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201.
Phyllis Katz 《Journal of Science Education and Technology》2011,20(5):525-536
There are many influences on a child’s identity. Photobook technology purposefully prepared around science explorations presents
a modern opportunity to repeatedly trigger memories that reinforce the “me, as scientist” viewpoint. Semi-structured interviews
at 6 and 8 years of age were conducted with a child who was the subject of a photobook of everyday science activities to gain
insights into his thinking about the nature of science and how he interprets his younger self participating. Interview data
were recorded, transcribed and analyzed using dimensions from the previously established parameters for the nature of science.
The child’s statements about his participation in the photos were matched to these dimensions to consider how he sees himself
“doing science” through his early years. Preliminary findings suggest that the child recognizes elements of science and regards
himself as an active participant. In both interviews, the child reinforces these views by the opportunity to revisit the experiences
in the photobook. Affective components may motivate further science involvement as well: the child enjoyed the time and attention
that the photos and discussion provided; the child took pride in being the subject of a book. This case study suggests that
there is a fertile field of research to investigate how, for whom, and in what ways internet photobook technology may enhance
a child’s developing identity as capable science explorer. 相似文献
202.
Phyllis Van Vleet 《Research quarterly for exercise and sport》2013,84(2):194-198
Abstract This is a study of the result of some 4,000 inventories being administered to students in eight junior colleges and 13 senior colleges and universities. There was a sampling of 2,000 men and 2,000 women. The inventory included 60 items which were prepared by the author after several years of review, experimentation, and then modified by several authorities in this field. The purpose of this study was to determine the interests in the various areas for marriage education. The results of the study indicate the differences in interests of both sexes for lower and upper division students. The results can be used as a guide to deter-to determine course content. 相似文献
203.
Toward a science for and of the people: promoting civil society through the application of developmental science 总被引:4,自引:0,他引:4
Applied developmental science (ADS) is scholarship that seeks to advance the integration of developmental research with actions-policies and programs-that promote positive development and/or enhance the life chances of vulnerable children and families. Through this integration ADS may become a major means to foster a science for and of the people. It may serve as an exemplar of the means through which scholarship, with community collaboration, may contribute directly to social justice. In so doing, ADS helps shift the model of amelioration, prevention, or optimization research from one demonstrating efficacy to one promoting outreach. When this contribution occurs in the context of university-community partnerships, ADS may serve also as a model of how higher education may engage policy makers, contribute to community capacity to sustain valued programs, and maintain and perpetuate civil society through knowledge-based, interinstitutional systems change. 相似文献
204.
205.
Psychologists working in schools spend much time conducting psychological evaluations and reporting their findings to parents, who often do not follow through upon the recommendations made. Conceptualization of a child's problem integrating a family systems perspective with the individual assessment data enables the school psychologist to make an effective intervention in the single session meeting with parents following the evaluation. Application of the paradoxical technique “reframing,” borrowed from the family systems strategic model, gives the school psychologist a tool for mobilizing increased commitment on the part of the parents toward resolving a child's problem as a joint endeavor. The family is offered a formulation of the child's problem in interactional terms, with no one held to blame. A proposition is offered that connotes the underlying motivation in a positive light, and gives the family a new definition of the situation. Three case examples are given to illustrate application of this technique in a school setting. 相似文献
206.
207.
Danielle Lane Sarah Semon Nicholas Catania Phyllis Jones 《British Journal of Special Education》2022,49(1):64-83
In this article we examine how, despite the understanding that a special school is not an inclusive setting, the senior leadership team (SLT) at Forest Academy Trust perceive their special schools as inclusive. Document reviews, interviews and a culminating focus group appear to indicate that possibilities for inclusive education may be related to a shared ethos of inclusion, resources, accessible opportunities, individualised approaches, and collaborative networks. These data also provide a critical insight into the perils related to inclusive education in multi-academy trusts (MATs). The study of this MAT highlights the need for changes to policies, access to and equitable distribution of resources, curricular freedom balanced with accountability, a shift toward collaborative networking and partnership, and a shared vision for enactment, which may be leveraged in order to provide equitable and sustainable system-wide inclusive practices. 相似文献