Barriers to participation and retention: engaging and returning ‘out of school’ children in the Gambia     

Angela Daly  Basiru Mbenga  Alpha Camara 《Education 3-13》2016,44(2):181-196

This study explores the phenomenon of out-of-school children in the Gambia through the perspectives of children and families. Using mixed methods, the study reports the extent of school participation. Interviews with urban and rural out-of-school children reveal their experiences and reasons for non-enrolment or leaving school. The study highlights children's and families' views about the value of and aspiration for education, so often missed through statistical studies on access to education. Findings suggest the main barriers to participation and retention are a mix of family and school-based factors encompassing issues of affordability and accessibility of school, and family and cultural circumstances. In the context of wider policy reforms, initiatives to address unaffordable costs of school and to improve the quality of education such as the School Improvement Grant and Early Childhood Development provision show promise for engaging and returning children to school.  相似文献   

Co‐operative Learning for Children with an Autistic Spectrum Disorder (ASD) in Mainstream and Special Class Settings: An exploratory study     

Ian M. Grey  Cora Bruton  Rita Honan  Roisin McGuinness  Michael Daly 《Educational Psychology in Practice》2007,23(4):317-327

The purpose of this study was to determine the effects of a cooperative learning (CL) intervention on the levels of social and task engagement of a child with autistic spectrum disorder (ASD) conducted in a mainstream class setting and a child with ASD implemented in a special needs class setting. The target children were two 8‐year‐old boys diagnosed with high functioning autism. Both children were placed in CL groups which included three typically developing peers, one male and two females. Four baseline sessions taught in a traditional teaching format and seven CL intervention sessions based on a “learning together/conceptual approach” took place. All sessions were recorded for video analysis. CL was found to be successful in substantially increasing the level of social engagement for both the child in the special needs class and the child in the mainstream class. CL was not found to facilitate task engagement. Active task engagement was found to remain relatively stable and passive task engagement was found to decrease for one child and remain stable for the other. Teacher concerns and issues relating to the practical implementation of CL in both settings are discussed.  相似文献   

A Prescription for Global Education in Health and Human Services     

Donna M. Daly  Suzanne Baker  Stephen J. Williams 《About Campus》2013,18(3):19-24

Study abroad might be associated primarily with humanities or business majors, but San Diego State University has mandated an international experience for all its health and human services students. Here's why.  相似文献   

Public Accountability and the Academic Effectiveness of Grant‐Aided Catholic Schools     

Peter Daly 《School Effectiveness & School Improvement》2013,24(4):367-379

This paper is offered as a contribution to a debate about the public accountability of church‐affiliated schools grant‐aided by the state. The paper provides an account of two parallel secondary school systems in Northern Ireland, popularly described as ‘Catholic’ and ‘Protestant’, in effectiveness terms. The outcome measure is academic performance in public examinations taken by pupils at the end of the period of statutory schooling. The paper extends earlier work of the author by focusing on Catholic schools in the light of access to a second and more up‐to‐date data set and to recent Scottish findings. Having indicated ‘raw’ performance differences between the two sectors, a value‐added approach to performance measurement is presented. Doubt is cast on aspects of the received wisdom concerning the superior academic performance of Protestant‐educated pupils.  相似文献   

Use of electronic anatomy practical examinations for remediating “at risk” students     

Frank J. Daly 《Anatomical sciences education》2010,3(1):46-49

Restrictive laboratory scheduling, an increasing number of human cadaver‐based anatomy courses and a reduction in the curricular time allotted to anatomy courses have created problems with cadaver laboratory access at the University of New England. This article describes a combination of anatomy testing and grading strategies to allow “at risk” (borderline failing) students an opportunity to remediate their lowest set of examination scores and pass their anatomy course. An alternative electronic practical examination for these students provided flexibility in laboratory scheduling, thereby increasing laboratory access for other students taking concurrent courses. Specifically, the electronic examinations allowed for a reduction in the amount of time the cadaver laboratory is locked down for examination purposes. Masters‐level occupational therapy (MOT) students, physician assistant students (MPA), and doctoral level physical therapy (DPT) students participated in a prosection‐based human cadaver laboratory and take cadaver‐based practical examinations as part of their anatomy course. Students who were not performing at a passing level for their curriculum (69.5% for MOT and MPA, 79.5% for DPT) were given an opportunity to remediate their lowest set of multiple choice and practical examinations using the previous year's multiple choice examination and a new electronic practical examination. When the original cadaver‐based practical and multiple choice examination scores were replaced with the remedial electronic practical examination and remedial multiple choice examination scores, 75% (24/32) of these students were able to successfully remediate their academic deficiencies and pass their anatomy course. Anat Sci Educ 3:46–49, 2010. © 2009 American Association of Anatomists.  相似文献   

