PUBLISHING ABOUT AUTISM SPECTRUM DISORDER IN SIX SCHOOL PSYCHOLOGY JOURNALS: 2002–2012     

Elizabeth L. W. Mckenney  Julie Dorencz  Ryan M. Bristol  Lacey P. Hall 《Psychology in the schools》2015,52(3):265-283

Recent years have seen a rise in the number of students identified with autism spectrum disorder (ASD), with increasing estimates of prevalence still emerging from cohorts monitored by the Centers for Disease Control and Prevention. However, dissemination to a school psychology audience about these students’ needs has been disparate, with publications being idiosyncratic in the extent to which certain areas have received focused and sustained attention and other areas receiving much less attention. A structured review of the literature examined the extent to which research on children and adolescents with ASD was published within school psychology journals from 2002 through 2012. Results indicate that published studies relating to ASD can be grouped in seven categories, with some being deeply investigated, whereas other topics have been minimally discussed within the field. The most surprising of these findings is the relative lack of publication on the development and psychometric properties of assessment tools used to evaluate students with ASD.  相似文献   

Telesthesia: Communication,Culture and Class,by McKenzie Wark. Malden,MA: Polity Press, 2012. 244 pp. $19.95 paper. ISBN 97807456-53990 (paper).     

Kim Lacey 《The Information Society》2014,30(4):292-293

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Navigating with the Stars: Critical Qualitative Methodological Constellations for Critical Intercultural Communication Research     

Kate G. Willink  Robert Gutierrez-Perez  Salma Shukri  Lacey Stein 《Journal of International and Intercultural Communication》2014,7(4):289-316

This collaborative essay seeks to chart new methodological pathways for intercultural scholars with a specific focus on Critical Race Theory and Decolonizing and Indigenous Research Methodologies; Activist/Engaged Methodologies; and Performative Methodologies. Each section begins from our own researcher subjectivity, then outlines the constellation within the development of Critical Intercultural Communication (CIC); identifies the constellation's methodological commitments, thematics, and concerns; highlights key exemplars; and raises key questions. At the end of the essay, we explore through a dialogic performance the larger implications that these methodological constellations hold for CIC as a field.  相似文献   

What is literacy for students with severe learning difficulties? Exploring conventional and inclusive literacy   总被引：1，自引：0，他引：1  

Penny Lacey  Lyn Layton  Carol Miller  Juliet Goldbart  Hazel Lawson 《Journal of Research in Special Educational Needs》2007,7(3):149-160

This paper arises from research into inclusive literacy for pupils with severe learning difficulties who do not learn to read and write conventionally. The ultimate aim of the study was to seek out examples of good practice in teaching and learning literacy that includes students with severe learning difficulties and disseminate them as widely as possible. Thirty-five schools were visited and observations made in 122 lessons. Sixty-one teachers were interviewed and their paperwork examined. Ten focus groups and five 'expert witnesses' were consulted, alongside desk-based research designed to locate 'good practice'. Teachers used a mixture of conventional (e.g., texts) and non-conventional (e.g., pictures, film and oral) media, although more observations were made of conventional literacy teaching (e.g., phonic work) than of non-conventional (e.g., filmmaking). Results from the research suggest that few students with severe learning difficulties are likely to learn to read and write conventionally (i.e., read for pleasure, work and study) and teachers may be relying too much on teaching traditional literacy to them. It may be useful to explore teaching and learning around alternative media such as still and moving images, live theatre and storytelling, digital technology and the arts. Although some teachers are making good use of these media, the potential of these media for providing inclusive literacy experiences could be further developed.  相似文献   

Effects of enrichment preschooling: an Australian followup study     

P R De Lacey  B Nurcombe  L J Taylor  P Moffitt 《Exceptional children》1973,40(3):171-176

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The long‐day childcare context: implications for toddlers' pretend play     

Helen S. Kowalski  Shirley R. Wyver Corresponding author  Grace Masselos  Philip de Lacey 《Early Years: An International Journal of Research and Development》2005,25(1):55-65

Forty‐eight toddlers aged 17 to 31 months attending long‐day childcare participated in this project, which examined some of the influences of the day‐care context on their emerging pretend play. Ninety minutes of video‐taped observations were collected for each participant as they engaged in free play with their same‐age peers and their pre‐school‐aged peers. The play environment was assessed on a number of dimensions, including the provision of play materials, the quality of care and staff attitudes toward play. Additionally, the participants' weekly attendance pattern was taken into consideration. The complexity of pretend play was coded in accordance with Westby's Symbolic Play Scale (1991 Westby C A scale for assessing children's pretend play 1991 in: C. E. Shaefer, K. Gitlin & A. Sandgrund (Eds) Play diagnosis and assessment New York Wiley 131 161  [Google Scholar]). Two components of the long‐day childcare context—play with pre‐school‐aged peers and the unsatisfactory provision of play materials—were found to be significantly influential on the participants' complexity of pretend play. An attendance of four or more days in childcare was also found to be favourable. A number of implications for educational programming in the day‐care context arise from these results.  相似文献   

