Public Library Services For Wheelchair-Bound Young People In Singapore     

Ivan Chew Boon Leong  Susan E. Higgins 《Public Library Quarterly》2013,32(3):210-229

This is an exploratory study of public library services in Singapore for young people (defined as those people between thirteen to nineteen years of age) who are wheelchair bound. The research was carried out originally in 2000, but the study still informs policy makers in the Singapore system. Three main research questions are explored:

• What are the information needs of wheelchair-bound young people?

• What are their perceptions of libraries and library services?

• What are the problems they face in using library facilities and services?

The study involves eleven wheelchair-bound people between the ages of twelve and twenty who were selected by means of a purposive sample.

Findings indicate that most participants enjoyed reading books but did not read newspapers. The computer was used primarily as a recreational tool, and the convenience of the Internet appealed to them. There were, however, problems in using computer equipment in the libraries. School libraries were generally inaccessible. There were also problems in using public library services and facilities as well as being in public places. Their use of public libraries was infrequent. They were unaware of the full range of library facilities and services.

The study concluded that there was a need and demand for library services by wheelchair-bound young people. Their information needs and reading habits were no different from those of any young person. Current library promotions were inadequate in stimulating or sustaining their awareness and interest. Transportation was the main obstacle in getting to libraries. The problems faced in using libraries were mainly related to architectural and physical access to library facilities and services.  相似文献   

Post‐school horizons: New Zealand’s neo‐liberal generation in transition     

Karen Nairn  Jane Higgins  Adreanne Ormond 《International Studies in Sociology of Education》2013,23(4):349-366

Dominant conceptions of the world infuse educational experiences for young people in implicit rather than explicit ways—through becoming, as Stuart Hall argues, ‘the horizon of the taken‐for‐granted’. In this article we explore these horizons as experienced by New Zealand’s neo‐liberal generation, currently ‘in transition’ from high school to further education, training and/or employment. As in Britain, further education has become a taken‐for‐granted feature of post‐school horizons for young New Zealanders but it is not a meaningful destination for all of them. The 93 young New Zealanders in our study have grown up during a period of intensive neo‐liberal reform, the speed and scope of which were unprecedented in Western economies. We interviewed these young people in their last year of high school and again once they were well embarked on their post‐school lives. We explore how the landscapes of choice of these young people have been restructured in neo‐liberal times: for some, the influences of parents, teachers, schools, universities and educational policy have come together to construct apparently wide‐open horizons in which university is a taken‐for‐granted destination. For others, however, these influences have remained subject to assumptions about ‘race’ and class that have a long history in New Zealand and the result has been a narrowing of future possibilities for participants. In all cases, we are concerned to explore the costs that are borne by these young people in this new environment.  相似文献   

Beauty: a concept with practical implications for teacher researchers     

Joe Winston 《Educational Action Research》2013,21(4):579-586

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Developing Creativity and Related Attitudes     

Joe E. Shivley  John F. Feldhusen  Donald J. Treffinger 《Journal of Experimental Education》2013,81(2):63-69

Sixteen fifth-grade teachers and 377 pupils served as Ss in experimental classes. The Torrance Tests of Creative Thinking were used as pretests and posttests and the Childhood Attitude Inventory for Problem Solving was given as a posttest. Eight of the experimental classes used the Purdue Creative Thinking Program (PCTP) for five weeks and eight used the Productive Thinking Program (PTP). Eight teachers used relevant discussion, eight did not; eight teachers were high and eight low in creative ability. Pupils in all conditions made significant gains on verbal and nonverbal originality and nonverbal fluency. Teachers who were low in creative ability had lower means. There were several significant interactions among the three independent variables.  相似文献   

Human Sciences,Sport Sciences,and the Need to Study People “In the Round”     

Joe Maguire 《Quest (Human Kinetics)》2013,65(2):190-206

The current orthodoxy regarding science within sport science is rethought so as to enable the social sciences to enter the field and allow for a debate over the nature and purpose of the sport sciences. An alternative vision of the potential of the sport sciences is proposed: A more “scientific” picture of human beings may be produced if human beings are studied “in the round,” capturing them as whole selves, not as isolated physiological or psychological units. If a multidisciplinary synthesis were adopted, the subject, via its component disciplines, would provide a model for the reintegration of disciplines in the urgent need to study people in human-development and not performance-efficiency terms.  相似文献   

FAITH‐MENTORING IN THE CLASSROOM   总被引：1，自引：1，他引：0  

Sondra Higgins Matthaei 《Religious education (Chicago, Ill.)》2013,108(4):540-549

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Grant Writing for Middle School Educators Using Computer Technology     

Davison M. Mupinga  Chad Higgins 《Clearing house (Menasha, Wis.)》2013,86(3):127-130

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Educating the emotional self: the role home plays in a child's method of communicating life stories in a classroom space     

Hillarie J. Higgins 《Education 3-13》2013,41(5):451-472

This article discusses the risks and possibilities of communicating and educating the child's emotional self in a formal classroom environment. Through designing and implementing an expressive arts curricular intervention in a Scottish primary school classroom, my research produces an example of how therapeutic notions focused upon health and wellbeing can be integrated into contemporary education. Four case studies are provided to exemplify how individual children made particular sense of emotional expression through their own lens of interactive communication with parental figures. This article argues that educators' active and ongoing awareness of boundaries, disclosure and exposure will determine the ethical nature of a child's educational experience with emotional expression.  相似文献   

Spirituality in Nursing: Filipino Elderly's Concept of,Distance from,and Involvement with God     

Allan B. de Guzman  Naihra Jae Z. Dalay  Anthony Joe M. De Guzman  Luigi Lauren E. de Jesus  Jacqueline Barbara C. de Mesa  Jan Derick D. Flores 《Educational gerontology》2013,39(10):929-944

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Lemons to Lemonade: How Five Challenges in Teaching Macro Practice Helped to Strengthen Our Course     

Joe Dooley  Sherril Sellers  Cornelia Gordon‐Hempe 《Journal of Teaching in Social Work》2013,33(4):431-448

Teaching macro practice can be challenging. While students have some concepts of what macro practice entails, their knowledge may be limited and sometimes inaccurate. Moreover, students may be reluctant to engage in macro change efforts. Given the scarcity of literature regarding teaching macro practice and the growing importance of it in social work, this article addresses major issues that we encountered in teaching macro practice at a large Midwestern school of social work. In our institution only 6% of students are enrolled in macro concentrations and we wish to encourage students to expand their interests in macro practice even if they do not wish to pursue a macro concentration. We describe a macro practice course we designed to meet the challenges of teaching community, organization, and policy practice skills to master's level and advanced undergraduate students. Our goal is to expand the macro practice pedagogy literature and encourage social work faculty to consider both established and innovative ways of introducing the planned change process in community, organization, and policy practice to their students.  相似文献