School factors that facilitate or hinder the ability of teaching assistants to effectively support pupils with autism spectrum disorders (ASDs) in mainstream secondary schools     

Wendy Symes  Neil Humphrey 《Journal of Research in Special Educational Needs》2011,11(3):153-161

Growing numbers of pupils with autism spectrum disorders (ASDs) are attending mainstream schools, and increasing numbers of teaching assistants (TAs) are being deployed into classrooms to support them. Evidence suggests, however, that pupils who have a TA may underperform academically, receive less attention from their teachers and be isolated from their peer group. Issues relating to the deployment and training of these staff, and their relationships with class teachers have been raised as contributing to the negative impact of TAs. However, school factors – such as inclusive school culture and teacher training – have been overlooked. In light of this, the objectives of the current study were to (1) develop understanding of the aspects of school culture that TAs feel contribute to the development of inclusion, and (2) identify aspects of school culture, policies and practices that facilitate or hinder their ability to effectively support pupils with ASD. Fifteen TAs supporting pupils with ASD in four mainstream secondary schools were interviewed. Thematic analysis identified positive attitudes towards pupils with special educational needs, school leadership support for inclusion, collaboration and respect as components of an inclusive school culture. The factors perceived as facilitating or hindering the ability of TAs to effectively include pupils with ASD included access to expertise, communication within school and teaching staff awareness of ASD. These findings are discussed in relation to the growing literature on inclusive education for pupils with ASD.  相似文献   

Exploring learning goals and assessment approaches for Indigenous health education: a qualitative study in Australia and New Zealand     

Clare Delany  Lachlan Doughney  Lilon Bandler  Louise Harms  Shawana Andrews  Patricia Nicholson  Louisa Remedios  Wendy Edmondson  Lauren Kosta  Shaun Ewen 《Higher Education》2018,75(2):255-270

In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education.  相似文献   

Using reflection to support environmental identity development in the classroom context     

Wendy Simms  Marie-Claire Shanahan 《Environmental Education Research》2019,25(10):1454-1478

  相似文献   

Modelling the Coupon Collector's Problem     

Wendy Maull  John Berry 《Teaching Statistics》1997,19(2):43-46

  相似文献   

Transformational Partnerships: A New Agenda for Higher Education   总被引：1，自引：0，他引：1  

Jude Butcher  Michael Bezzina  Wendy Moran 《Innovative Higher Education》2011,36(1):29-40

In this article we develop the concept of transformational partnership and illustrate how such an understanding has enriched the relationship between a particular university and a school system. Transformational partnerships are different in purpose, nature, and strategies from transactional partnerships. They are based upon genuine engagement and a focus on common goals and mutual benefits. In transactional partnerships each institution pursues its own goals with little consideration of mutual goals or shared purpose. The areas of community engagement, leadership, and transformational partnerships provided key concepts for analysing the case study showing how higher education institutions can think and work differently with other institutions, organizations, and groups to achieve mutual benefits.  相似文献   

Partially Identified Treatment Effects for Generalizability     

Wendy Chan 《Journal of research on educational effectiveness》2017,10(3):646-669

Recent methods to improve generalizations from nonrandom samples typically invoke assumptions such as the strong ignorability of sample selection, which is challenging to meet in practice. Although researchers acknowledge the difficulty in meeting this assumption, point estimates are still provided and used without considering alternative assumptions. We compare the point identifying assumption of strong ignorability of sample selection with two alternative assumptions—bounded sample variation and monotone treatment response—that partially identify the parameter of interest, yielding interval estimates. Additionally, we explore the role that population data frames play in contributing identifying power for the interval estimates. We situate the comparison around causal generalization with nonrandom samples by applying the assumptions to a cluster randomized trial in education. Bounds on the population average treatment effect are derived under the alternative assumptions and the case when no assumptions are made on the data. While comparing the bounds, we discuss the plausibility of each alternative assumption and the practical trade-offs. We highlight the importance of thoughtfully considering the role that assumptions play in causal generalization by illustrating the differences in inferences from different assumptions.  相似文献   

Developing conceptual understanding in a statistics course: Merrill’s First Principles and real data at work     

Wendy Tu  Martha M. Snyder 《Educational technology research and development : ETR & D》2017,65(3):579-595

  相似文献   

Responses to Interpersonal Stress: Normative Changes Across Childhood and the Impact of Peer Victimization          下载免费PDF全文

Wendy Troop‐Gordon  Niwako Sugimura  Karen D. Rudolph 《Child development》2017,88(2):640-657

This research examined the development of stress responses across second to sixth grades and whether exposure to peer victimization alters stress response trajectories. Youth (338 girls; 298 boys; M_age = 7.97 years, SD = .37) reported on stress responses; teachers and youth reported on peer victimization. Latent growth curve modeling revealed an increase in effortful engagement responses and a decrease in disengagement and involuntary engagement responses during this period. Peer victimization disrupted these normative trajectories, resulting in less effortful engagement and more effortful disengagement and involuntary stress responses in early adolescence. These findings suggest that early peer victimization sensitizes youth to stress by interfering with the development of effective coping and fostering maladaptive stress responses.  相似文献   

The Association Between Adverse Childhood Experiences and Child Telomere Length: Examining Self-Regulation as a Behavioral Mediator     

David W. Sosnowski  Wendy Kliewer  Cecelia R. Valrie  Marcia A. Winter  Zewelanji Serpell  Ananda B. Amstadter 《Child development》2021,92(2):746-759

Childhood adversity is linked to shortened telomere length (TL), but behavioral indicators of telomere attrition remain unclear. This study examined the association between adverse childhood experiences (ACEs) and child TL, and if ACEs were indirectly associated with TL through children’s self-regulatory abilities (i.e., effortful control and self-control). Hypotheses were tested using national data from teachers, parents, and their children (N = 2,527; M_age = 9.35, SD = .36 years). More ACEs were uniquely associated with short TL, and low self-control mediated the association between more ACEs and short TL. While longitudinal studies are needed to strengthen claims of causation, this study identifies a pathway from ACEs to TL that should be explored further.  相似文献   

A Miller’s Tale     

David Oldroyd  Phil Dowe  Adrian Mackenzie  Alison Bashford  Geoffrey C. Bowker  Alan Chalmers  I. J. Crozier  John Dargavel  Wendy Riemens  Andrew Dowling  Peter Forrest  David Frankel  Jay Garfield  Honor Godfrey  Andrew Grout  Phillip Hart  C. A. Hooker  Yvonne Luxford  Bronwyn Maelzer  Brian Martin  Nicolas Rasmussen  Nathan Reingold  Libby Robin  Michael Shortland  Tim Sprod  John Sutton  Janusz Sysak 《Metascience》1997,6(1):105-184

  相似文献