DEVELOPING CREATIVE PRODUCTIVITY IN THE “STREETWISE” DISADVANTAGED GIFTED CHILD: THE THIRD WORLD CHALLENGE     

Gillian I. Eriksson 《High Ability Studies》1993,4(1):86-94

This paper presents an insight into the productive abilities of the disadvantaged gifted child that forms the foundation for a transition curriculum. A model for maximizing the inner and outer world of the child is presented, integrated into this transition from “streetwise” abilities which are contextually relevant. Despite political turmoil, the Third World challenge is to provide a curriculum to develop both a positive self and a constructive view of the future. Programmes in action for disadvantaged children in South Africa are reviewed.  相似文献   

Beyond the doorstep. Arabian (k)nights and personal nightmares: a working life in Oman     

Gillian Plummer Corresponding author 《Changing English: An International Journal of English Teaching》2005,12(1):63-72

Working in a country where the work culture is unknown to you—Oman in the Middle East—you are faced with yourself. What you need is a profound knowledge of the cultural, social and educational surroundings you are working in, which I did not have. Coming from a working‐class background, I was not unfamiliar with adjusting to cultural differences, but here I was the ‘advantaged’. I was the ‘expert’, with western knowledge: highly valued by some, feared by others. Living up to your expert role in unknown territory is a daunting process, as this article highlights.  相似文献   

Lesson study for accessible science: Building expertise to improve practice in inclusive science classrooms     

Karen Mutch‐Jones  Gillian Puttick  Daphne Minner 《科学教学研究杂志》2012,49(8):1012-1034

The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the systematic examination of practice and student understanding. Using an experimental design, teams of teachers were randomly assigned to the LSAS intervention or to a wait‐list comparison group. The results of this study suggest that science and special educators in the LSAS intervention were able to generate more accommodations for students with learning disabilities, and they increased their ability to set an instructional context and adapt an instructional plan to meet science learning goals for all students in an inclusive classroom. They did not, however, show significant increases in their knowledge of science content or learning disabilities. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1012–1034, 2012  相似文献   

Capturing essential understandings of the urban science learning environment     

Gillian U. Bayne 《Learning Environments Research》2012,15(2):231-250

This research is distinctive in that a mixed-methods approach, employing both cogenerative dialogues and student responses from the Constructivist Learning Environment Survey (CLES), was used to help to understand 9th grade urban students?? experiences in their biochemistry class in New York City. Factor analyses of student responses demonstrated that empirically there were four robust scales rather than five. Qualitative analyses, using cogenerative dialogues and informal interviewing, demonstrated that more adaptable forms of teaching, learning and assessing could support a variety of students. Shared with students, the contents of the CLES and cogenerative dialogues created opportunities for understanding ontologies and helped to create, access and appropriate resources that assist in bringing about success in the science classroom.  相似文献   

EVALUATION OF A TRUANCY DIVERSION PROGRAM AT NINE AT‐RISK MIDDLE SCHOOLS     

Courtney M. Haight  Gillian V. Chapman  Marisa Hendron  Rachel Loftis  Christopher A. Kearney 《Psychology in the schools》2014,51(7):779-787

Many schools are faced with the prospect of soaring absenteeism rates, despite the use of traditional truancy courts and other legal interventions. A recent trend in the literature has been to explore alternative, hybrid, and multidisciplinary approaches to address the underlying obstacles to school attendance. These programs are often integrated into schools to reduce stigma and transportation burdens on families. The present study involved an evaluation of a truancy diversion program in nine at‐risk middle schools in an ethnically diverse sample. Graduates from the program demonstrated significant declines in internalizing and externalizing behavior problems. In addition, participants and their parents expressed high levels of perceived improvement in academic performance. Academic tutoring was found to differentiate program graduates from nongraduates. Results are preliminary but discussed within the context of the role of school attachment in truancy diversion programs.  相似文献   

Implicit Association Tests of Attitudes Toward Persons With Disabilities     

Adrian Thomas  Edwin D. Vaughn  Andrea Doyle  Robert Bubb 《Journal of Experimental Education》2013,81(2):184-204

The authors assessed 3 of the currently available implicit association tests designed to measure attitudes toward persons with disabilities. The Revised Multiple Disability Implicit Association Test, the Implicit Association Test for Attitudes Toward Athletes With Disabilities, and the Disability Attitude Implicit Association Test were related to each other, demonstrating some consistency in measurement. They were mostly unrelated, however, to more traditional, explicit measures of attitudes toward persons with disabilities. In addition, although the implicit association tests were not related to socially desirable responding, the most psychometrically sound explicit measure (The Interaction With Disabled Persons Scale) was related to socially desirable responding.  相似文献   

