RESEARCH SECTION: Out of sight,out of mind? Transition for young people with learning difficulties in out‐of‐area residential special schools and colleges     

David Abbott  Pauline Heslop 《British Journal of Special Education》2009,36(1):45-54

Young people with learning difficulties who go to residential special schools and colleges are highly vulnerable, often living a long way from home. Transition towards adulthood – from school to college, or college and beyond – requires careful planning and support for both young people and their families. Despite national policy and guidance in this area, this article suggests that young people with learning difficulties in out-of-area placements are being failed in terms of transition education and face huge uncertainty and very limited choices. David Abbott and Pauline Heslop, both Senior Research Fellows at the Norah Fry Research Centre based at the University of Bristol, set out, in partnership with the Home Farm Trust, to examine transitions for young people with learning difficulties who attend out-of-county residential special schools and colleges. Drawing on empirical research with 15 young people, their families, and the professionals that support them, they outline in this article the main barriers to effective transition planning. They suggest that a lot more focus on planning and commitment to good outcomes is required to ensure that this group of young people have similar life chances to their non-disabled peers.  相似文献   

Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity   总被引：1，自引：0，他引：1  

James Elander  Gail Pittam  Joanne Lusher  Pauline Fox  Nicola Payne 《Assessment & Evaluation in Higher Education》2010,35(2):157-171

Students with poorly developed authorial identity may be at risk of unintentional plagiarism. An instructional intervention designed specifically to improve authorial identity was delivered to 364 psychology students at three post‐1992 universities in London, UK, and evaluated with before‐and‐after measures of beliefs and attitudes about academic authorship, using the Student Authorship Questionnaire. Changes in questionnaire scores showed that the intervention led to significantly increased confidence in writing, understanding of authorship, knowledge to avoid plagiarism, and top‐down approaches to writing, and significantly decreased bottom‐up and pragmatic approaches to writing. For understanding of authorship, knowledge to avoid plagiarism and pragmatic approaches to writing, significant intervention by year of study interaction effects showed that the greatest improvements were among year one undergraduates. Direct evaluative feedback showed that 86% of students believed the intervention helped them avoid plagiarism and 66% believed it helped them write better assignments. Post‐intervention focus groups revealed changed student understandings about authorial identity and academic writing. The results show that interventions can help students avoid unintentional plagiarism by adopting more authorial roles in their academic writing. Further research could explore other influences on authorial identity, and examine the impact of authorial identity interventions on other outcome indicators.  相似文献   

Ergogenic effects of precooling with cold water immersion and ice ingestion: A meta-analysis     

Hui C. Choo  Kazunori Nosaka  Jeremiah J. Peiffer  Mohammed Ihsan  Chris R. Abbiss 《European Journal of Sport Science》2018,18(2):170-181

This review evaluated the effects of precooling via cold water immersion (CWI) and ingestion of ice slurry/slushy or crushed ice (ICE) on endurance performance measures (e.g. time-to-exhaustion and time trials) and psychophysiological parameters (core [T_core] and skin [T_skin] temperatures, whole body sweat [WBS] response, heart rate [HR], thermal sensation [TS], and perceived exertion [RPE]). Twenty-two studies were included in the meta-analysis based on the following criteria: (i) cooling was performed before exercise with ICE or CWI; (ii) exercise longer than 6?min was performed in ambient temperature ≥26°C; and (iii) crossover study design with a non-cooling passive control condition. CWI improved performance measures (weighted average effect size in Hedges’ g [95% confidence interval]?+?0.53 [0.28; 0.77]) and resulted in greater increase (ΔEX) in T_skin (+4.15 [3.1; 5.21]) during exercise, while lower peak T_core (?0.93 [?1.18; ?0.67]), WBS (?0.74 [?1.18; ?0.3]), and TS (?0.5 [?0.8; ?0.19]) were observed without concomitant changes in ΔEX-T_core (+0.19 [?0.22; 0.6]), peak T_skin (?0.67 [?1.52; 0.18]), peak HR (?0.14 [?0.38; 0.11]), and RPE (?0.14 [?0.39; 0.12]). ICE had no clear effect on performance measures (+0.2 [?0.07; 0.46]) but resulted in greater ΔEX-T_core (+1.02 [0.59; 1.45]) and ΔEX-T_skin (+0.34 [0.02; 0.67]) without concomitant changes in peak T_core (?0.1 [?0.48; 0.28]), peak T_skin (+0.1 [?0.22; 0.41]), peak HR (+0.08 [?0.19; 0.35]), WBS (?0.12 [?0.42; 0.18]), TS (?0.2 [?0.49; 0.1]), and RPE (?0.01 [?0.33; 0.31]). From both ergogenic and thermoregulatory perspectives, CWI may be more effective than ICE as a precooling treatment prior to exercise in the heat.  相似文献   

Approaching twenty-first century education from a cosmopolitan perspective     

Suzanne S. Choo 《课程研究杂志》2018,50(2):162-181

All over the world, educators and policy-makers are concerned about how best to prepare students to engage actively in an increasingly interconnected world. In this paper, I begin by arguing that twenty-first century education policies have largely been articulated in response to the exigencies of economic globalization. Further, a survey of the worldwide spread of twenty-first century education frameworks reveals that these are predominantly informed by Human Capital Theory. Conceptualized mainly by transnational and governmental organizations, such frameworks essentially steer education towards preparing students to compete successfully in the global economy. Next, utilizing findings from a case study of two schools in Singapore and the USA, I highlight how the concretization of twenty-first century education via school-level frameworks is similarly governed by the aims of Human Capital Theory and I discuss some of the resulting effects. Using these case studies as a platform for theory-building, the final section proposes ways in which twenty-first century education frameworks can be reconceptualized using two alternative theories—Human Capabilities Approach and Cosmopolitan Capacities Approach. I show how their incorporation in twenty-first century education frameworks can offer a more holistic and ethical vision of education conducive to our globally interconnected age.  相似文献   

