Professional learning among specialist staff in resourced mainstream schools for pupils with ASD and SLI     

Caroline Bond  Judith Hebron  Jeremy Oldfield 《Educational Psychology in Practice》2017,33(4):341-355

Supporting pupils with autism spectrum disorder (ASD) in mainstream schools is a challenging task. This article proposes a professional development framework for educational psychologists (EPs) to consider when supporting the development of specialist ASD staff. The framework focuses on training content, educator characteristics and organisational elements. Nine mainstream schools developing additional provision to support children with ASD and specific language impairment (SLI) participated in the research. Specialist staff were provided with training and took part in follow up interviews about their developing practice. A pre- and post-questionnaire of participants (N = 30) attending the specialist training is supplemented with longitudinal interview data from specialist staff (N = 20). A paired sample t-test of questionnaire data showed that staff self-efficacy significantly increased pre- to post-training with a large effect size (0.61). Thematic analysis of interviews provided evidence of sustained professional development over time, underpinned by supportive organisational factors.  相似文献   

William Dana Ewart     

Chas.O. Bond 《Journal of The Franklin Institute》1908,166(3):189-190

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General Counseling as an Educational Technique     

Charles M. Bond 《Religious education (Chicago, Ill.)》2013,108(8):745-749

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Engaging Actively with Issues in the Responsible Conduct of Science: Lessons from International Efforts Are Relevant for Undergraduate Education in the United States     

John D. Clements  Nancy D. Connell  Clarissa Dirks  Mohamed El-Faham  Alastair Hay  Elizabeth Heitman  James H. Stith  Enriqueta C. Bond  Rita R. Colwell  Lida Anestidou  Jo L. Husbands  Jay B. Labov 《CBE life sciences education》2013,12(4):596-603

Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish “train-the-trainer” programs at their home institutions.  相似文献   

Virtual Reference: Chat with Us!     

Mariana Lapidus  Irena Bond 《Medical reference services quarterly》2013,32(2):133-142

Virtual chat services represent an exciting way to provide patrons of medical libraries with instant reference help in an academic environment. The purpose of this article is to examine the implementation, marketing process, use, and development of a virtual reference service initiated at the Massachusetts College of Pharmacy and Health Sciences and its three-campus libraries. In addition, this paper will discuss practical recommendations for the future improvement of the service.  相似文献   

A cross‐cultural comparison of self‐monitoring     

William B. Gudykunst  Ge Gao  Tsukasa Nishida  Michael H. Bond  Kwok Leung  Georgette Wang 《Communication Research Reports》2013,30(1):7-12

This study examined the goodness of fit of three alternative models of self‐monitoring to data collected in five cultures (two individualistic and three collectivistic cultures) and the influence of individualism‐collectivism on self‐monitoring. It was predicted that the 18‐item unidimensional self‐monitoring scale is the best fit among the three and individualistic cultures exhibit higher self‐monitoring than collectivistic cultures. Data were collected from respondents in the United States, Australia (individualistic cultures) and Japan, Hong Kong, and Taiwan (collectivistic cultures). Results supported the predictions. The data suggest, however, that it is necessary to develop self‐monitoring measures which are sensitive across cultures.  相似文献   

Unpacking the narrative of non-positional leadership in academia: Hero and/or victim?     

Adisorn Juntrasook  Karen Nairn  Carol Bond  Rachel Spronken-Smith 《高等教育研究与发展》2013,32(2):201-213

This article, based on narrative inquiry, explores how academics with/out formal leadership positions experience and understand themselves as leaders in their everyday working contexts. A single case of a fixed-term academic was chosen to illustrate how different analytical lenses – ‘plot analysis’ and ‘discourse analysis’ – can unpack the complexities of experience associated with non-positional leadership, a topic scarcely represented in studies of leadership in higher education. Two interdependent plots – the heroic plot and the victimised plot – were found to recur throughout the participant's narrative. These plots signified the conflictual dynamics and the unique subjectivity in which this person made sense of himself as a leader. The analytical lens was then shifted to pay greater attention to the ways in which broader networks of discourses were at play within this participant's narrative. Using discourse analysis, the discourses of autonomy and masculinity, among others, were present in constituting the unique subject positions the participant took up. The article concludes with a summary of methodological contributions this study offers to the field of leadership in higher education.  相似文献   

Interpreting Shared and Contested Histories: The Broken Links Exhibition     

Roy Ballantyne  Jan Packer  Nigel Bond 《Curator: The Museum Journal》2012,55(2):153-166

Abstract The exhibition Broken Links: Stolen Generations in Queensland focused on the history and impacts of the forced removal of Aboriginal children from their biological parents in Queensland, Australia between 1869 and 1969. This exhibition is discussed as a case study of “hot interpretation” (Ballantyne and Uzzell 1993), which incorporates emotion into the design of interpretive experiences in order to provoke cognitive and behavioral responses. Visitors’ responses to the exhibition are explored and issues regarding the use of “hot interpretation” techniques are discussed. Five principles are derived for the application of hot interpretive techniques in the context of shared and contested histories, with the aim of encouraging visitors to see their own history from a different perspective.  相似文献   

Effects of Mindfulness‐Based Versus Interpersonal Process Group Intervention on Psychological Well‐Being With a Clinical University Population     

Ciara Byrne  Lynne A. Bond  Miv London 《Journal of College Counseling》2013,16(3):213-227

This quasi‐experimental study compared a group mindfulness‐based intervention (MI) with an interpersonal process (IP) group intervention and a no‐treatment (NT) control condition in reducing psychological distress among 112 students at 2 universities. At postintervention, IP and MI group participants exhibited significant reductions in anxiety, depression, and interpersonal problems compared with the NT group. At the 6‐month follow‐up, only MI participants maintained the reduction in anxiety, depression, and academic problems; conversely, only IP participants maintained reductions in interpersonal problems.  相似文献   

In the Field in the Library: methodological analogies for library‐based researchers     

Meg Bond  Christina Hughes  Kate Owen 《Teaching in Higher Education》2013,18(3):373-383

Abstract

Library‐based work is integral to all research in the social sciences, whatever its methodological biases. Yet a key area of neglect in the literature on research methodology is that relating to this form of data collection and analysis. This paper outlines the ways in which library‐based activity contains within it key elements of the wider research process. It argues that a broader conceptualization of methodology which pays enhanced attention to the collection and analysis of textual materials is vital for the development of our understanding and teaching of research methods.  相似文献