A personalized approach to deliver health care information to diabetic patients in community care clinics     

Taneya Y. Koonce  Nunzia B. Giuse  Sheila V. Kusnoor  Suzanne Hurley  Fei Ye 《Journal of the Medical Library Association》2015,103(3):123-130

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NEST 2014: Views from the Trainees—Talking About What Matters in Efforts to Diversify the STEM Workforce     

Andrew G. Campbell  Rachel Skvirsky  Henry Wortis  Sheila Thomas  Ichiro Kawachi  Christine Hohmann 《CBE life sciences education》2014,13(4):587-592

This paper summarizes the outcomes of a retreat designed to cultivate interactions between trainees at various training levels and provide them opportunities to share their training perspectives and expectations. Retreat outcomes are used to support the development of better science, technology, engineering, and mathematics training practices by informing the trainers’ perspective.  相似文献   

AN URBAN MIDDLE SCHOOL CASE STUDY OF MATHEMATICS ACHIEVEMENT     

Cynthia S. Paul  Sheila R. Vaidya 《International Journal of Science and Mathematics Education》2014,12(5):1241-1260

What does it take to change a school’s mathematics achievement profile from low to one that is proficient and advanced? Is this transformed achievement profile sustainable? Such is the story presented here, in this three-phase case study of a K-8 urban charter school’s mathematics program. The first phase discusses the school’s mathematics program as it existed in 2006. The second phase discusses the contents and interventions implemented which transformed the student achievement scores over a period of 3 years (2006–2009) from low achieving to proficient and advanced. The third phase is a follow-up mixed-methods investigation that was conducted to determine whether the achievement was sustainable and how the program changed. The interventions designed and implemented over the initial 3-year period are discussed, as are the findings of the follow-up study. This is discussed with reference to impacting change in student achievement and its relative significance for future work.  相似文献   

Devolution and Disability Equality Legislation: The Implementation of Part 4 of the Disability Discrimination Act 1995 in England and Scotland     

Sheila Riddell 《British Journal of Special Education》2003,30(2):63-69

Part 4 of the Disability Discrimination Act 1995 (as amended) came into force in September 2002. The Act covers Great Britain but, in relation to schools, is implemented through different special educational needs legislation in England and Scotland. This article by Sheila Riddell, Professor of Social Policy (Disability Studies) at Glasgow University and Director of the Strathclyde Centre for Disability Research, explores the key differences in these legal frameworks, and discusses their implications for delivering consistent anti-discrimination policies north and south of the border. Professor Riddell argues that there is a need for close monitoring of the implementation of Part 4 of the DDA in English and Scottish schools. If major differences in implementation of the legislation emerge over time, there may be a need to consider the case for devolving responsibility for equal opportunities to the Holyrood Parliament or amending national education legislation to make it more consistent. This article will be of interest to anyone concerned with the implementation of Part 4 of the Disability Discrimination Act in England and Scotland.  相似文献   

Creativity and Life Cycles of Artists     

Victor Ginsburgh  Sheila Weyers 《Journal of Cultural Economics》2006,30(2):91-107

Age curves, which relate age to creativity or exceptional achievements, seem to take two forms: some artists bloom early (Picasso), others later in life (Cézanne). We argue that this objective fact is not related to their mode of creation according to which some artists proceed by drawings made prior to the painting's execution, while others are more likely to imitate and achieve this through color and the process of painting itself. JEL numbers:Z10,Z11A very preliminary version of this paper was presented as a discussion at the conference Measuring Art: A Scientific Revolution in Art History, University of Chicago and American University of Paris, June 2003.  相似文献   

The Effects of Word Frequency and Contextual Richness on ESL Students' Word Identification Abilities     

Kyle Perkins  Sheila R. Brutten 《Journal of Research in Reading》1983,6(2):119-128

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The Significance of the Learning Society for Women and Men with Learning Difficulties     

Sheila Riddell  Stephen Baron  Alastair Wilson 《Gender and education》2001,13(1):57-73

