Developing a Tiered Response Model for Social-Emotional Learning Through Interdisciplinary Collaboration     

Melissa A. Maras  Aaron M. Thompson  Christie Lewis  Kathy Thornburg  Jacqueline Hawks 《Journal of educational and psychological consultation》2015,25(2-3):198-223

A tiered response model for social-emotional learning (SEL) is needed to address the significant mental health needs of young people in this country. In collaboration with other school mental health professionals, school psychologists have a unique expertise that situates them to be systems change agents in this work. This article describes a pilot project that focused on augmenting existing SEL services with SEL assessment within a tiered system of support in one elementary school. Using a consultation-based model grounded in principles of empowerment evaluation, an interdisciplinary school team used SEL data collected during one school year to inform the delivery of SEL interventions and supports. Data from SEL, academic, and behavioral assessments were examined retrospectively to illustrate the potential value of integrating assessments and interventions across domains. The discussion offers implications for ongoing efforts to develop and implement tiered response models through interdisciplinary collaboration among school mental health professionals.  相似文献   

Environmental sustainability in higher education: What do academics think?     

Belinda A. Christie  Raylene Cooke  John G. White 《Environmental Education Research》2015,21(5):655-686

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Evaluating the use of ICT in engineering education     

Michael F. Christie  André Jaun  Lars-Erik Jonsson 《European Journal of Engineering Education》2002,27(1):13-20

This paper is based on an evaluation of a mixed mode course called Learning Numerical Methods for Partial Differential Equations from the Web. The authors discuss the impact of information communication technology (ICT) on the provision of tertiary education and cite the course as an example of how it can be used at the subject level. The course employed ICT in a number of different ways. The introductory part of the course was held in a specifically designed video-conferencing facility that had a range of ICT capabilities. The design of the room is critiqued as is the use that was made of it. Throughout the paper the authors emphasize the point that ICT is a powerful tool for teaching and learning but failure to plan, deliver and assess ICT-based courses on sound pedagogical grounds merely means that poor teaching and learning practices are disseminated more widely and more quickly. On the basis of our evaluation we propose a simple set of questions that can be used to evaluate the best use of ICT in engineering education.  相似文献   

Structural Change,Leadership and School Effectiveness/Improvement: Perspectives from South Africa     

Brahm Fleisch  Pam Christie ? 《Discourse: Studies in the Cultural Politics of Education》2004,25(1):95-112

This article comments on leadership within mainstream literature on school effectiveness/improvement, where it is almost always considered to be a factor of change. The article argues that systemic school improvement, particularly for disadvantaged children, is inextricably linked to wider social, economic and political conditions—in South Africa’s case, the political transition from apartheid to democratic government. These structural conditions and specific historical contexts are often glossed over in models of school effectiveness/improvement. Through an analysis of dysfunctional and resilient schools as a legacy of apartheid, and of the slow reconstruction of education in the post‐apartheid period, the article argues for the importance of political legitimacy and authority in school improvement. The article concludes by suggesting that states in transition require a different theoretical lens in order to understand the impact of wider social changes on schools. In such societies, the establishment of legitimacy and authority is a precondition for sustainable effectiveness and improvement, and this has implications for theorising the role of leadership in school change more generally.  相似文献   

Cosmopolitan Trade Centre or Bone of Contention? Alexandria and the Crusades, 487–857/1095–1453     

Niall Christie 《Al-Masaq: Islam & the Medieval Mediterranean》2014,26(1):49-61

Abstract

This article examines the position of Alexandria during the crusading period (487–857/1095–1453), seeking to open up the question indicated in the title for discussion. Did Alexandria's importance as a trade centre have an impact on whether or not it became the target of military attacks by the Franks? What other forms of contention was it a focus for during the period? While not claiming to provide conclusive answers, we seek at least to provide a starting point for discussion of this complex issue.  相似文献   

Competing voices: a Figured Worlds approach to theorising graduate perspectives on career success     

Fiona Christie 《International Studies in Sociology of Education》2019,28(3-4):326-344

ABSTRACT

Becoming a university graduate has long been considered the route to individual occupational and social mobility, while educating more citizens has been assumed to add to a nation’s human capital and competitiveness. University education has come to be associated with individual and societal aspiration. However, changes in the labour market associated with globalisation, technology, and fears of graduate underemployment have served to question this. This paper seeks to uncover the meaning that individuals construct about their early careers as they navigate such uncertain contexts. It reports on a study based on the graduate population of one university in England. Analysis tests the value of Figured Worlds theory. Using the construct of ‘self-authoring’, this paper identifies competing voices around employability and career success. Findings reveal how graduates orchestrate varied voices, in order to find ways to figure their experience and what it means to be a successful graduate.  相似文献   

Erratum to: Why school based assessment is not a universal feature of high stakes assessment systems?     