Development and initial validation of the institutional child abuse processes and coping inventory among a sample of Irish adult survivors of institutional abuse     

Roisin Flanagan-Howard  Alan Carr  Mark Shevlin  Barbara Dooley  Mark Fitzpatrick  Edel Flanagan  Kevin Tierney  Megan White  Margaret Daly  Jonathan Egan 《Child abuse & neglect》2009,33(9):586-597

ObjectiveTo develop a psychometric instrument to evaluate psychological processes associated with institutional abuse and coping strategies used to deal with such abuse.MethodsAs part of a comprehensive assessment protocol, an inventory containing theoretically derived multi-item rational scales which assessed institutional abuse-related psychological processes and coping strategies were administered to 247 Irish adult survivors of institutional child abuse. Exploratory and confirmatory factor analyses were used to derive 6-factor scales, the reliability and validity of which were assessed.ResultsFactor scales to assess the following constructs were developed (1) traumatization, (2) re-enactment, (3) spiritual disengagement, (4) positive coping, (5) coping by complying, and (6) avoidant coping. There were varying degrees of support for the validity of the scales with most support for the traumatization and re-enactment scales.ConclusionsThe Institutional Child Abuse Processes and Coping Inventory (ICAPCI), particularly its traumatization and re-enactment scales, may be used in future research on adult survivors of institutional child abuse because they are currently the only scales that have been developed with this population to provide reliable and valid assessments of these constructs.Practice implicationsThe ICAPCI may be used, cautiously, to assess adult survivors of institutional child abuse.  相似文献   

The relationship between functional potential and field performance in elite female wheelchair basketball players     

Vanlandewijck YC  Evaggelinou C  Daly DJ  Verellen J  Van Houtte S  Aspeslagh V  Hendrickx R  Piessens T  Zwakhoven B 《Journal of sports sciences》2004,22(7):668-675

The functional classification system for wheelchair basketball is based on an analysis of the players' functional resources through field-testing and game observation. Under this system, players are assigned a score of 1 to 4.5. The aim of this study was to determine if the wheelchair basketball player classification system reflects the existing differences in performance of elite female players. During the World Championship for Wheelchair Basketball in Sydney 1998, eight teams were videotaped for three 40-min games for a total of 120 min per team. Fifty-nine female players (Class I [1 and 1.5 points] n=12; Class II [2 and 2.5 points] n=20; Class III [3 and 3.5 points] n=13; Class IV [4 and 4.5 points] n=14) were retained for a detailed performance analysis by means of the Comprehensive Basketball Grading System (CBGS). Two-way analysis of variance showed high point players to perform better compared with low point players for the majority of variables determining the quality of game performance. A lack of significant differences between two adjacent classes was explained on the basis of the methodological approach, the class-position relationship in this sample, and the performance level of women's wheelchair basketball. We conclude that the performance of elite female wheelchair basketball players is dependent on functional ability.  相似文献   

Examiner's Report     

Macdonald Daly 《English in Education》1991,25(2):72-78

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English Teaching and the "schooly" Text     

Macdonald Daly 《English in Education》1990,24(2):31-37

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Effect of swim speed on leg-to-arm coordination in unilateral arm amputee front crawl swimmers     

Conor Osborough  Daniel Daly  Carl Payton 《Journal of sports sciences》2015,33(14):1523-1531

The aim of this study was to examine the effect of swimming speed on leg-to-arm coordination in competitive unilateral arm amputee front crawl swimmers. Thirteen well-trained swimmers were videotaped underwater during three 25-m front crawl trials (400 m, 100 m and 50 m pace). The number, duration and timing of leg kicks in relation to arm stroke phases were identified by video analysis. Within the group, a six-beat kick was predominantly used (n = 10) although some swimmers used a four-beat (n = 2) or eight-beat kick (n = 1). Swimming speed had no significant effect on the relative duration of arm stroke and leg kick phases. At all speeds, arm stroke phases were significantly different (P < 0.05) between the affected and unaffected sides. In contrast, the kicking phases of both legs were not different. Consequently, leg-to-arm coordination was asymmetrical. The instant when the leg kicks ended on the affected side corresponded with particular positions of the unaffected arm, but not with the same positions of the affected arm. In conclusion, the ability to dissociate the movements of the arms from the legs demonstrates that, because of their physical impairment, unilateral arm amputee swimmers functionally adapt their motor organisation to swim front crawl.  相似文献