Embedding an integrated learning environment and digital repository in design engineering education: lessons learned for sustainability     

Caroline Breslin  David Nicol  Hilary Grierson  rew Wodehouse  Neal Juster  William Ion 《British journal of educational technology : journal of the Council for Educational Technology》2007,38(5):805-816

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Major Differences: Variations in Undergraduate and Graduate Student Mental Health and Treatment Utilization Across Academic Disciplines     

Sarah Ketchen Lipson  Sasha Zhou  Blake Wagner III  Katie Beck  Daniel Eisenberg 《Journal of College Student Psychotherapy》2016,30(1):23-41

This article explores variations in mental health and service utilization across academic disciplines using a random sample of undergraduate and graduate students (N = 64,519) at 81 colleges and universities. We report prevalence of depression, anxiety, suicidality, and self-injury, and rates of help-seeking across disciplines, including results from multivariate logistic regressions. We find significant variations: Students in humanities and art and design are significantly more likely to have mental health problems; and for students with apparent mental health problems, treatment rates are lowest among those in business and engineering. Noting these variations could enhance efforts to promote student mental health, particularly within academic departments.  相似文献   

Early-grade reading support in rural South Africa: A language-centred technology approach     

Castillo  Nathan M.  Wagner  Daniel A. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2019,65(3):389-408

International Review of Education - This article describes a short-term longitudinal study conducted in low-performing rural primary schools in South Africa. The authors were involved in developing...  相似文献   

Adaptive emotion regulation,academic performance and internalising problems in Flemish children with special educational needs: a pilot study     

Henk Weymeis  Karla Van Leeuwen  Caroline Braet 《欧洲特需教育杂志》2019,34(1):124-135

School readiness of children with special educational needs (SEN) is still understudied. The present study examined how the presumed bidirectional relationship between impaired academic performance (AP) and internalising problems (IP) could be favourably influenced. In this regard, it was assumed that children’s adaptive emotion regulation plays a crucial role, as it was shown to be independently related to improved AP and fewer IP. However, to gain stronger evidence for this assumption, it should be further clarified whether adaptive emotion regulation, AP and IP are also jointly associated and, if so, how this is reflected in children with SEN. To explore these issues, two different models were tested in a cross-sectional pilot including 61 Flemish elementary school children with SEN (39 boys and 22 girls, mean age = 10.0 years old). Teachers reported on adaptive emotion regulation, AP and IP. The results indicated that AP partially mediated the relationship between adaptive emotion regulation and IP (Model 1), while IP fully mediated the relationship between adaptive emotion regulation and AP (Model 2). Practical implications, strengths and limitations were discussed.  相似文献   

Can students within higher education learn to be resilient and,educationally speaking,does it matter?     

Caroline Walker  Alan Gleaves  John Grey 《Educational studies》2006,32(3):251-264

This paper presents a critical appraisal of resilience and its associated concepts within the context of higher education. It addresses wide‐ranging definitions of resilience, encompassing endurance and adaptability, and seeks to understand how these definitions impact on the learning experiences of students. As theoretical and empirical work on resilience has burgeoned in terms of adolescent experiences of education, the rise of interest has not been matched by that in studies of adult learning, particularly within university settings. This is despite the growing importance of retention studies, which have clear and important links to how well students manage their learning ability in adversity. Realization of the potential embodied in this concept to alter for the better, together with ways of conceptualizing learning and teaching, however, will remain constrained unless teachers within higher education pay attention to the resilience narratives that individual students present, and how teaching strategies can affect their learning trajectories. The paper examines some factors that impact on students’ learning within higher education, and theorizes how teaching and assessment may be adapted to promote resilience in all its forms.  相似文献   

Look and listen: There is no substitute     

Robert W. Wagner 《Educational technology research and development : ETR & D》1962,10(2):119-123

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The creative educational film     

Robert W. Wagner 《Educational technology research and development : ETR & D》1962,10(4):275-283

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Using Social Stories to Enhance Behaviour in Children with Autistic Spectrum Difficulties     

Caroline Smith 《Educational Psychology in Practice》2001,17(4):337-345

This paper describes teachers, parents and educational psychologists working together to meet the needs of children and young people with autistic spectrum difficulties in mainstream and special schools. It examines the impact on children's social behaviour of a two-session workshop for groups of parents/carers, teachers and learning support assistants about 'Social Stories' (Gray, 1994). It highlights the contribution that Social Stories can make to the management of a wide range of social behaviours, including inappropriate sexual behaviour, unsafe behaviour and obsessional behaviour. Issues raised by the use of Social Stories and their benefits for children with autistic spectrum difficulties are considered. The paper concludes by describing the developing diversity in the use of Social Stories and invites those working in the field to contribute to the body of information about their strengths and limitations.  相似文献   

Identification and placement for deaf students with multiple disabilities: choosing the path less followed     

Guardino CA 《American annals of the deaf》2008,153(1):55-64

Students with a hearing loss often have an additional disability. Although the number of deaf students with multiple disabilities is growing, research on this population has significantly decreased over the past quarter-century. The article reviews the literature on identification and placement of deaf students with multiple disabilities, specifically deaf students with one of the following disabilities: autism, emotional/behavior disorders, attention deficit disorders, or mental retardation. Degree of incidence is also reported, and is compared with statistics from the annual report of the Gallaudet Research Institute (2005). Included in the review are suggestions for future research and implications for professionals in the field of deafness.  相似文献   

Profiles of educators     

Krishna Kumar  Serge Wagner  Ananda W. P. Guruge  Miguel Soler Roca  Francisco Gomes de Matos 《Prospects》1989,19(4):591-619

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