Virtually Forgotten: Special Education Students in Cyber Schools     

Chris Carnahan  Lacey Fulton 《TechTrends》2013,57(4):46-52

The area of online K-12 education is experiencing rapid growth, yet practice has greatly surpassed the research. This article looks to add to the field by examining special education students enrolled in the Commonwealth of Pennsylvania. There were over 2600 students in the state that were identified as special education students and enrolled in virtual schools in 2009 according to the Pennsylvania Department of Education. The population of special education students in cyber school mirrors the population of special education students in brick and mortar classrooms, thus it is important to understand the characteristics associated with special needs learners as current research and practices are not designed to serve this population. Understanding the characteristics of this group is fundamental for instructional design and educational practice to serve the needs of these diverse learners.  相似文献   

Positioning oneself for leadership: feelings of vulnerability among aspirant school principals     

Peter Gronn  Kathy Lacey 《School Leadership & Management》2013,33(4):405-424

The research context for this article is the difficulty being experienced by a number of school systems, especially in the UK, USA, Canada and Australia, in recruiting principals. In our discussion we draw on preliminary findings from ongoing research into the experiences of a cohort of aspiring primary and secondary school principals. Our data comprise the electronic journal (E‐journal) entries of the 21 aspirants. We characterize the E‐journal reflections as identity narratives in which the aspirants are able to explore a range of feelings, challenges and uncertainties associated with the possibility of future principal role incumbency. The significance of these E‐journalling narratives, therefore, is that they provide aspirants with an opportunity, through semi‐private reflection, to begin positioning themselves for leadership. For this reason we articulate the idea of ‘positioning space’, a supportive holding environment which facilitates the exploration of potential and possible selves and we explore some properties and protocols associated with occupancy of this space.  相似文献   

‘Unthinkable’ Selves: Identity boundary work in a summer field ecology enrichment program for diverse youth     

Heidi B. Carlone  Lacey D. Huffling  Terry Tomasek  Tess A. Hegedus  Catherine E. Matthews  Melony H. Allen 《International Journal of Science Education》2013,35(10):1524-1546

The historical under-representation of diverse youth in environmental science education is inextricably connected to access and identity-related issues. Many diverse youth with limited previous experience to the outdoors as a source for learning and/or leisure may consider environmental science as ‘unthinkable’. This is an ethnographic study of 16 diverse high school youths’ participation, none of who initially fashioned themselves as ‘outdoorsy’ or ‘animal people’, in a four-week summer enrichment program focused on herpetology (study of reptiles and amphibians). To function as ‘good’ participants, youth acted in ways that placed them well outside their comfort zones, which we labeled as identity boundary work. Results highlight the following cultural tools, norms, and practices that enabled youths’ identity boundary work: (1) boundary objects (tools regularly used in the program that facilitated youths’ engagement with animals and nature and helped them work through fear or discomfort); (2) time and space (responsive, to enable adaptation to new environments, organisms, and scientific field techniques); (3) social support and collective agency; and (4) scientific and anecdotal knowledge and skills. Findings suggest challenges to commonly held beliefs about equitable pedagogy, which assumes that scientific practices must be thinkable and/or relevant before youth engage meaningfully. Further, findings illustrate the ways that fear, in small doses and handled with empathy, may become a resource for youths’ connections to animals, nature, and science. Finally, we propose that youths’ situated identity boundary work in the program may have the potential to spark more sustained identity work, given additional experiences and support.  相似文献   

The Interplay of Scientific Activity, Worldviews and Value Outlooks     

Hugh Lacey 《Science & Education》2009,18(6-7):839-860

Scientific activity tends to reflect particular worldviews and their associated value outlooks; and scientific results sometimes have implications for worldviews and the presuppositions of value outlooks. Even so, scientific activity per se neither presupposes nor provides sound rational grounds to accept any worldview or value outlook. Moreover, in virtue of reflecting a suitable variety of worldviews and value outlooks, perhaps including some religious ones, science is better able to further its aim. An extended argument is made that, although the materialist worldview has de facto been widely associated with the development of modern science, the scope of scientific inquiry is improperly limited when constraints, derived from materialism, are generally placed upon admissible scientific theories. Some implications for science education are sketched in the conclusion.  相似文献