Visual narrative: a technique to enhance secondary students' contribution to the development of inclusive, socially just school environments – lessons from a box of crayons     

Suzanne Carrington  Kate Allen  Daniel Osmolowski 《Journal of Research in Special Educational Needs》2007,7(1):8-15

This paper reports on a project that involved Australian secondary school students working as participatory researchers in collaboration with a researcher and two teachers. Research methodology using visual narrative techniques provided the students with a conceptual lens to view their school community. The examples of visual narrative shared in this presentation depict problems, contradictions of exclusion and celebrations of inclusion in the lived world of the students. Photographs combined with narratives represent students' views of their social, cultural and political environment. This project illustrates how the insights of students can help break down assumptions, values and meanings that block progress to achieving more socially just schools.  相似文献   

Developmental Relations Among Behavioral Inhibition,Anxiety, and Attention Biases to Threat and Positive Information          下载免费PDF全文

Lauren K. White  Kathryn A. Degnan  Heather A. Henderson  Koraly Pérez‐Edgar  Olga L. Walker  Tomer Shechner  Ellen Leibenluft  Yair Bar‐Haim  Daniel S. Pine  Nathan A. Fox 《Child development》2017,88(1):141-155

This study examined relations between behavioral inhibition (BI) assessed in toddlerhood (n = 268) and attention biases (AB) to threat and positive faces and maternal‐reported anxiety assessed when children were 5‐ and 7‐year‐old. Results revealed that BI predicted anxiety at age 7 in children with AB toward threat, away from positive, or with no bias, at age 7; BI did not predict anxiety for children displaying AB away from threat or toward positive. Five‐year AB did not moderate the link between BI and 7‐year anxiety. No direct association between AB and BI or anxiety was detected; moreover, children did not show stable AB across development. These findings extend our understanding of the developmental links among BI, AB, and anxiety.  相似文献   

The Long-Term Follow-up of Severely Malnourished Children Who Participated in an Intervention Program   总被引：3，自引：0，他引：3  

Sally Grantham-McGregor  Christine Powell  Susan Walker  Susan Chang  Patricia Fletcher 《Child development》1994,65(2):428-439

18 severely malnourished children (IM) who participated in a 3-year home-visiting program were compared with 2 other comparison groups comprising 17 severely malnourished (NIM) and 19 adequately nourished children (controls). On enrollment, all the groups were in the same hospital, and both malnourished groups had lower developmental levels than the controls. The IM group received intervention for 3 years after hospitalization, consisting of weekly or 2 weekly home visits with toy demonstrations. At 7, 8, 9, and 14 years after leaving the hospital, the 3 groups were compared on tests of school achievement and IQ. The NIM group showed no sign of reducing their deficits, and at the 14-year follow-up they had markedly lower scores on the WISC verbal and performance scales, the Wide Range Achievement Test (WRAT), and the Peabody Picture Vocabulary Test (PPVT), than the controls. Throughout the follow-up the IM group's scores were intermediate between the NIM and the controls in every test. At the 14-year follow-up, their scores were significantly higher than those of the NIM group in the WISC verbal scale, and the difference approached significance in the WRAT. We conclude that psychosocial intervention should be an integral part of treatment for severely malnourished children.  相似文献   

Capturing visual metaphors and tales: innovative or elusive?*     

Dely Lazarte Elliot  Kate Reid  Vivienne Baumfield 《International Journal of Research & Method in Education》2017,40(5):480-496

Despite the exponential growth of visual research in the social sciences in the last three decades, continuing empirical enquiries are arguably more relevant than ever. Earlier research employed visual methods primarily to investigate distinct cultural practices, often seeking the views of marginalized, challenging or hard-to-reach participants. In this study, non-British postdoctoral academics took photographs that visually or symbolically represented the highlights of their academic acculturation experience as international PhD students in the UK. The semi-structured interviews of academic and non-academic related experiences that made a significant impression revolved around participants’ visual metaphors. Interpretative Phenomenological Analysis, a widely employed inductive qualitative technique, was utilized, with visual data complementing the narrative evidence. This innovative method both aesthetically and insightfully enhanced the representation of participants’ lived experiences and was instrumental in validating participants’ narratives. Additionally, this article examines the pragmatic utility of employing metaphors in a photo elicitation technique (also critically reflected upon by the participants who are academic researchers themselves). The paper therefore offers a collective reflection not only on the features and advantages of this approach, but also on the key challenges and some recommendations to inform contemporary visual methods practice.  相似文献   

RLG and PCC: An Interview with Karen Smith-Yoshimura*     

Karen Smith-Yoshimura  Kate Harcourt 《Cataloging & classification quarterly》2020,58(3-4):217-220

Abstract

It is important to remember that there were two bibliographic networks, OCLC and the Research Libraries Information Network (RLIN), which together with the Library of Congress enabled the sharing of bibliographic and authority records amongst PCC members. Karen Smith-Yoshimura was active in the early years of the Program for Cooperative Cataloging (PCC) representing RLIN. In this interview with Smith-Yoshimura in the summer of 2019, Joan Schuitema poses five questions which provide an opportunity for Smith-Yoshimura to share her memories about her participation in PCC prior to RLG’s merger with OCLC.  相似文献   

The murder of children by fathers in the context of child abuse   总被引：2，自引：0，他引：2  

