Developing a student-led school mental health strategy     

Cathy Atkinson  George Thomas  Natasha Goodhall  Laura Barker  Isabella Healey  Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.  相似文献   

Beginning literacy: links among teacher knowledge, teacher practice, and student learning   总被引：2，自引：0，他引：2  

McCutchen D  Abbott RD  Green LB  Beretvas SN  Cox S  Potter NS  Quiroga T  Gray AL 《Journal of learning disabilities》2002,35(1):69-86

Although the importance of phonological awareness has been discussed widely in the research literature, the concept is not well understood by many classroom teachers. In the study described here, we worked with groups of kindergarten and first-grade teachers (the experimental group) during a 2-week summer institute and throughout the school year. We shared with them research about learning disabilities and effective instruction, stressing the importance of explicit instruction in phonological and orthographic awareness. We followed the experimental group and a control group into their classrooms for a year, assessing teachers' classroom practices and their students' (n = 779) learning. The study yielded three major findings: We can deepen teachers' own knowledge of the role of phonological and orthographic information in literacy instruction; teachers can use that knowledge to change classroom practice; and changes in teacher knowledge and classroom practice can improve student learning.  相似文献   

A call to action: exploring and responding to educational developers’ workplace burnout and well-being in higher education     

Klodiana Kolomitro  Natasha Kenny  Suzanne Le-May Sheffield 《International Journal for Academic Development》2020,25(1):5-18

ABSTRACT

There is a gap in research exploring stress, burnout, and well-being within the context of educational development. The purpose of this study was to examine the concepts of burnout and workplace well-being among educational developers across the international landscape. Thematic analysis from the survey responses (n = 210) revealed characteristics around four themes that both enhanced or hindered participants’ sense of well-being: a) colleagues, b) manager/director, c) institution/senior administration, and d) workplace. Our findings highlight the need to further amplify conversations related to burnout, as well as examine and promote workplace well-being for educational developers.  相似文献   

Brief Research Report: Bayesian Versus REML Estimations With Noninformative Priors in Multilevel Single-Case Data     

Eunkyeng Baek  S. Natasha Beretvas  Wim Van den Noortgate  John M. Ferron 《Journal of Experimental Education》2020,88(4):698-710

Abstract

Recently, researchers have used multilevel models for estimating intervention effects in single-case experiments that include replications across participants (e.g., multiple baseline designs) or for combining results across multiple single-case studies. Researchers estimating these multilevel models have primarily relied on restricted maximum likelihood (REML) techniques, but Bayesian approaches have also been suggested. The purpose of this Monte Carlo simulation study was to examine the impact of estimation method (REML versus Bayesian with noninformative priors) on the estimation of treatment effects (relative bias, root mean square error) and on the inferences about those effects (interval coverage) for autocorrelated multiple-baseline data. Simulated conditions varied with regard to the number of participants, series length, and distribution of the variance within and across participants. REML and Bayesian estimation led to estimates of the fixed effects that showed little to no bias but that differentially impacted the inferences about the fixed effects and the estimates of the variances. Implications for applied researchers and methodologists are discussed.  相似文献   

Pedagogy for partisanship: research training for Black graduate students in the Black intellectual tradition     

Joyce E. King  Thais M. Council  Janice B. Fournillier  Valora Richardson  Chike Akua  Natasha McClendon 《International journal of qualitative studies in education》2019,32(2):188-209

Current and former students of two professors in a southern research university and a community educator, all participants in an African-centered research collaborative/apprenticeship, describe what and how we study together and our struggle to use our knowledge and research in service to our community. We uplift the works of key Pan-African/Black/Africana Studies/Nile Valley scholars to illustrate the African epistemic foundation of our collaborative/apprenticeship. We describe how we utilized the methodology of narrative inquiry to explore our experiences as participants in the HeKA (Heritage Knowledge in Action) research collaborative and how HeKA has provided ways of knowing and being centered in our culture and heritage. We present our findings, which include some of the dilemmas of Black doctoral students and emerging scholars engaged in HeKA and how this collaborative/apprenticeship serves as an emancipatory praxis to enable the next generation to realize their goals of partisan research and pedagogy in higher education.  相似文献   

Extinction revisited: Similarities between extinction and reductions in US intensity in classical conditioning of the rabbit’s nictitating membrane response     

E.?James?KehoeEmail author  Natasha?E.?white 《Learning & behavior》2002,30(2):96-111

