Developing a student-led school mental health strategy     

Cathy Atkinson  George Thomas  Natasha Goodhall  Laura Barker  Isabella Healey  Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.  相似文献   

Secondary School Size and Costs     

J. H. Butel  G. B. J. Atkinson 《Educational studies》1983,9(3):151-157

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Dangerous spaces: constructing and contesting sexual identities in an online discussion forum     

Elizabeth Atkinson  Renée DePalma 《Gender and education》2008,20(2):183-194

This paper explores ways in which the research design of an anonymous online discussion forum on sexual orientation and schooling fostered the creation, maintenance and/or disruption of linguistic constructions of participant identity. The paper focuses on the presentation of self and the performance of sex–gender–sexuality within a research environment carefully designed as a ‘safe space’: an environment in which the body is conspicuous by its absence, and the construction and performance of identity relies on language alone. We explore the lines of power operating firstly between ourselves as researchers and the discussion participants, and secondly between the participants themselves, and consider the particular complexities involved in both creating and researching an online environment where simply to take part is to be at risk, and where the intervention or participation of the researchers may act both as a silencing mechanism and as a source of danger.  相似文献   

Why child maltreatment researchers should include children's disability status in their maltreatment studies     

Kendall-Tackett K  Lyon T  Taliaferro G  Little L 《Child abuse & neglect》2005,29(2):147-151

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A theory of instruction for introductory programming skills     

Benjamin Xie  Dastyni Loksa  Greg L. Nelson  Matthew J. Davidson  Dongsheng Dong  Harrison Kwik 《Computer Science Education》2019,29(2-3):205-253

ABSTRACT

Background and Context: Current introductory instruction fails to identify, structure, and sequence the many skills involved in programming.

Objective: We proposed a theory which identifies four distinct skills that novices learn incrementally. These skills are tracing, writing syntax, comprehending templates (reusable abstractions of programming knowledge), and writing code with templates. We theorized that explicit instruction of these skills decreases cognitive demand.

Method: We conducted an exploratory mixed-methods study and compared students’ exercise completion rates, error rates, ability to explain code, and engagement when learning to program. We compared material that reflects this theory to more traditional material that does not distinguish between skills.

Findings: Teaching skills incrementally resulted in improved completion rate on practice exercises, and decreased error rate and improved understanding of the post-test.

Implications: By structuring programming skills such that they can be taught explicitly and incrementally, we can inform instructional design and improve future research on understanding how novice programmers develop understanding.  相似文献   

Critical Mass and Pedagogic Continuity: studies in academic habitus     

Sara Delamont  Odette Parry  Paul Atkinson 《British Journal of Sociology of Education》1997,18(4):533-549

The paper is based on ethnographic work with doctoral students, their supervisors and postdoctoral researchers in three contrasting disciplines: biochemistry, artificial intelligence and physical geography. It explores how stability and continuity in scientific disciplines are sustained through socialisation processes of doctoral research. It identifies the inter‐generational transmission of knowledge, skills and assumptions within the institutional setting of laboratory or the research group. Working on ‘standardised packages’ in such social contexts, doctoral students are enculturated into scientific work. Despite setbacks and uncertainties in getting their research to ‘work’ doctoral students express faith that their problems are ‘doable’. Drawing on these empirical findings we suggest that these forms of pedagogic continuity are of more significance in the enculturation of doctoral students and the reproduction of scientific knowledge than the presence or absence of a ‘critical mass’ of active researchers (as has been suggested by the recent Harris review of postgraduate education in the UK). We therefore suggest that recent UK policy formation that has emphasized the notion of critical mass deserves critical scrutiny, and that there is need for perspectives more sensitive to disciplinary cultures and departmental organization.  相似文献   

Editorial     

Dennis Atkinson 《The International Journal of Art & Design Education》2002,21(1):2-4

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Editorial     

Dennis Atkinson 《The International Journal of Art & Design Education》2006,25(1):2-4

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What is Art in Education? New Narratives of Learning     

Dennis  Atkinson 《Educational Philosophy and Theory》2007,39(2):108-117

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Example-based learning: exploring the use of matrices and problem variability     

Mary A. Hancock-Niemic  Lijia Lin  Robert K. Atkinson  Alexander Renkl  Joerg Wittwer 《Educational technology research and development : ETR & D》2016,64(1):115-136

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