This article draws on work undertaken as part of the Economic and Social Research Council's Learning Society Programme. The project from which data are drawn, entitled 'The Meaning of the Learning Society for Adults with Learning Difficulties', focused on lifelong learning opportunities available to people with learning difficulties and experiences of these services. The article begins by examining theories of late modernity, their use by feminist and disability studies theorists and their relationship to ideas of a learning society. Subsequently, using case study material, it is argued that the identities of people with learning difficulties are not chosen freely from a range of options but are socially ascribed. The status of learning difficulties is used as a dominant category to justify deprivation of basic political and economic rights. In addition, the lives of people with learning difficulties are structured by gender and class, and these intersect with the category of learning difficulties. For both women and men, the advantages of middle-class social and economic capital are overridden by the negative category of learning difficulties. In relation to gender, men with learning difficulties are more likely to receive post-school training, but in inappropriate areas of the labour market. Their domestic needs are also likely to be attended to by others, but in the absence of employment, they find themselves without any valued social role. Women with learning difficulties are also likely to be excluded from the labour market, but are more likely to be involved in reciprocal, albeit limited, social relationships. It is concluded that postmodernist theories are inadequate to describe the structuring of the lives of people with learning difficulties.  相似文献   

Teaching Education about Sexuality: a Scottish Regional Case Study     

Sheila Watt  Elizabeth Horn  & Cassie Higgins 《British Journal of Special Education》1997,24(3):115-123

This article examines the efficacy of policy and practice, within one Scottish region, of education about sexuality in secondary schools. The primary focus is on teaching sexuality to pupils with recorded learning difficulties, with a particular emphasis on the concepts of inclusion, normalisation and integration. The authors are Sheila Watt, Lecturer in the School of Education, University of Dundee; Elizabeth Horn, a teacher of pupils with special educational needs; and Cassie Higgins, a research assistant also based in the School of Education at the University of Dundee.  相似文献   

Exclusion from school and recognition of difference     

Gillean McCluskey  Sheila Riddell  Elisabet Weedon  Mariela Fordyce 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):529-539

ABSTRACT

There has been an overall decrease in exclusion rates and numbers in recent years across the UK. This change has often been heralded as evidence that national inclusion policies are ‘working’ and that schools themselves are becoming increasingly inclusive. This article examines findings from a recent study on school exclusion in Wales, noting that exclusion is falling here in line with UK wide trends. However, exclusion rates of children with special needs and others who face multiple disadvantages remain stubbornly high. Given these findings, and the evidence that this is the case across the UK, an important question arises about the broader relationship between school exclusion and inequality. This article seeks to address this question, and asks whether and to what extent the politics of recognition of difference, in Nancy Fraser's terms, can help explain the continuing over-representation of some groups of marginalised and vulnerable children in exclusion figures, despite this overall downward trend.  相似文献   

A genetically sensitive investigation of the effects of the school environment and socio‐economic status on academic achievement in seven‐year‐olds     

Sheila O. Walker  Robert Plomin 《教育心理学》2005,25(1):55-73

Although it is well established that school characteristics (SCH) and socio‐economic status (SES) are associated with academic achievement (ACH), these correlations are not necessarily causal. Because academic achievement shows substantial genetic influence, it is useful to embed such investigations in genetically sensitive designs in order to examine environmental influences more precisely by controlling genetic influence on ACH. In the first study of this kind for academic achievement, data were collected for 1,063 same‐sex pairs of seven‐year‐old MZ and DZ twins for teacher‐assessed ACH, UK statistics on SCH, and parent‐reported SES. Exclusive of genetic influence on school achievement, shared environment (environmental influences that make siblings similar) accounts for 12% of the variance in academic achievement. SCH accounts for 17% and SES accounts for 83% of this shared environmental variance. Exclusive of genetic and shared environmental influence including SCH and SES, nonshared environment (environmental influences that do not make siblings similar) accounts for 19% of the variance in academic achievement. The importance of nonshared environmental influences on academic achievement leads to the question of what these child‐specific experiences might be that are not shared by children in the same family, school, and classroom.  相似文献