Developing Multicultural Competence Using the Structured Peer Group Supervision Model     

Pamela S. Lassiter  Louise Napolitano  John R. Culbreth  Kok‐Mun Ng 《Counselor Education & Supervision》2008,47(3):164-178

Interest in the role of supervision in counselor training has increased concurrent with the interest in effective strategies for developing multicultural counseling competency. L. D. Borders (1991) proposed a model of group supervision appropriate for use with supervisees of differing skill levels; however, the model does not overtly provide for supervisees' development of multicultural awareness and skills. This article presents a format of peer group multicultural supervision in which supervisees work to increase their multicultural competencies while engaging in helper roles important for working with culturally diverse clients.  相似文献   

The Role of Non-Government Organisations (NGOS) In Practising Editorial Photography in A Globalised Media Environment     

Louise Grayson 《Journalism Practice》2014,8(5):632-645

The news media industry has changed dramatically into a global business with ever-increasing attention being devoted to entertainment and celebrity across the last 10–20 years. There has also been a growing reliance on images produced by citizens (citizen photojournalism), by media outlets and publishers. It is widely acknowledged that in tandem these changes have shrunk publication opportunities for professional photographers undertaking editorial projects. As a result, photographers are increasingly relying on non-government organisations (NGOs) to gain access to photographing issues and events in developing countries and to expand their economic and portfolio opportunities. This increase in photographers working for and alongside NGOs has given rise to a new genre of editorial photography which I call NGO Reportage. By way of a case study, an exploration of this new genre reveals important issues for photographers working with NGOs and examines the constructed narratives of images contained within these emerging practices.  相似文献   

A right to be heard: learning from learners with additional needs in literacy     

Thérèse McPhillips  Michael Shevlin  Louise Long 《Literacy》2012,46(2):59-66

This study aimed to explore the consultation experiences of pupils who have additional needs in literacy. An opportunistic sample of eight schools – four in Northern Ireland and four in the Republic of Ireland – were chosen by the researchers; selected pupils were receiving additional literacy support. Focus group discussions and arts‐based creative methodologies were used through which visual and verbal stimuli supported and extended the narratives of the children. The findings showed that pupils have a capacity for self‐reflection and metacognitive talk around literacy. They had a keen awareness of their specific difficulties and the reading strategies they use. However, they wished for greater choice in how literacy support is organised and for more information about individual reading targets and scores. There was a great desire among pupils for consultation at meetings concerning their progress. Involving pupils in planning and evaluating their literacy learning needs as a fundamental right raises questions about teachers’ current protectiveness of pupils with additional needs.  相似文献   

Scaffolding dynamics and the emergence of problematic learning trajectories     

Henderien Steenbeek  Louise Jansen  Paul van Geert 《Learning and individual differences》2012,22(1):64-75

This study aims at examining problematic learning trajectories of students with emotional behavioral disorders (EBD) by means of a longitudinal and time serial (micro genetic) study of individual instruction sessions during arithmetic lessons. Micro genetic analysis techniques were applied on the variable “responsiveness” in the scaffolding dynamics, which was chosen as an indicator variable for the quality of the instruction. In a representative EBD student–teacher pair, an iterative process of stability and change of five dynamically related scaffolding variables and one arithmetic variable was demonstrated, which indicated the existence of three phases over a period of two school years. In the short term dynamics of scaffolding, an asymmetric engagement level of teacher and student was found, which was dominated by the teacher's initiatives. Overall, the data point to a suboptimal coupling in this student–teacher pair. An applied conclusion of our study is that educational recommendations should be aimed at transforming existing, self-sustaining transactional patterns between the teacher and the student in real-time instruction sessions during arithmetic lessons.  相似文献   

Early home learning support and home mathematics environment as predictors of children's mathematical skills between age 4 and 6: A longitudinal analysis using video observations and survey data     

Yiran Vicky Zhao  Jenny Louise Gibson 《Child development》2023,94(6):e377-e392

This large-scale and longitudinal study examines early home support for learning, formal/informal home mathematics activities, and their associations with children's mathematical development between age two and six. Data were collected in Germany between 2012 and 2018, N = 1184 (49% girls, 51% boys), and 15% of children had parents with a migration history. Linguistically and mathematically stimulating, attentive, and responsive parent–child engagement at age two predicted children's mathematical skills at age four and six (small-to-medium effect size). Both formal and informal home mathematical activities at age five predicted children's mathematical skills at age six (small effect size), and were associated with children's prior mathematics attainment. This study also provides indicators where individual differences and social circumstances are relevant to understanding different early mathematics outcomes.  相似文献   

Creating effective teaching and learning environments: Building a positive behavioural support (PBS) model for UK special schools     

Louise D. Denne  Corinna F. Grindle  Suzi J. Sapiets  Millie Blandford-Elliott  Richard P. Hastings  Marguerite Hoerger  Katy Lambert-Lee  Andreas Paris  Gemma Nicholls  J. Carl Hughes 《Support for Learning》2023,38(4):183-193

The importance of reducing restraint and restrictive interventions in special schools has been recognised across the four nations of the UK. Government guidance for England and Wales, and recommendations produced by Restraint Reduction Scotland, both reference Positive behavioural support (PBS) as an evidence-based approach that can be used to proactively support pupils with, or at risk of, behaviours that challenge. The Department of Education of Northern Ireland recommends the development of behaviour support plans to support children with special education needs and disabilities. Special schools, however, also have a responsibility to set high expectations for every pupil, to provide access to the respective national curricula and to meet individual needs. School-wide positive behavioural support (SW-PBS), originated in the USA in the 1990s in response to a body of evidence that showed improved social and academic outcomes when behavioural interventions were implemented across whole school settings. It is increasingly being adopted in the UK. Drawing upon examples from schools in England and Wales with which the authors are familiar, this paper outlines the rationale for a special schools' model of SW-PBS and illustrates the ways in which this can be adjusted to meet the specific needs of each setting.

Key Points

• Reducing restraint and restrictive interventions in schools is a high priority across all four nations of the UK.
• Special schools also have a responsibility to provide children with special education needs and disabilities positive learning environments that maximise learning opportunities and meet individual needs.
• School-wide positive behaviour support (SW-PBS) provides a useful framework to help special schools meet these expectations.

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