SCHOOL PSYCHOLOGISTS’ FAMILY–SCHOOL PARTNERING EXPERIENCES WITH LATINOS          下载免费PDF全文

Desireé Vega  Jon Lasser  Sarah E. Fernandez 《Psychology in the schools》2017,54(2):169-182

The purpose of this phenomenological study was to identify the beliefs, perceptions, and actions of school psychologists toward family–school partnering (FSP) with Latino families in the public school system. Existing research in this area is extremely limited; therefore, the present study has significant implications for pre‐ and in‐service training to achieve effective FSP with Latino families. Five school psychologists working in school districts with greater than 40% Latino student enrollment participated in this study. Five major themes emerged from data analysis: Attitudes toward FSP, Knowledge and Skills Needed, Expectations for Engagement, Perceived Barriers to FSP, and Engagement Activities. The results of this study will help researchers and educators develop an awareness of the challenges school psychologists face and the actions they take to enhance relationships with Latino families.  相似文献   

Representation and conflict of interest among students on higher education governing boards     

Jon Lozano  Rodney Hughes 《Journal of Higher Education Policy & Management》2017,39(6):607-624

Student participation in higher education governance is commonplace in many countries around the globe. This participation can take many forms, but one prevalent form is through the inclusion of students as members of institutional governing boards, commonly called student trustees. This practice is not without critique with governance scholars often cautioning against student board membership. They cite the potential for student members to engage in representative behaviour, which may lead them to focus primarily on student issues or cast votes which may be in the best interest of themselves or their fellow students as the primary objection to student board members. This study of student trustees in the United States examines the extent to which these individuals engage in such behaviours, examining interactions between student board members and students at their institutions for signs of whether these oft states concerns have a basis in practice.  相似文献   

Body Donation after Medically Assisted Death: An Emerging Consideration for Donor Programs     

Bruce C. Wainman  Jon Cornwall 《Anatomical sciences education》2019,12(4):417-424

Around the world, the recent introduction of assisted death laws has meant that undertaking medical assistance in dying (MAID) is now an option for some persons wishing to end their life. Some of these people donate their bodies to medical science, and by doing so have created a new route from which donor programs can now receive bodies. Such donations have also illuminated a myriad of novel ethical questions. This article considers the emotive and controversial topic of MAID in relation to body donation, describing the experiences of McMaster University, Canada, where several MAID body donors have been received by the anatomical donor program. It provides background on the development and implementation of MAID in Canada, and describes the experience of staff and students at McMaster to MAID donations. It also explores the relevance of MAID to body donation programs, and discusses several of the ethical challenges facing body donation programs who may encounter MAID body donors. These include the appropriateness of accepting MAID donors, issues with informed consent, the effect of personal engagement with MAID donors, information sharing around MAID donations, governance issues, and negative historical parallels between MAID and euthanasia. Suggestions on how to manage MAID body donation focus on how issues affecting institutions, faculty, and students may be approached utilizing appropriate transparency and communication, some of which may facilitate student professional development around the topic of MAID. It is also suggested that the development of ethically appropriate guidelines on MAID body donations may positively guide the anatomical community.  相似文献   

Sharing designer and user perspectives of web site evaluation: a cross-campus collaborative learning experience     

Penny Collings  & Jon Pearce 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(3):267-278

In this paper we present an online, collaborative process that facilitates usability evaluation of web sites. The online workspace consists of simple and effective proformas and computer–mediated discussion space to support usability evaluation. The system was designed and used by staff and students at two universities. Students, working in small teams, at each university, developed web sites and then evaluated the usability of web sites developed at the other university, using the results to improve their own sites. Our project evaluations show that the process provides valuable feedback on web site usability and provides students with the experience of usability evaluation from two important perspectives: those of a user and of a developer. Further, students develop important generic skills: the ability to participate in and critique computer supported cooperative work environments.  相似文献   

Men in limbo: former students with special educational needs caught between economic independence and social security dependence     

Gerd Skjong  Jon Olav Myklebust 《欧洲特需教育杂志》2016,31(3):302-313

Individuals in their mid-thirties are expected to be employed and economically independent. However, people with disabilities and health problems – for example, former students with special educational needs (SEN) – may have problems in this domain of adult life. In Norway, individuals with SEN frequently rely on social security and support measures from the Norwegian Labour and Welfare Administration (NAV). This article is based on the narrative analysis of life course trajectories of seven young adult males over a period of 17 years – from their enrolment in upper secondary school with special needs teaching whilst in their teens to their participation in various NAV programmes whilst in their mid-thirties. The life course approach, with an emphasis on transitions and trajectories, has been used as the theoretical framework for analysing the presented data. The hope is that, taken together, these seven stories provide a deeper insight than one individual story could offer. We find that both social structures and the earlier life course affect one’s opportunities for joining the labour market.  相似文献   

