Access and participation in higher education of students with disabilities: access to what?     

Janette Ryan 《The Australian Educational Researcher》2011,38(1):73-93

In 1991, the Australian Government designated students with disabilities as one of the six equity groups that were under-represented in higher education. Since that time, there has been only a modest increase in enrolments of students with disabilities despite government polices and funding of disability support services and programs. People with disabilities comprise 20% of Australia’s population but only account for 4% of university enrolments. Despite the existence of the Australian Disability Discrimination Act (DDA) (1992) and the introduction of the Disability Standards for Education in 2005, negative attitudes about students with disabilities by university lecturers continue to exist. Research into the knowledge, attitudes and experiences of staff, especially in practice-based courses such as nurse education, reveals that university staff, practicum supervisors and even some disability staff, are unaware of their responsibilities under the legislation and that teaching staff continue to hold negative attitudes towards students with disabilities. This article reports on research that investigated the barriers facing such students in nursing courses, in particular in clinical placements. It shows that a lack of understanding of legislative and institutional requirements underlies negative attitudes about students with disabilities, especially in practicum-based courses.  相似文献   

Why support students? Using the past to understand the present     

Janette Myers 《高等教育研究与发展》2013,32(4):590-602

This paper examines why students are supported, taking an historical approach to analyse the influence of former, or longstanding, practices on current practice and to identify repeating themes. Documentary evidence shows that students have been supported because they are young, vulnerable or because studenthood is considered to make unique demands on individuals. Ideas of danger and the need for protection are persistent and can have effects that contradict the educational purposes of higher education. Underpinning rationales result in particular forms of student support, each with its own intended and unintended consequences.  相似文献   

Navigating the risky terrain of children’s working theories     

Sofie Areljung  Janette Kelly-Ware 《Early Years: An International Journal of Research and Development》2017,37(4):370-385

‘Working theories’ encompass children’s theorising about the social and material worlds. This article looks explicitly at power relations involved in pedagogy around children’s working theories by focusing on the teacher’s control of what and whose working theories get unpacked and extended. From an analysis of four cases from early childhood education (ECE) settings, it is concluded that teaching strategies are related to possible risks of unpacking and extending children’s working theories. From a teacher’s perspective such risks include: undermining the ECE setting’s rules; exposing one’s own lack of knowledge or skills; or risking the relations and atmosphere in the group or setting. These risks affect how working theories are dealt with in terms of time – right away, later or never – and voicing, as teachers regulate children’s ideas for example through making concrete, reconstructing or silencing them.  相似文献   

Benefits of early childhood interventions across the world: (Under) Investing in the very young     

Milagros Nores  W. Steven Barnett 《Economics of Education Review》2010

This paper reviews the international (non-U.S.) evidence on the benefits of early childhood interventions. A total of 38 contrasts of 30 interventions in 23 countries were analyzed. It focuses on studies applying a quasi-experimental or random assignment. Studies were coded according to: the type of intervention (cash transfer, nutritional, educational or mixed); sample size; study design and duration; country; target group (infants, prekindergarten); subpopulations of interventions; and dosage of intervention. Cohen's D effect sizes were calculated for four outcomes: cognitive gains; behavioral change; health gains; and amount of schooling. We find children from different context and countries receive substantial cognitive, behavioral, health and schooling benefits from early childhood interventions. The benefits are sustained over time. Interventions that have an educational or stimulation component evidenced the largest cognitive effects.  相似文献   

Engaging students through new literacies: the good, bad and curriculum of visual essays     

Janette Hughes  Sarah Tolley 《English in Education》2010,44(1):5-26

In this article, we share our experiences working with students to read and/or write visual essays, texts that rely more heavily on images with minimal print text. We explore how students consider elements of design as they create a visual essay, which entails new forms of semiotic processing of the combinations of the visual, audio, textual, gestural and spatial. In particular, we share a case study of how one adolescent engages with an alternative to the standard essay format when he is not restricted by the use of words alone, but is encouraged to tap into the affordances of digital media, expressing himself multimodally by using words, images and sound.  相似文献   

Classwide consultation in preschools: A case study of comprehensive supports     

Jacqueline Gajus  David Barnett 《Psychology in the schools》2010,47(9):871-886

Classwide supports were used to increase children's early literacy skills for Head Start morning and afternoon classrooms within a preschool Response to Intervention (RtI) model. Support included interventions to improve child outcomes for letter naming fluency (LNF) and teachers' instructional and managerial variables. Targeted activities included circle (a group instructional activity) and center times (also instructional time with children's choices about activities). Support for teachers included adding a “letter of the week” activity with active responding and other literacy activities and providing direct feedback to teachers about classroom managerial interactions. Results show positive classwide improvements for LNF, an increase in the prevalence of instruction, and improvements in positive and instructional managerial methods. Social validity appraisal indicated that the support methods were highly acceptable. © 2010 Wiley Periodicals, Inc.  相似文献   

Atypical attachment in infancy and early childhood among children at developmental risk. I. Atypical patterns of early attachment: theory, research, and current directions     

Barnett D  Vondra JI 《Monographs of the Society for Research in Child Development》1999,64(3):1-24; discussion 213-20

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Successes,failures and future steps     

Janette Moody  Thomas Kindel 《TechTrends》2004,48(5):42-47

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Defining and assessing medical informatics competencies     

Blumenthal JL  Mays BE  Weinfeld JM  Banks MA  Shaffer J 《Medical reference services quarterly》2005,24(2):95-102

As academic health sciences libraries assume larger roles in informatics instruction within medical school curricula, librarians are challenged to develop useful and accurate measures for assessing the effectiveness of instructional approaches. The need for this evaluation has intensified as medical schools increase their emphasis on integration of curriculum content and shift to competency-based education and assessment of medical students. This paper reports on a pilot project developed at Dahlgren Memorial Library, Georgetown University Medical Center, for two courses using an instructional intervention and tailored assignment for assessing student competencies.  相似文献   

Effects of mother-infant separation on maternal attachment behavior   总被引：6，自引：0，他引：6  

A D Leifer  P H Leiderman  C R Barnett  J A Williams 《Child development》1972,43(4):1203-1218

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