Against the current: A grounded theory study on the estrangement experiences of a select group of Filipino gay older persons     

Allan B. de Guzman  Les Paul Valdez  Maverick B. Orpiana  Nikki Angela F. Orantia  Patrick Van E. Oledan  Karla Monica Cenido 《Educational gerontology》2017,43(7):329-340

According to Healthy People (2011), in order to understand the health concerns of the Lesbian, Gay, Bisexual, and Transgender (LGBT), the oppression and discrimination that they have faced must be scrutinized. Among the many issues they face, their estrangement experiences are one of the most understudied. However, little is known about how it is experienced by the gay elderly population, hence, this investigation. This grounded theory purports to describe the process by which estrangement is experienced among the Filipino gay older adults. Strauss and Corbin’s Grounded Theory (1990) design was utilized. A total of 10 gay older persons were purposively chosen to participate in semi-structured interviews. Field texts were subjected to thematic analysis involving open, axial, and selective coding. The study generated The Sailing Model of Estrangement. Remarkably, three phases relative to estrangement emerged, namely: sequestering, striving, and surviving. Primarily, the sequestering phase involves the gay persons’ need to express self, search for acceptance, and its subsequent reactions. The striving phase typifies the struggle in dealing with estrangement leading to either feelings of depression, remorse and shame or positivity, hopefulness, and motivation. Finally, in the surviving phase, gay persons may either feel contented and fulfilled or sad, lonely, and remorseful as they acquiesce aging with estrangement. Findings of the study offer an understanding of how Filipino gay older adults employ coping strategies in response to estrangement.  相似文献   

Developing networks of grass-roots science curriculum action     

Carmel McNaught  Dianne Raubenheimer  Margaret Keogh  Rob O'Donoghue  Jim Taylor 《Research in Science Education》1992,22(1):291-298

This paper describes an ongoing process of participatory curriculum development. It outlines some of the tensions which need to be explored in science curriculum development: debates about the nature of science, of society, of school science content and of learning theories. The process whereby action can arise from this debate is also explored. An example will be outlined of a network of science curriculum action which has developed from the work of a range of science education projects in Natal, South Africa. Specializations: science curriculum development from primary to tertiary level. Specializations: inservice primary science teacher development. Specializations: inservice teacher development, biology education. Specializations: environmental education, teacher development. Specializations: environmental education, teacher development.  相似文献   

Mothers’ and Fathers’ Roles in Caring for an Adult Child with an Intellectual Disability     

Michelle Rowbotham  Monica Cuskelly 《International Journal of Disability, Development & Education》2011,58(3):223-240

To date, there have been few studies of mothers’ and fathers’ roles in caring for their adult children with intellectual disabilities. The present study investigated the care-giving roles of mother and father couples caring for their adult offspring with an intellectual disability, their psychological health, and the demands and satisfaction of their care-giving roles. Twelve Anglo-Australian middle-aged mother and father couples with an adult child with intellectual disability (mean age?=?24 years) participated in semi-structured interviews about their care-giving roles and completed a series of questionnaires pertaining to care-giving difficulties and satisfaction, hassles and uplifts, and general health. Findings indicated that an extremely high proportion of both mothers and fathers were in the clinical range for social dysfunction, anxiety/insomnia, and somatic complaints, although levels of depression were relatively low. The present study found that mothers undertake more daily care-giving tasks than fathers, but that the range of tasks is similar. Mothers also reported significantly more care-giving difficulties and satisfaction than fathers. Associations between measures differed somewhat for the two parent groups, indicating the need for further exploration of both mothers’ and fathers’ experiences.  相似文献   

Relations of Children's Effortful Control and Teacher-Child Relationship Quality to School Attitudes in a Low-Income Sample     

Silva KM  Spinrad TL  Eisenberg N  Sulik MJ  Valiente C  Huerta S  Edwards A  Eggum ND  Kupfer AS  Lonigan CJ  Phillips BM  Wilson SB  Clancy-Menchetti J  Landry SH  Swank PR  Assel MA  Taylor HB;School Readiness Consortium 《Early education and development》2011,22(3):434-460

