RESEARCH SECTION: Provision in further education colleges for 14‐ to 16‐year‐olds with social,emotional and behavioural difficulties     

Natasha Macnab  John Visser  Harry Daniels 《British Journal of Special Education》2008,35(4):241-246

Previous research set out to identify and examine practice and provision for young people exhibiting behaviour problems who may have been placed in colleges of further education for a variety of reasons. In this paper, Natasha Macnab, John Visser and Harry Daniels explore some of the implications faced by college staff and examine some of the key themes that emerged from this previous study. The first of these themes concerns ‘college culture’, which is seen as being ‘adult orientated’ and therefore more likely to appeal to young people who are tired of school. Indeed, college staff suspect at times that schools are using the transition to college as an alternative to exclusion for some young people. This form of ‘managed transfer’ raises real issues in colleges, especially when some members of college staff do not yet appreciate the ‘appeal of teaching young people with social, emotional and behavioural difficulties (SEBD)’, regarding them as ‘disaffected’ and ‘switched off’ from education. The authors of this article note the need for ‘skilled and committed adults’ to build relationships with these young people in order to promote their social inclusion. They argue that this work will require professional development for staff but will have real benefits for the young people concerned.  相似文献   

The electrolytic method as applied to palladium     

Edgar F. Smith  Harry F. Kedler 《Journal of The Franklin Institute》1890,130(3):233-237

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Effects of graphic organizers in online discussions: comparison between instructor-provided and student-generated     

Kyungbin Kwon  Suhkyung Shin  Su Jin Park 《Educational technology research and development : ETR & D》2018,66(6):1479-1503

The current experimental study examined the effects of graphic organizers in a collaborative learning context where students constructed knowledge during online discussions. As the results could vary depending on how students interacted with the graphic organizers, this study compared two different approaches: instructor-provided versus student-generated graphic organizers. Thus, the purpose of this study was to investigate the effects of receiving or generating graphic organizers on students’ engagement in online discussions. Thirty-six graduate students enrolled in an online graduate course participated in the study. While analyzing an instructional design case, students were asked to discuss design issues in a randomly assigned group. There were three conditions: control condition without graphic organizers, instructor-provided, and student-generated graphic organizers. Major findings revealed that both generating and receiving graphic organizers facilitated students’ higher levels of cognitive engagement, and encouraged students to consider alternative views during the discussions. Without the graphic organizer, students tended to simply summarize previous messages or raise new issues rather than elaborating on previous topics. There was a significant finding regarding the ways of interacting graphic organizers. Students discussed more topics when they were given instructor’s graphic organizers rather than when they were asked to generate them.  相似文献   

A Katz-centrality-based protocol design for leader-following formation of discrete-time multi-agent systems with communication delays     

M.J. Park  O.M. Kwon  J.H. Ryu 《Journal of The Franklin Institute》2018,355(13):6111-6131

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Audience support and choking under pressure: a home disadvantage?     

Wallace HM  Baumeister RF  Vohs KD 《Journal of sports sciences》2005,23(4):429-438

This paper highlights the not-so-obvious but compelling reasons why the same supportive audiences that can help performers attain their highest potential also may increase performers' risk of choking under pressure. Drawing primarily from social psychology research and theory, we conclude that audience support magnifies performance pressure and induces performers to avoid failure rather than seek success during the most critical moments of performance contests. Although supportive audiences can inspire performers to excel when motivation would otherwise be lacking, audiences may also lead performers towards maladaptive self-monitoring and overcautiousness when the stakes are highest. The increased self-focus that supportive audiences induce can disrupt the automatic execution of the skills performers possess. Dispositional and situational moderators of the relationship between audience support and performance are reviewed.  相似文献   

The Functional Context Method of Instruction     

Shoemaker  Harry A. 《Education, IRE Transactions on》1960,3(2):52-57

This is a discussion of a method of instruction designed to replace conventional methods for training radio repairmen. In traditional radio repair instruction, basic electronics has been taught as a block of instruction preceding instruction on intact equipment and maintenance operations. This approach is criticized for its failure to provide the student with meaningful and relevant contexts for the learning of basic electronics and for the obstacles it presents to the assimilation of basic electronics knowledge into maintenance skills. A new approach, entitled the functional context method, is offered as a means for avoiding these shortcomings. This is accomplished through a topic sequence wherein basic electronics is taught in the broader contexts of over-all equipment functions and maintenance operations.  相似文献   

Ratings of Carkhuff's Facultative Conditions: A Second Look     

Harry A. McNally  Robert Drummond 《Counselor Education & Supervision》1974,14(1):73-75

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Incorporating the views of obstetric clinicians in implementing evidence-supported labour and delivery suite ward rounds: a case study     

Deshpande N  Publicover M  Gee H  Khan KS 《Health information and libraries journal》2003,20(2):86-94

Objectives: To implement evidence‐supported delivery suite ward rounds using strategies to overcome barriers. Design: Qualitative case study to identify barriers and a quantitative assessment of outcomes on ward rounds. Method: After an introduction to the proposed evidence‐supported delivery suite ward round reactions were elicited from 15 clinicians. Responses were categorized into barriers related to knowledge, skills, attitudes and behaviour. Using strategies to overcome these barriers, a weekly evidence‐supported ward round was established. During patient‐centred discussions, clinical questions were formulated. Following literature searches, evidence was acquired and appraised. Results: Clinicians had limited awareness about the potential benefits of a clinical librarian's support during ward rounds. They were unsure of their skills in evidence‐based practice. There was scepticism, fear of loss of autonomy, poor motivation and resistance to change. Clinicians identified several factors that could impinge on their practice. Using appropriate strategies when evidence‐supported ward rounds were conducted, 67 questions were raised. However only seven articles were appraised in time to affect decisions on that ward round. Conclusions: Knowledge of barriers was helpful in developing plans for implementation of evidence‐supported ward rounds. The pilot study indicates the feasibility of this approach.  相似文献   

A theoretical framework for the more efficient construction of culture assimilators     

Harry C. Triandis 《Int J Intercult Relat》1984,8(3):301-330

A theoretical framework is presented which consists of dimensions of cultural variation. These dimensions constitute a theory of cultural differences in social behavior that may be used to develop culture assimilators. A Japanese assimitator developed theoretically, basedon this framework, took one-thirteenth the amount of time required for the construction of a regular assimilator. The framework is offered as a stimulus for future research that will provide a comparative test of assimilators constructed in the more elaborate and expensive way and the present short-cut way.  相似文献   

Basic research and industrial enterprise   总被引：1，自引：0，他引：1  

Harry Woolf 《Minerva》1984,22(2):183-195

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