. That is, we gather data from the authors directly to assess the influence of Bursik’s article on their own published work. Our research finds that Bursik’s work played a significant role in the revitalization and expansion of social disorganization theory.  相似文献   

Improving the Quality of Academy of Criminal Justice Sciences Annual Meetings: Where do we go from here?     

Heather L. Pfeifer  Leanne F. Alarid  Barbara A. Sims  Wilson R. Palacios 《Journal of Criminal Justice Education》2013,24(3):259-274

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Open Minds to Equality: A Sourcebook of Learning Activities to Affirm Diversity and Promote Equity     

Heather Hackman 《Equity & Excellence in Education》2013,46(4):348-350

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THE HUMANITIES,ART AND THE BLACK STUDENT     

Charles P. Murphy 《Equity & Excellence in Education》2013,46(5):53-55

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Safe Schools for LGBTQI Students: How Do Teachers View Their Role in Promoting Safe Schools?     

Stephanie Vega  Heather Glynn Crawford  J-Lynn Van Pelt 《Equity & Excellence in Education》2013,46(2):250-260

This literature review presents insights from existing research on how teachers view their role in creating safe schools for lesbian, gay, bisexual, transgender, queer/questioning, and intersex (LGBTQI) students. Analysis of the literature shows that there are concerns for LGBTQI students’ safety in schools, that educational settings operate from a position of heteronormativity, and that heterosexual teachers are uniquely positioned as part of the dominant group in which they help to define what is normal and what is deviant in school culture. Research findings on the ways heterosexual teachers respond to institutional heteronormativity are summarized and compared. This review of research provides considerations for and recommendations to school administrators and teacher educators to address needs of teachers. Areas for future research also are identified.  相似文献   

Who Places into Developmental Education and Why     

Joshua Pretlow III  Heather D. Wathington 《Community College Journal of Research & Practice》2013,37(10):794-799

Having garnered national attention, high failure rates in developmental education present a significant barrier to state and national policymakers’ goals of increasing the percentage of adults who earn a college credential. However, a majority of the research fails to consider why students place into developmental education. This piece examines a sample of recent high school graduates in Texas who placed into developmental education with the goal of gaining a more nuanced understanding of why these students required remediation. We find that rather than simply blaming the students for their failure to learn basic skills, there are concrete and actionable steps that policymakers and practitioners can take to help students avoid remediation, important actions that would increase students’ chances of earning a postsecondary credential.  相似文献   

Higher Education's “Guiding Destiny”     

Dennis Dailey Murphy 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):315-319

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