RESEARCH FINDINGS: The purpose of this study was to examine the relations of children's effortful control and quality of relationships with teachers to school attitudes longitudinally in an ethnically diverse and economically disadvantaged sample. Data were collected as part of a larger intervention project during mid-fall, winter, and late spring (ns = 823, 722, and 758, respectively) for 2 cohorts of 3- to 5-year-olds (collected during 2 different school years). Children's effortful control was assessed in the fall with parents' and teachers' reports and 2 behavioral measures. Teacher-child relationship quality was assessed mid-year with teachers' reports of closeness and conflict. Attitudes toward school were assessed in late spring using teachers' and students' reports of school avoidance and liking. Effortful control, in general, was positively correlated with teacher-child closeness and school liking and negatively correlated with conflict and school avoidance. Using structural equation modeling and controlling for sex and ethnicity, we found that effortful control was positively related to teacher-child relationship quality, which in turn was positively related to school attitudes. Furthermore, the relation of effortful control to school attitudes was mediated by teacher-child relationship quality. PRACTICE OR POLICY: Results provide evidence for the importance of relational processes that take place within the classroom context and have implications for teachers and clinicians working to increase school success in ethnic minority and low-income children.  相似文献   

Campus commons: When pigs fly: A new perspective on learning     

Colette M. Taylor 《About Campus》2011,16(2):30-32

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Engendering habits of mind and heart through integrative learning     

Simone Himbeault Taylor 《About Campus》2011,16(5):13-20

Students are often exposed to an almost breathtaking array of curricular and cocurricular learning experiences, but how do we help them make meaning of their diverse learning? Simone Himbeault Taylor suggests pedagogical processes that promote reflection across learning experiences in a student‐centered approach to integrate learning.  相似文献   

Students’ perceptions of classroom instructional environments in the context of ‘Universal Design for Learning’     

Michael M. Abell  Eunjoo Jung  Matthew Taylor 《Learning Environments Research》2011,14(2):171-185

Using a sample of 867 students in Grades 5–12, the present study investigated whether students’ perceptions toward the instructional environment in classrooms that employed Universal Design for Learning differed by school grade level and teacher gender. High-school students in the study showed higher perception scores than upper-elementary or middle-school students in the personalisation and participation aspect of the classroom environment. The results for teacher gender indicated that students in the study perceived a more personalised classroom environment with female teachers than with male teachers. Policy implications and methodological considerations are provided for future study.  相似文献   

Validation of the elementary social behaviour assessment: teacher ratings of students’ social skills adapted to Norwegian,grades 1–6     

Anne Arnesen  Keith Smolkowski  Terje Ogden  Monica Melby-Lervåg 《Emotional and Behavioural Difficulties》2018,23(1):39-54

This study investigated the psychometric properties of the Elementary Social Behaviour Assessment (ESBA), a teacher-report measure of students’ social skills and academic engagement adapted for use in Norwegian schools. At two times, 8 weeks apart, 151 teachers rated 793 students in Grades 1–6 on the ESBA and the Social Skills Rating System Teacher’s form (SSRS-T). Exploratory factor analysis with the first assessment suggested one or possibly two factors. Confirmatory factor analysis with the second assessment confirmed the one- or two-factor models but did not offer strong evidence for one over the other. The ESBA demonstrated good to excellent reliability. Strong concurrent and predictive correlations with the SSRS-T established criterion validity. The school and teacher levels explained only a limited amount of the total variance in ESBA scores, suggesting that teachers rate students quite similarly. The Norwegian-adapted ESBA paralleled the reliability and validity evidence from US samples.  相似文献   

Access and Support in the Development of a Visual Language: arts education and disabled students     

Margaret Taylor 《The International Journal of Art & Design Education》2005,24(3):325-333

Overall, little is known about the ways in which disabled children and young people produce artwork or how they are enabled to access the visual arts curriculum particularly when they have high level and complex support requirements. This article focuses on the Information Communication Technology (ICT) and practical assistance that enables disabled students to create art and design work. The article is based on my recent doctoral research which has analysed the arts education of a group of disabled young people post 16 and investigated the ways in which the arts curriculum can be made accessible [1]. ICT, in conjunction with effective practical assistance, can be refined and merged to create seamless access to the visual arts for disabled students and can play a key role not only in equipping them with the skills and competencies to gain qualifications and potential employment, but also as a ‘voice’ with which they can express their particular experiences of the human condition.  相似文献   

Field Trips in Early Childhood Settings: Expanding the Walls of the Classroom     

Satomi Izumi Taylor  Vivian Gunn Morris  Carol Cordeau-Young 《Early Childhood Education Journal》1997,25(2):141-146

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