The Role of Initial Learning,Problem Features,Prior Knowledge,and Pattern Recognition on Transfer Success     

Daniel L. Dinsmore  Peter Baggetta  Stephanie Doyle  Sandra M. Loughlin 《Journal of Experimental Education》2013,81(1):121-141

The purpose of this study was to demonstrate that transfer ability (positive and negative) varies depending on the nature of the problems, using the knowledge transfer matrix, as well as being dependent on the individual differences of the learner. A total of 178 participants from the United States and New Zealand completed measures of prior knowledge, pattern recognition, a positive transfer problem, and a negative transfer problem. Nearly 11% of participants could not successfully solve the base problem after the initial learning phase. The problem condition was a significant predictor of positive transfer success, while no significant differences were found for negative transfer, although, there was ample evidence of negative transfer. Furthermore, prior knowledge was only a significant predictor for problems in which the structural features between the problems were different. Future directions are discussed in regard to the initial learning phase, differences in transfer success, and the need for measures of negative transfer.  相似文献   

Maltreatment experiences and associated factors prior to admission to residential care: A sample of institutionalized children and youth in western Kenya     

Gillian Morantz  Donald C. Cole  Samuel Ayaya  David Ayuku  Paula Braitstein 《Child abuse & neglect》2013

Objectives

This study aims to determine the prevalence of maltreatment experienced by institutionalized children prior to their admission to Charitable Children's Institutions (orphanages) in western Kenya, and to describe their socio-demographic characteristics, reasons for admission, and the factors associated with prior experiences of maltreatment.

Methods

A systematic file review was undertaken in five CCIs. Demographic, prior caregiving settings and maltreatment data were extracted. Forms of maltreatment were recorded according to WHO and ISPCAN guidelines. Logistic regression was used in bivariate and multivariable analyses of factors associated with reasons for placement and forms of maltreatment.

Results

A total of 462 files were reviewed. The median (interquartile range) age of children was 6.8 (5.08) years at admission, 56% were male, and 71% had lost one or both parents. The reasons for admission were destitution (36%), abandonment (22%), neglect (21%), physical/sexual abuse (8%), and lack of caregiver (8%). The majority of child and youth residents had experienced at least one form of maltreatment (66%): physical abuse (8%), sexual abuse (2%), psychological abuse (28%), neglect (26%), medical neglect (18%), school deprivation (38%), abandonment (30%), and child labor (23%). The most common reason for non-orphans to be admitted was maltreatment (90%), whereas the most common reason for orphans to be admitted was destitution (49%). Girls (adjusted odds ratio, AOR: .61, 95% CI: .39–.95) and orphans (AOR: .04, 95% CI: .01–.17) were both independently less likely to have a history of maltreatment irrespective of whether it was the reason for admission. Children whose primary caregiver had not been a parent (AOR: .36, 95% CI: .15–.86) and orphans (AOR: .17, 95% CI: .06–.44) were less likely to have been admitted for maltreatment, while children who were separated from siblings were more likely to have been admitted for maltreatment (AOR: 1.62, 95% CI: 1.01–2.60).

Conclusions

The high prevalence of maltreatment prior to admission, particularly among nonorphans, suggests the need for better child abuse and neglect prevention programs in communities, and psychosocial support services in institutions. The significant proportion of children admitted for poverty, predominantly among orphans, indicates that community-based poverty-reduction programs might reduce the need for institutionalization.  相似文献   

Modelling human emotions for tactical decision‐making games     

Gillian C. Visschedijk  Ard W. Lazonder  Anja van der Hulst  Nathalie Vink  Henny Leemkuil 《British journal of educational technology : journal of the Council for Educational Technology》2013,44(2):197-207

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Educational policy for citizenship in the early years in Australia     

Jo Ailwood  Jo Brownlee  Eva Johansson  Charlotte Cobb-Moore  Sue Walker  Gillian Boulton-Lewis 《教育政策杂志》2013,28(5):641-653

Understandings of young children as active and capable citizens, while evident in discourses of early childhood education and research, are not widely reflected in the policy for the early years of schooling in Australia. This paper makes an analysis of the gaps and tensions between discourses of young children as active citizens and policy for citizenship education at the national level in Australia and at the Queensland State level. There is a widespread discourse within early childhood that regards young children as citizens and democratic participants in their own lives, as a reflection of the oft-cited Article 12 in the UN Convention on the Rights of the Child. However, educational policy and curriculum for citizenship in Australia, by and large, adheres to age and stage understandings of children that deem young children unable to conceptualise and/or articulate ideas of what it means to ‘be a good citizen’. We ask which discourses are being harnessed in educational policy for citizenship in Australia, what discourses are silenced or ignored and what this tells us about how young children are thought about in Australian politics and education.  相似文献