Current status of observational learning research and the role of demonstrations in sport     

Hodges NJ  Williams AM 《Journal of sports sciences》2007,25(5):495-496

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Performance-based school psychology certification: Situational response testing     

Jane N. Miller  Ann W. Engin 《Psychology in the schools》1974,11(4):422-424

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Pupil self-concept in an “open” school and in a “traditional” school     

Jane Ruedi  Charles K. West 《Psychology in the schools》1973,10(1):48-53

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Science communication in China: a critical component of the global science powerhouse     

Jane Qiu 《国家科学评论(英文版)》2020,7(4):824

China has attached a great significance to bringing science to the public—known as kepu (科普, ‘science popularization’) or kexue chuanbo (科学传播, ‘science dissemination’)—in recent years, partly in response to its unprecedented push for innovation in science and technology. In 2018, it spent 16 billion yuan (US$2.3 billion) on such endeavours, nearly 80% of which was government funding, according to a survey conducted by the Ministry of Science and Technology. With one science-education venue for every million people, approximately 76 million visits were made to the country''s 518 general-science museums and 142 million visits were made to 943 museums dedicated to a specific subject matter, such as the Geological Museum of China.In a forum chaired by National Science Review’s executive editor-in-chief, Mu-ming Poo, scientists, journalists and public-information officers discussed the differences in science communication between China and developed nations, the challenges and opportunities of raising scientific literacy in China, how it has played out in a wide range of controversial topics, from stem-cell research to climate change, and the importance of international collaboration. Tao Deng Director of the Institute of Vertebrate Paleontology and Paleoanthropology, Chinese Academy of Sciences, Beijing, China Hepeng Jia Science journalist and science-communication scholar at Soochow University, Suzhou, China Brian Lin Director of the Editorial Content Strategy, EurekAlert!, American Association of the Advancement of Science, Washington DC, USA Joy Ma Manager of the Editorial Content, EurekAlert!, American Association of the Advancement of Science, Washington DC, USA Lai Xu Former chief editor of Guokr.com, Beijing, China Shi Yan Deputy director of the China Research Institute for Science Popularisation, Chinese Association of Science and Technology, Beijing, China Mu-ming Poo (Chair) Director of the Insitute of Neuroscience, Chinese Academy of Sciences, Shanghai, China  相似文献   

Our community in early years education     

Jane Murray 《International Journal of Early Years Education》2019,27(2):115-117

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Developing strong transition-focused IEPS using labour market data     

Amy Jane Griffiths  Meghan E. Cosier  Rachel Wiegand  Sneha Kohli Mathur  Sara Morgan 《Support for Learning》2021,36(4):608-629

Employment rates and post-school transition outcomes for individuals with disabilities remain alarmingly low compared to peers without disabilities. Transition-Focused Individualized Education Plans (TF-IEPs) often centre on skills associated with employment experience opportunities that are immediately available to the individual with a disability. While the transition plans focus on the student's strengths and areas of interest, less attention is paid to the guidance and support a student might need in choosing a sustainable career. We contend that teams must develop transition plans with specific attention to projected labour market data. Using this information will ensure that we are preparing students with disabilities for long-term success. This article describes how school teams can use an in-depth labour market analysis to develop robust transition plans. These plans will prepare students for careers that will last far into the future.  相似文献   

Friendship motivations,challenges and the role of masking for girls with autism in contrasting school settings     

Anna Cook  Jane Ogden  Naomi Winstone 《欧洲特需教育杂志》2018,33(3):302-315

To date little is known about the experiences of girls with autism, or how they live with and manage their autism. This qualitative study explored experiences of learning, friendships and bullying of girls with autism. Semi-structured interviews were conducted with 11 girls with autism, aged 11–17 years, and one parent of each girl. Thematic analysis identified key themes relating to motivation to have friends, challenges for girls with autism and the notion that many girls tend to mask their autism, which had both positive and negative consequences. Overall, the girls were motivated to have friends, but often encountered social difficulties and were sometimes targeted for bullying. Findings pointed to the need for interventions such as staff training and programmes to support the social interaction of girls with autism based on their specific perceptions of friendship.  相似文献   

Happy anniversary? 30 years of the United Nations Convention on the rights of the child     

Jane Murray 《International Journal of Early Years Education》2019,27(4):341-344

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A three-factor model of educational practice considerations for teaching neurodiverse learners from a strengths-based perspective     

Alexandra Sewell  Jane Park 《Support for Learning》2021,36(4):678-694

The purpose of this practice paper is to promote the teaching of learners with neurodevelopmental conditions from a neurodiverse perspective. The challenge teachers face in having to draw on up-to-date research evidence and theoretical perspectives, and align these with practical considerations to generate contextualised teaching strategies, are addressed with the introduction of a three-factor model. The utility of considering pupil assessment data gathered from a strengths-based perspective is positioned as a central component to bridging the gap between the incipient neurodiversity literature and the realities of applied teaching practice. Two case examples have presented that draw on the proposed three-factor model to demonstrate how teachers can assess and teach learners from a neurodevelopmental perspective. These case studies focus on supporting learners with Autism and Attention Deficit Hyperactivity Disorder in a secondary setting.  相似文献   

‘The art of democracy’: Young people's democratic learning in gallery contexts     

Robert Lawy  Gert Biesta  Jane McDonnell  Helen Lawy  Hannah Reeves 《British Educational Research Journal》2010,36(3):351-365

In this article the authors report on research which aimed to explore the opportunities for democratic action and learning in a number of artist‐led gallery education projects in the south‐west of England. The research takes an approach to citizenship learning and democracy that is less focused on citizenship as a specific subject in the formal school curriculum and the achievement of specific citizenship outcomes that can follow from it. Rather, it is more focused upon understanding how democratic practices that are embedded in the day‐to‐day lives of young people contribute to their democratic learning and participation as citizens. Drawing upon conceptual categories and concepts that illuminate the process, the authors demonstrate the nature and character of young people's democratic learning. An implication arising from this is the need for practice‐orientated research in other contexts (e.g. work, leisure and home) to fully understand the nature of democratic learning.  相似文献