The mechanisms of extinction were examined by reducing the intensity of the unconditioned stimulus (US) after acquisition training to determine whether such reductions lie on a continuum with CS-alone extinction. The experiments revealed that reductions in US intensity yielded extinction-like effects. Specifically, there were proportional reductions in the daily mean level of responding across sessions. There were also persistent within-session declines and between-session increases of responding analogous to spontaneous recovery. Surprisingly, even when US intensity was held constant, within-session declines and between-session increases were apparent. The results are discussed with respect to possible contributions from unlearning, new learning, generalization decrement, and nonassociative loss, especially CS-specific attentional changes and CR-specific reactive inhibition.  相似文献   

Fathers and mothers at play with their 2- and 3-year-olds: contributions to language and cognitive development   总被引：10，自引：0，他引：10  

Tamis-LeMonda CS  Shannon JD  Cabrera NJ  Lamb ME 《Child development》2004,75(6):1806-1820

Father-child and mother-child engagements were examined longitudinally in relation to children's language and cognitive development at 24 and 36 months. The study involved a racially/ethnically diverse sample of low-income, resident fathers (and their partners) from the National Early Head Start evaluation study (n=290). Father-child and mother-child engagements were videotaped for 10 min at home during semistructured free play, and children's language and cognitive status were assessed at both ages. Fathers' and mothers' supportive parenting independently predicted children's outcomes after covarying significant demographic factors. Moreover, fathers' education and income were uniquely associated with child measures, and fathers' education consistently predicted the quality of mother-child engagements. Findings suggest direct and indirect effects of fathering on child development.  相似文献   

Authority and ethics: A case for estrangement in educational research and research education     

Paul Dowling  Natasha Whiteman 《British Educational Research Journal》2020,46(4):770-785

This article focuses attention on an underexamined issue in the literature on educational research ethics: how ethical authority is established in educational research. We address this from a perspective that disrupts naturalised approaches to ethics, arguing that rather than seeking ‘rights’ or ‘wrongs’, researchers are always tasked with constructing ethical stances. Attention can then be placed on the array of embodied and objectified resources that might be recruited in establishing these. Through an engagement with published academic accounts of ethical reflection and decision-making, the article explores the ways that educational researchers achieve or sometimes question their ethical security in respect of their research activity. The analysis we present draws out the referential strategies that constitute ethical subjectivity and maps the diversity of anchoring points that might be recruited in this action. We also draw attention to the process of recontextualisation that is inevitable when one activity (or aspect of an activity) regards another, introducing necessary incoherence into ethical practice. The case we present celebrates rather than seeking to conceal or repair such disruption.  相似文献   

The author as agent of information policy: The relationship between economic and moral rights in copyright     

Margaret Ann Wilkinson  Natasha Gerolami 《Government Information Quarterly》2009

A historical and theoretical analysis of the copyright environment demonstrates that both the economic rights associated with copyright and the moral rights often associated with copyright perform social functions. The latter have not been as universally embraced or adopted as the former. The lack of enthusiasm for moral rights is argued to be because the social utility of this aspect of the copyright regime has gone largely unrecognized. In fact, moral rights ensure that the information needs of the public are being met because they enhance the ability to assess the authority and reliability of information. While historically this has not been as important as enhancing the supply of information, a function performed by the economic rights of copyright, in the context of the new information environment, the role played by moral rights is becoming increasingly important. Our thesis also defines the appropriate scope of moral rights protection in copyright.  相似文献   

From External Regulation to Self-Regulation: Early Parenting Precursors of Young Children's Executive Functioning   总被引：1，自引：0，他引：1  

Annie Bernier  Stephanie M. Carlson  Natasha Whipple 《Child development》2010,81(1):326-339

In keeping with proposals emphasizing the role of early experience in infant brain development, this study investigated the prospective links between quality of parent–infant interactions and subsequent child executive functioning (EF), including working memory, impulse control, and set shifting. Maternal sensitivity, mind-mindedness and autonomy support were assessed when children were 12 to 15 months old ( N  =   80). Child EF was assessed at 18 and 26 months. All three parenting dimensions were found to relate to child EF. Autonomy support was the strongest predictor of EF at each age, independent of general cognitive ability and maternal education. These findings add to previous results on child stress-response systems in suggesting that parent–child relationships may play an important role in children's developing self-regulatory capacities.  相似文献