Understanding and managing child sexual abuse: Edited by R.K. Oates, W.B. Saunders, Philadelphia, PA, 1990. 412 pp. $70.00     

Jon R. Conte 《Child abuse & neglect》1991,15(4)

  相似文献   

‘It’s a bit taboo’: a qualitative study of Norwegian adolescents’ perceptions of mental healthcare services     

Kjersti Balle Tharaldsen  Paul Stallard  Pim Cuijpers  Edvin Bru  Jon Fauskanger Bjaastad 《Emotional and Behavioural Difficulties》2017,22(2):111-126

The aim of this study is to investigate adolescents’ perspectives on mental healthcare services. Based on theoretical perspectives concerning barriers for help-seeking, individual interviews were carried out in order to obtain the adolescents’ perspectives on knowledge of services for mental health problems, potential barriers for help-seeking, and services to which they have access. The sample consisted of vocational students from an upper secondary school in the southwest of Norway (n = 8). None of the informants was currently in treatment for mental health problems. Interview data were transcribed and analysed with the assistance of NVivo Software. Qualitative content analysis indicated that the adolescents have limited knowledge of available resources, and, that stigma-related factors may prevent the adolescents from seeking help for mental health problems. Future directions for delivering mental health services for adolescents are given.  相似文献   

Influence of conspecific stress odors and shock controllability on conditioned defensive burying     

Jon L. Williams 《Learning & behavior》1987,15(3):333-341

In Experiment 1, rats received a session of 80 inescapable tail shocks or no shocks while restrained in a tube. During tests of conditioned defensive burying 24 h later, the bedding of the chamber contained odors from either stressed or nonstressed conspecific donor rats. Following a single prod shock, subjects that had had prior shocks or that were tested with the stress odors spent significantly less time burying the prod, made smaller piles of bedding, and displayed more freezing behavior. The combination of prior shock and stress odors during later testing enhanced these effects. In Experiment 2, a yoked group of rats that was given inescapable shocks, in contrast to a group that had wheel-turn escape training and one that was restrained but not shocked, later showed significantly less burying and more freezing when tested for defensive burying with stress odors present. In both experiments the duration of burying and the heights of piles were positively correlated, and both of these measures were negatively correlated with freezing. The demonstrated capacity of unconditioned stress odors to mediate different degrees of fear, depending upon the controllability of prior shock, is related to other studies of learned helplessness, and the predominance of freezing over burying is discussed in terms of various types of defensive strategies, stimulus-control processes, and the author’s stress-coping-fear-defense (SCFD) theory.  相似文献   

Will my child ever go to a university? The link between school segregation practices and Norwegian parents’ expectations for their physically disabled child          下载免费PDF全文

Jon Erik Finnvold 《Journal of Research in Special Educational Needs》2018,18(2):103-113

How parents perceive their children's educational prospects can reveal a great deal about how their children will progress in the educational system. The paper examines the consequences of variations in inclusive education practices by investigating determinants of parents’ educational expectations for their child. All parents included in the study had children with physical disabilities in primary school (mainly cerebral palsy and spina bifida). The empirical material includes results from a survey (Net sample = 491), in combination with information merged from a range of official registers. The results showed that the more the child is segregated from ordinary classroom education, the lower parental expectations are for their children's educational attainments. Other factors also significantly influencing parents’ educational expectations include how parents’ view their child's school performance, as well as various measures of the severity of the child's physical disability. However, these secondary factors could not account for the empirically strong association between segregation practices and parental expectations. Parental expectations were also significantly related to parental income and education. The findings indicate that the expectations of parents with higher income and education are less affected by school segregation practices.  相似文献   

Observational learning of discriminative avoidance in hooded rats     

Del Russo  Jon Evan 《Learning & behavior》1975,3(1):76-80

To determine the aspects of an observational situation facilitating subsequent acquisition of an observed task, two experimental groups of rats were exposed to a model’s performance of a two-way discriminative shuttlebox avoidance task with a tone as the discriminative stimulus. One experimental group (OND) observed the performance of a naive demonstrator; the other experimental group (OSD) observed a skilled demonstrator. A stimulus control group (SC) was exposed to the tone with no model present; a response control group (RC) observed demonstrator running with no tone present. A naive control group (NC) received no observational experience. All groups were subsequently tested on acquisition of the task. An analysis of variance on avoidance scores and Newman-Keuls tests for differences between means revealed that OND and OSD groups performed significantly more avoidances than the control groups. Exposure to the total tone-running sequence was found to be necessary for observational learning. The results were interpreted in terms of a sensory-sensory conditioning model.

  相似文献