Misery Loves Company: Our Regional Two‐Year College Assessment Consortium          下载免费PDF全文

Jim Benner  Ceil Connelly‐Weida  William F. Ford  Charles W. Beem 《Assessment Update》2015,27(3):8-11

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Concern for literature     

Boris Ford 《Higher Education Quarterly》1986,40(3):203-203

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A mandate for contempt?     

Boris Ford 《Higher Education Quarterly》1979,33(4):387-388

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Classroom behaviour management strategies in response to problematic behaviours of primary school children with special educational needs: views of special educational needs coordinators     

Elizabeth Nye  Frances Gardner  Lorraine Hansford  Vanessa Edwards  Rachel Hayes  Tamsin Ford 《Emotional and Behavioural Difficulties》2016,21(1):43-60

Children identified with special educational needs (SEN) and behavioural difficulties present extra challenges to educators and require additional supports in school. This paper presents views from special educational needs coordinators (SENCos) on various strategies used by educators to support children identified with SEN and problematic behaviours. The data were collected from telephone interviews with six SENCos from the UK’s South West Peninsula. The SENCos were invited to participate because their school was participating in a cluster-randomised trial of a teacher classroom management course (Incredible Years). Using thematic analysis to analyse the data, this paper illustrates strategies deemed by SENCos to be successful in the support of children identified with SEN. The management strategies generated by participating SENCos were then mapped onto those taught as part of the classroom management course for comparison. Findings indicate that strategies from the training programme appear to be appropriate for children identified with both SEN and behavioural difficulties.  相似文献   

Educational psychology service contribution to community cohesion: an appreciative inquiry     

Leanne Jackson Taft  Professor Kevin Woods  Anne Ford 《Educational Psychology in Practice》2020,36(1):1-16

ABSTRACT

The United Nations Convention on the Rights of a Child (UNCRC) calls for education to prepare children for ‘ … responsible life in a free society, in the spirit of understanding, peace, tolerance, equality of sexes, and friendship among all peoples, ethnic, national and religious groups and persons of indigenous origin’. The current study examines the potential role of Educational Psychologists (EPs) in addressing the UNCRC call to promote community cohesion through their work in schools. Through an Appreciative Inquiry cycle EPs considered facilitators of and barriers to working with communities. Facilitators included EP practices, skills and knowledge and seeing schools as communities in themselves. Barriers included public service funding and aspects of service delivery. A multi-level approach to promoting community cohesion is put forward, including acknowledgement of the context within which the work takes place as well as positing a continuum of community cohesion to community conflict.  相似文献   

Postmodern communism: An educational constellation     

Derek R. Ford 《Educational Philosophy and Theory》2018,50(14):1543-1544

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Using the Internet in teaching: the views of practitioners (A survey of the views of secondary school teachers in Sheffield, UK)   总被引：2，自引：0，他引：2  

Andrew Madden  Nigel Ford  David Miller  Philippa Levy 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(2):255-280

A questionnaire was generated from the results of a series of interviews at The City School one of the 27 state secondary schools in Sheffield. In October 2002, it was sent out to 499 Heads of Department at the remaining 26 state secondary schools. Responses were received from 188 teachers, ranging in age from 24 to 60 years old. The purpose of the questionnaire was to gain information about teachers’ views of the Internet and its usefulness as an educational tool. Nearly 85% of teachers acquired their Internet skills informally (self‐taught, learned from friends/colleagues, etc), rather than on a taught course. Despite this, most of the respondents were confident of their ability to use the Internet, with the most confident users being young teachers of technical subjects. However, there was a widespread perception (particularly amongst women teachers) that students are more competent users of the Internet than are teachers. Older teachers were more likely to feel under pressure to use the Internet than their younger colleagues. Only about a third of teachers agreed with the statement “I often use the Internet with classes.” Responses varied significantly according to school and subject. There was strong support, however, for the suggestion that the Internet is a valuable source of learning and teaching materials.  相似文献   

How Are Scientists Portrayed in Children’s Science Biographies?     

Zoubeida R. Dagher  Danielle J. Ford 《Science & Education》2005,14(3-5):377-393

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Effects of craniofacial deformity in infancy on the quality of mother-infant interactions   总被引：1，自引：0，他引：1  

R C Barden  M E Ford  A G Jensen  M Rogers-Salyer  K E Salyer 《Child development》1989,60(4):819-824

Self-report and behavioral observation procedures were used to assess the quality of mothers' interactions with facially deformed infants. This assessment strategy also provided an opportunity to evaluate the hypothesis that parents of facially deformed infants may deny or be unaware of deficits in their relationships with these children. 10 mothers, 5 with unattractive/craniofacially deformed infants and 5 with normal infants, completed self-report measures of stress, social support, satisfaction with parenting, and general life satisfaction. Mother-infant interactions were videotaped and rated on discrete and global behavioral measures. Results revealed that mothers of deformed infants rated their parental satisfaction and current life satisfaction more positively than did mothers of normal infants. However, these same mothers were observed to behave in a consistently less nurturant manner than mothers of normal children. These results suggest that infant facial deformity/unattractiveness may affect the quality of infant-caregiver interactions without parental awareness.  相似文献   

Contributing Factors to Earning Tenure Among Black Male Counselor Educators     

Michael D. Hannon  Tyce Nadrich  Alfonso L. Ferguson  Matthew W. Bonner  David J. Ford  Linwood G. Vereen 《Counselor Education & Supervision》2019,58(2):82-97

The authors used a phenomenological research design and a critical race theory lens to examine interviews with 8 Black male counselor educators and learn what contributed to their earning tenure. Participants described requisite personal dispositions and institutional support as contributing factors. Recommendations include facilitating programmatic sociocultural awareness, assessing faculty experiences, and coordinating mentoring opportunities.  相似文献