The Role of the Centre in the Professional Development of Teachers     

Joy Wells 《School Leadership & Management》2013,33(2):145-148

The study builds on earlier work which considered changes in the use of staff other than teachers (associate staff) in maintained primary and secondary schools. The focus of the study is on the introduction of staffing innovations (how they originated, how they were implemented, perceived advantages and difficulties, estimated cost effectiveness) in a new kind of educational institution – the City Technology College. The authors seek to illuminate theories of implementing change in a contemporary educational setting. The article reports on the first year's work and indicates some emergent issues.  相似文献   

Case Study of an Innovative Superintendent Succession Plan     

Joy J. Roger  L. Arthur Safer 《Clearing house (Menasha, Wis.)》2013,86(2):136-140

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Rights at Risk     

Katy Simmons 《British Journal of Special Education》1998,25(1):9-12

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Communication Disorders and Challenging Behaviors: Supporting Children’s Functional Communication Goals in the Classroom     

Katy Gregg 《Early Childhood Education Journal》2017,45(4):445-452

Children with communication disorders may express frustrations through challenging behaviors such as aggressive behaviors and social withdrawal. Challenging behaviors may lead to difficulties with building social competencies including emotional regulation and peer engagement. Individualized planning of functional goals for children with communication disorders provides support for social communication to increase quality classroom interactions. Teachers, families and service providers can work together to assess the purpose of the child’s behaviors in order to create more functional ways for the child to communicate as the spoken language continues to improve. This article focuses on strategies including considerations for collaboration in initial planning, communication modifications, and peer supports.  相似文献   

Politicising the ‘personal’: the resistant potential of creative pedagogies in teaching and learning ‘sensitive’ issues     

Katy Pilcher 《Teaching in Higher Education》2017,22(8):975-990

Drawing upon student narratives gleaned through qualitative interviews, this paper argues that teaching and learning ‘sensitive’ issues surrounding gender and sexualities through ‘creative’ pedagogies can be a mode of resistance against the reproduction of problematic social discourses, and to the negative impacts of neoliberalism on student’s learning within higher education. The findings point to the importance of speaking about sensitive issues; the value of creative approaches for enhancing learning; and that together these can enable students to articulate an agenda for social change. Students saw the ‘personal as political’ – of sharing personal journeys around sensitive issues as important. They further spoke of ‘apathy’ in an neoliberal era of student ‘consumers’ and how this could curtail ‘creative’ teaching and jeopardise learning. Overall, it is argued that creative approaches to teaching and learning sensitive issues can invoke a resistant potentiality which exposes the ‘hidden injuries’ (Gill, 2010) of the neoliberal university.  相似文献   

The impact of support services on students’ test anxiety and/or their ability to submit assignments: a focus on vision impairment and intellectual disability     

Poulomee Datta  Joy Talukdar 《International Journal of Inclusive Education》2017,21(2):160-171

This study investigated the influence of the support services on the test anxiety of students and/or their ability to submit assignments in each of the two disability groups, those with vision impairment and those with intellectual disability, who were placed in specialist and mainstream educational settings in South Australia. Interviews were conducted with 14 students with vision impairment and 9 students with intellectual disability, as well as a total of 10 parents and 8 teachers. The findings unfolded that the support services were found to influence positively the test anxiety experienced by students with vision impairment and/or their ability to submit assignments, but appeared to help students with intellectual disability to a much smaller extent. These findings have implications for mainstream teachers and school support staff working with students with vision impairment and those with intellectual disability, to determine what type and kind of support works for these students and helps them to alleviate their test anxieties.  相似文献   

Narrative elaboration and participation: two dimensions of maternal elicitation style     

Melzi G  Schick AR  Kennedy JL 《Child development》2011,82(4):1282-1296

This study investigated the narrative scaffolding styles of Spanish-speaking and English-speaking mothers as they engaged their preschool-aged children in family reminiscing and book sharing interactions. Specifically, the study examined the dimensions of narrative elaboration and participation in mothers' scaffolding styles across the 2 narrative tasks. Cluster analyses identified 2 styles of maternal scaffolding for each context, differing in the degree to which mothers elaborated, the manner in which they did so, and the extent to which they encouraged child participation. Findings highlight the importance of both narrative elaboration and narrative participation as defining dimensions of maternal scaffolding styles. Results are discussed in relation to variations in socialization practices and the role these practices might play in children's development.  相似文献   

Differences in the Fears of Elementary School Children in North and South America: A Cross-Cultural Comparison     

Joy J. Burnham  Lisa M. Hooper  Heather N. Ogorchock 《International journal for the advancement of counseling》2011,33(4):235-251

This study compared the fears of North American and South American children in Grades 2–5. Fears were assessed with English and Spanish versions of the American Fear Survey Schedule (FSSC-AM; Burnham 2005). Specific fears and several most common fears differed across the two countries. Overall, the South American children and the girls from both countries had significantly higher fear intensity scores than North American children and the boys. Fear intensity scores also differed significantly across racial backgrounds. Implications for counsellors and directions for future research are considered.  相似文献   

A commentary on “views of the future of UNESCO”     

Mary Joy Pigozzi 《International Journal of Educational Development》2011

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Faculty Use of Tablet PCs in Teacher Education and K-12 Settings     

Sue Byrd Steinweg  Sarah Carver Williams  Joy Neal Stapleton 《TechTrends》2010,54(3):54-61

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