‘I'm always up against a brick wall with them’: parents' experiences of accessing support for their child with a newly recognised developmental disorder     

Robyn McCarthy  Carolyn Blackburn  Raja Mukherjee  Kate Fleming  Clare Allely  Lauren Kirby  Penny A. Cook 《British Journal of Special Education》2022,49(1):41-63

Three of the most prevalent developmental disorders (DDs) are autism spectrum disorder (ASD), attention-deficit/hyperactivity disorder (ADHD) and fetal alcohol spectrum disorder (FASD). As part of a study screening for DDs in Greater Manchester, UK, a unique opportunity was taken to explore parents' experiences of receiving reports about their child's previously unrecognised DD. Six parents out of a possible 16 took part in interviews, which were analysed thematically. Findings drawn from parental responses revealed a number of barriers to accessing support for their child's additional needs, including perceived resistance from schools, particularly for quiet, well-behaved girls, and difficulty in accessing assessment or referrals. There needs to be greater awareness of additional needs in children without externalising behaviours, the presence of gender-specific differences in the presentation of DDs, and FASD as a commonly occurring DD. Ultimately, better support for children with DDs would reduce the burden of unmet needs for the children and their families, and for wider services.  相似文献   

Education for Liberal Democracy: Universalising a Western Construct?     

Penny Enslin 《Journal of Philosophy of Education》1999,33(2):175-186

An influential view of liberalism and its view of education holds that it is a western construct unsuited to non-western societies. Bikhu Parekh's critique of liberal democracy is taken here as representative of that position. In challenging that view, this article shows through an analysis of recent policy that post-apartheid education in South Africa expresses a liberal view of education, just as the political order introduced in 1994 is a liberal one. If we adopt Parekh's principle that societies should be allowed to choose their own destinies, there are transcendental grounds for promoting liberalism and a liberal view of education outside of the liberal western democracies.  相似文献   

Deliberative Democracy, Diversity and the Challenges of Citizenship Education     

Penny Enslin  Shirley Pendlebury  & Mary Tjiattas 《Journal of Philosophy of Education》2000,35(1):115-130

For democracies to thrive, citizens have to be taught to be democrats. How do people learn to be democrats in circumstances of diversity and plurality? We address this question via a discussion of three models of deliberative democracy: public reason (as exemplified by Rawls), discursive democracy (as exemplified by Benhabib) and communicative democracy (as exemplified by Young). Each of the three theorists contributes to an account of how to educate citizens by teaching talk. Against a commonly held assumption that the protection of diversity in a pluralist democracy requires a thin conception of citizenship education, we defend a thick conception that simultaneously fosters autonomy and participation without sacrificing tolerance of diversity.  相似文献   

Harnessing technology to improve formative assessment of student conceptions in STEM: forging a national network   总被引：2，自引：0，他引：2  

Haudek KC  Kaplan JJ  Knight J  Long T  Merrill J  Munn A  Nehm R  Smith M  Urban-Lurain M 《CBE life sciences education》2011,10(2):149-155

Concept inventories, consisting of multiple-choice questions designed around common student misconceptions, are designed to reveal student thinking. However, students often have complex, heterogeneous ideas about scientific concepts. Constructed-response assessments, in which students must create their own answer, may better reveal students' thinking, but are time- and resource-intensive to evaluate. This report describes the initial meeting of a National Science Foundation-funded cross-institutional collaboration of interdisciplinary science, technology, engineering, and mathematics (STEM) education researchers interested in exploring the use of automated text analysis to evaluate constructed-response assessments. Participants at the meeting shared existing work on lexical analysis and concept inventories, participated in technology demonstrations and workshops, and discussed research goals. We are seeking interested collaborators to join our research community.  相似文献   

Effects of Diverse STEM Role Model Videos in Promoting Adolescents’ Identification     

Steinke  Jocelyn  Applegate  Brooks  Penny  Jay R.  Merlino  Sean 《International Journal of Science and Mathematics Education》2022,20(2):255-276

International Journal of Science and Mathematics Education - Role models are critical for broadening participation in science, technology, engineering, and mathematics (STEM); however, little is...  相似文献   

Christian perceptions of the battle of Hattin (583/1187)     

Penny J Cole 《Al-Masaq: Islam & the Medieval Mediterranean》1993,6(1):9-39

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Democracy, Social Justice and Education: Feminist strategies in a globalising world     

Penny  Enslin 《Educational Philosophy and Theory》2006,38(1):57-67

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Advanced revelation     

Jocelyn Penny Small 《Archival Science》1988,2(1):2-5

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How Is National Assessment of Educational Progress Used?     

Penny A. Sebring  Robert F. Boruch 《Educational Measurement》1983,2(1):16-20

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The reality of friendship within immersive virtual worlds     

Nicholas John Munn 《Ethics and Information Technology》2012,14(1):1-10

In this article I examine a recent development in online communication, the immersive virtual worlds of Massively Multiplayer Online Role-Playing Games (MMORPGs). I argue that these environments provide a distinct form of online experience from the experience available through earlier generation forms of online communication such as newsgroups, chat rooms, email and instant messaging. The experience available to participants in MMORPGs is founded on shared activity, while the experience of earlier generation online communication is largely if not wholly dependent on the communication itself. This difference, I argue, makes interaction in immersive virtual worlds such as MMORPGs relevantly similar to interaction in the physical world, and distinguishes both physical world and immersive virtual world interaction from other forms of online communication. I argue that to the extent that shared activity is a core element in the formation of friendships, friendships can form in immersive virtual worlds as they do in the physical world, and that this possibility was unavailable in earlier forms of online interaction. I do, however, note that earlier forms of online interaction are capable of sustaining friendships formed through either physical or immersive virtual world interaction. I conclude that we cannot any longer make a sharp distinction between the physical and the virtual world, as the characteristics of friendship are able to be developed in each.  相似文献