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Carol Hurni 《Pastoral Care in Education》2001,19(1):3-8
The social curriculum is taught implicitly in many schools and, whilst the new 'citizenship education' attempts to structure this 'hidden curriculum', secondary school break times seem to be providing pupils with opportunities to learn social and citizenship skills. The writer suggests that break times, especially in secondary schools, are an unused resource for developing values inherent in citizenship education. Currently there is little research which includes an investigation into the secondary school break time and which aims to understand the social value of break times. This paper reports such an investigation and suggests that break time is a potential location for the development of skills relating to citizenship. 相似文献
75.
Carl Parsons Ray Godfrey Keith Howlett Carol Hayden & Tim Martin 《Pastoral Care in Education》2001,19(4):4-15
This article reports and discusses a study which followed up, through case records, 726 children excluded permanently, indefinitely or for fixed–term periods in 1993/4 in 10 LEAs. The outcomes at secondary level in 1998/9 were found to be moderately poor with the problems intensifying for half the sample. Forty six per cent had further primary school exclusions and 36 per cent received exclusions in their secondary education. Looked–after children and those with special educational needs fared worse and achieved less. Case studies showed the kinds of commitment and support that can work even with very difficult cases. 相似文献
76.
Depression in mothers is a significant risk factor for the development of maladjustment in children. This article focuses on modifiable risk processes linking depression in mothers and adaptation in their young children (i.e., infancy through preschool age). First, the authors present evidence of the efficacy of interventions for reducing the primary source of risk: maternal depression. Second, they describe a central mechanism—parenting behaviors—underlying the relation between maternal depression and children's adjustment. Third, the authors recommend two different integrated interventions that successfully treat mothers’ depression and enhance parenting skills with infants and young children. Finally, the authors note the possible need for supplementary interventions to address severity and comorbidity of mothers’ depression, barriers to engaging in treatment, and the sustainability of program benefits. 相似文献
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Carol Wells Ikedola Animashaun Anneliese Gibb 《Action Learning: Research and Practice》2017,14(2):167-173
The assessed and supported year in employment (ASYE) is employer-led and provides a programme to support and assess newly qualified social workers (NQSWs) working with children and families and adults during their first year of employment. Action learning was brought into Cambridgeshire County Councils ASYE programme as a 12-month pilot from October 2015 to September 2016, with the view of providing an opportunity for the 55–60 NQSWs to develop critical thinking, problem-solving and leadership skills. This paper gives an account of the journey from the perspective of the roles of the accoucheur and action learning lead, ASYE Programme Lead and Evaluator and identifies key learning points. In writing this paper, the authors acknowledge the contribution of their colleague facilitators and the NQSWs who participated in action learning sets. 相似文献
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Carol Iannone 《Academic Questions》2011,24(2):125-128
The Issue at a Glance
The Issue at a Glance 相似文献79.
Carol Iannone 《Academic Questions》2011,24(4):385-387
THE ISSUE AT A GLANCE
The Issue at a Glance 相似文献80.
Carol A. Taylor 《Gender and education》2011,23(7):825-841
This article begins with Pollock’s comment that Judith Butler ‘finds hope in failure’ and its aim is to explore what ‘hope in failure’ means in relation to A Level students’ engagements with post-feminism and feminism. The article grounds its argument in an exploration of how post-feminism and feminism intersect with sixth form students’ subjectivities through the educational practices of their second-year A Level subject-based research. The article analyses empirical instances of students’ discursive agency through Butler’s notions of performativity, citationality, excessive signification and resignification to consider the complex, multiple and creative ways in which sixth form students produce themselves as viable gendered subjects in relation to post-feminist and feminist discourses. The analysis considers both how discourse regulates and conditions students’ relations with post-feminism and feminism and how discourse contains the possibilities for the subject to refuse the refusal of feminism in popular culture. Through its analysis of how students use their discursive agency to claim a feminist identity, and how these uses constitute transgressive practices, the article explores the political significance of identifications with feminism in doing gender differently. It ends with an argument for the re-consideration of the apparently assured popular cultural ‘failure’ of feminism in post-feminist neoliberal times. 相似文献