Cavanagh K  Dobash RE  Dobash RP 《Child abuse & neglect》2007,31(7):731-746

OBJECTIVE: This study examined the backgrounds of fathers who fatally abuse their children and the contexts within which these homicides occur. The type of relationship between victim, perpetrator, and the victim's mother was a particular interest. METHODS: Data were gathered from 26 cases of fatal child abuse perpetrated by fathers derived from the wider Murder in Britain study. Quantitative and qualitative data were collected from extensive prison case files of men serving life sentences for child murder. RESULTS: This was a group of undereducated, underemployed men with significant criminal histories. All except one victim had been subjected to previous violence by the offender, almost three-quarter of whom had also perpetrated violence against their intimate partners (the child's birth mother). Many men had unreasonable expectations and low tolerance levels of normal childhood behaviors, and many appeared jealous and resentful of these young children. All 26 victims were under 4 years of age. Sixty-two percent of the offenders were stepfathers and in only four cases was the perpetrator a birth father married to the birth mother. Stepfathers had more disrupted and disadvantaged backgrounds and experiences than birth fathers. CONCLUSIONS: Findings suggest that fathers who perpetrate fatal child abuse have a propensity to use violence against children in their care and intimate partners, raising questions about the gender dynamics and generational boundaries operating in these families. The nature and type of intimate relationship (whether married or cohabiting) and fathering relationship (whether birth or de facto) were important differentiating factors in these homicides as well as characteristics of the offender. PRACTICE IMPLICATIONS: Professionals working in child protection strive to provide effective services to children and families, ever vigilant to the possibility of the death of a child as a consequence of an assault. By and large, fathers (either biological or de facto) as the perpetrators of such assaults have received minimal attention in both policy and practice. Findings from this study suggest that practitioners need to be cognizant of men's attitudes towards and expectations of fathering (particularly stepfathering) which may present increased levels of risk to both children and intimate partners.  相似文献   

Nesta Pain     

Kate Terkanian  Hugh Chignell 《Media History》2020,26(1):20-33

The ‘cultural translator’ is an individual who expresses the essence of entanglement in their career choices, moving between genres, media, or nations. This article suggests that the BBC producer and writer, Nesta Pain, was such an individual. Over the course of her career, Pain not only wrote and produced radio features and radio dramas but was also a successful journalist and author. She translated her experience in radio production onto the stage and on television by exploiting the different possibilities offered by these visual media—all evidence of her transmedial cultural translation. Further adding to the transgressive nature of her career, was her place as a woman in male-dominated radio production arenas.  相似文献   

Marking-out normalcy and disability in higher education     

Manuel Madriaga  Katie Hanson  Helen Kay  Ann Walker 《British Journal of Sociology of Education》2011,32(6):901-920

This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which heralds a non-disabled person without ‘defects’, or impairments, as the ideal norm. This article attempts to mark the pervasiveness of normalcy in higher education by presenting findings from a systematic experience survey of disabled students and non-disabled students within one higher education institution in the United Kingdom. The findings indicate that disabled students who have institutional disability support express more difficulties in their learning and assessment than students with no known disability. However, it was found that there was no significant difference in academic achievement between the two cohorts of students. In relation to the latter point, the evidence also shows that disabled students who do not receive institutional disability support underperform.  相似文献   

Teacher learning communities and educational change in Scotland: The Highland experience     

Mark Priestley  Kate Miller  Louise Barrett  Carolyn Wallace 《British Educational Research Journal》2011,37(2):265-284

This article discusses the issue of the sustainability of educational change in the light of findings from research undertaken in tandem with a development project initiated by a Scottish Education Authority, The Highland Council. The paper reviews some of the key themes that have emerged from recent literature on educational change, before drawing on the project data to address two key issues: the factors that have helped to promote and sustain changes within the schools; and the barriers to innovation experienced in these schools. We conclude the article by identifying a range of considerations that should be taken into account by those seeking to innovate and we suggest that, while the Highland model for change has enjoyed a degree of success in inculcating change, more needs to be done to address systemic issues, such as the pervasive influence of a narrow attainment agenda in shaping classroom practice.  相似文献   

Differences by degree: Evidence of the net financial rates of return to undergraduate study for England and Wales   总被引：1，自引：0，他引：1  

Ian Walker  Yu Zhu 《Economics of Education Review》2011,30(6):1177-1186

This paper provides estimates of the impact of higher education qualifications on the earnings of graduates in the U.K. by subject studied. We use data from the recent U.K. Labour Force Surveys which provide a sufficiently large sample to consider the effects of the subject studied, class of first degree, and postgraduate qualifications. Ordinary Least Squares estimates show high average returns for women that does not differ by subject. For men, we find very large returns for Law, Economics and Management but not for other subjects. Degree class has large effects in all subjects suggesting the possibility of large returns to effort. Postgraduate study has large effects, independently of first degree class.A large rise in tuition fees across all subjects has only a modest impact on relative rates of return suggesting that little substitution across subjects would occur. The strong message that comes out of this research is that even a large rise in tuition fees makes little difference to the quality of the investment – those subjects that offer high returns (LEM for men, and all subjects for women) continue to do so. And those subjects that do not (especially OSSAH for men) will continue to offer poor returns. The effect of fee rises is dwarfed by existing cross subject differences in returns.  相似文献