Youth enterprise: the role of gender and life stage in motivations,aspirations and measures of success     

Rachel J. Wilde  Pauline Leonard 《Journal of Education & Work》2018,31(2):144-158

‘Enterprise’ has increasingly become part of the United Kingdom’s political grammar and efforts to develop entrepreneurial traits and activities in young people have been a key strand of this policy focus. As the 2008 economic recession saw a curtailed youth labour market, enterprise emerged as an appealing policy ‘solution’ to youth unemployment. Traditional measures of enterprise chart the numbers of new businesses and their survival rates. This article argues these measures tell us little about new business owners: who they are, their motivations, experiences or, own definitions of success. Further, and crucially, such measures ignore the structural constraints surrounding enterprise and the range of social factors that may determine the extent of ambition, and willingness or capacity to take risks. This article argues that although gender and life stage were contributing factors, the young people’s structurally disadvantaged positions emerge as the most significant feature of why the move into self-employment did not tend to increase their economic stability as promised. This provides an important insight into the real-life experiences of young people who are engaging in enterprise activities in the contemporary economic context, as well as the role of third sector organisations in overseeing the transition from education to work.  相似文献   

Reviews     

Jean Palmer  Alison Banks  Leslie Harris  Pauline Myerscough 《Literacy》1981,15(2):56-57

Jeffree, Dorothy M. and Skeffington, Margaret (1980) Let Me Read. MacFarlane, Tom, with Moyle, Donald (adviser), (1980) Comprehension Through the Newspaper. Pugh, A.K., Lee, V.J. and Swann, J. (Ed.) (1980) Language and Language Use. Veatch, Jeannette (1978) Reading in the Elementary School.  相似文献   

Career counseling centers in higher education: A study of cross-cultural applications from the United States to Korea     

Lee  Je-Kyung  Goh  Michael 《Asia Pacific Education Review》2003,4(1):84-96

Interest in career development and career counseling is growing in Korea. Nevertheless, neither the research nor the literature adequately address the question as to what applications can be cross-culturally transferred from career counseling centers in the United States to Korea. This study qualitatively examines the practice of career counseling in seven university career counseling centers in the United States in a search for concepts and methods that may be cross-culturally applied to Korean universities. Nine categories of data emerged in our qualitative analysis of information gathered: (a) types of systems; (b) staff; (c) services provided; (d) career assessments; (e) alumni networks; (f) workshops and outreach; (g) publicity; (h) information technology; and (i) facilities. Applications and ideas for the Korean context, limitations, and suggestions for future research are discussed.  相似文献   

Individualised educational programmes. Part I: a literature review     

Alan Millward  Anne Baynes  Alan Dyson  Sheila Riddell  Pauline Banks  Jean Kane  Alastair Wilson 《Journal of Research in Special Educational Needs》2002,2(3)

This review was undertaken as part of a research project commissioned by the Scottish Executive and carried out by a team from Glasgow and Newcastle Universities between January 2000 and January 2001 when the report was published ( Banks et al., 2001 ). The research study, entitled 'Raising the Attainment of Pupils with Special Educational Needs', followed the issuing of new guidelines ( SOEID, 1998a ; SEED, 1999 ) which linked the use of individualised educational programmes (IEPs) to the wider political enterprise of raising standards through target-setting.  相似文献   

Pre-service teachers' use of problem-solving in primary science     

MS. Christine Chin  DRS. Ngoh-Khang Goh  Lian-Sai Chia  Kam-Wah Lucille Lee  DR. Kay-Cheng Soh 《Research in Science Education》1994,24(1):41-50

The use of problem-solving in science instruction implies a change in the teacher's role from dispensing content information to encouraging critical reflective thinking in the student. For problem-solving to become an integral part of the science curriculum, teachers must make it the focus of their instruction. This study investigated the extent to which pre-service primary teachers used the problem-solving approach in their science instruction. It also identified the factors affecting their efforts to teach science using this approach. The issues considered are important in whether problem-solving becomes part of the science curriculum, as teaching behaviour influences student learning outcomes. Specializations: science eeducation Specializations: educational measurement, research methodology.  相似文献   

DEPRESSION AND RELATIONAL HEALTH IN ASIAN AMERICAN AND EUROPEAN AMERICAN COLLEGE WOMEN     

Terese J. Lund  Pauline Chan  Belle Liang 《Psychology in the schools》2014,51(5):493-505

Research consistently demonstrates elevated rates of depression among college‐aged women, yet evidence of racial differences in depression among this population are poorly understood. Moreover, the correlates of depression among Asian American women are also understudied. In this exploratory analysis, we examined mean differences in depression levels in a sample of Asian American (n = 117) and European American (n = 257) students from a women's liberal arts college. We also estimated associations between depression and relational health in three types of relationships (mentor, friend, and college community) using ordinary least squares regression. Relational health was examined as a buffer (i.e., moderator) against depression. Results indicated no differences in depression levels between Asian American and European American women. Relationships with the college community were associated with lower levels of depression in both groups of women. Limited evidence suggested that relational health served as a buffer. Results are discussed in light of interventions for college campuses.  相似文献