Iasonas Lamprianou  Thomas Christie 《Educational Assessment, Evaluation and Accountability》2010,22(1):89-90

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The role of depression and dissociation in the relationship between childhood trauma and bulimic symptoms among ethnically diverse female undergraduates     

Gerke CK  Mazzeo SE  Kliewer W 《Child abuse & neglect》2006,30(10):1161-1172

OBJECTIVE: The goals of this study were to examine the role of dissociation and depression as possible mediators of the relationship between several forms of childhood trauma and bulimic symptomatology and to explore potential ethnic differences in these relationships. METHOD: Four hundred seventeen female undergraduates participated in this cross-sectional study. They completed measures of dissociative, depressive, and bulimic symptoms, and childhood trauma. Experiences of multiple forms of childhood trauma were measured, including physical abuse, sexual abuse, emotional abuse, physical neglect, and emotional neglect. However, only emotional abuse was correlated with bulimic symptoms at p<.01. Therefore, other forms of trauma were excluded from the analyses to control for Type I error. RESULTS: Dissociation was not associated with emotional abuse after controlling for depression; therefore, tests of dissociation as a mediator were discontinued. Depression was significantly associated with emotional abuse after controlling for dissociation. Emotional abuse was significantly associated with bulimia. Finally, emotional abuse and depression together were significantly associated with bulimia after controlling for dissociation. However, emotional abuse became nonsignificant when entered with depression, indicating that depression mediated the relationship between emotional abuse and bulimic symptoms. There were no ethnic differences in this relationship. CONCLUSIONS: It appears that among women who have experienced childhood emotional abuse, depression is more strongly associated with unhealthy eating behaviors than is dissociation. Results also suggest that emotional abuse is a form of childhood trauma particularly relevant to bulimia.  相似文献   

Perceived Internet health literacy of HIV-positive people through the provision of a computer and Internet health education intervention   总被引：1，自引：0，他引：1  

Robinson C  Graham J 《Health information and libraries journal》2010,27(4):295-303

Objective: The objective of this study was to assess perceived Internet health literacy of HIV‐positive people before and after an Internet health information educational intervention. Methods: We developed a 50‐min educational intervention on basic computer skills and online health information evaluation. We administered a demographic survey and a validated health literacy survey (eHEALS) at baseline, immediately after, and 3 months the class. Changes in scores between the surveys were analysed. Results: Eighteen HIV‐positive participants were included in the final analysis. Before the intervention, most respondents’ assessment of their ability to access Internet health information was unfavourable. Post‐intervention, the majority of respondents agreed or strongly agreed they were able to access and identify Internet health information resources. The increase in self‐assessed skill level was statistically significant for all eight items eHEALS (P < 0.05). Scores for the 3‐month follow‐up survey remained higher than pre‐intervention scores for most items. Conclusions: Providing an interdisciplinary brief introductory Internet health information educational intervention HIV‐positive people with baseline low perceived Internet health literacy significantly improves confidence in finding and using Internet health information resources. Studies with larger numbers of participants should be undertaken to determine if brief interventions improve self‐care, patient outcomes and use of emergency services.  相似文献   

Emotional journeys: young people and transitions to university   总被引：1，自引：1，他引：0  

Hazel Christie 《British Journal of Sociology of Education》2009,30(2):123-136

This paper offers an interpretation of the role of emotions in understanding the transitions that young people make to university. I draw on qualitative research with a group of non‐traditional students, entering elite universities, to argue that youth transitions are emotional as well instrumental affairs. I argue that choice‐making processes incorporate both trust in, and fear of, the transitions infrastructure, and that these emotions infuse more instrumental judgements about the economic benefits of higher education. I also demonstrate that emotional aspects of class – including feelings of entitlement to education and the rejection of normative student identities – constitute the experience of ‘being’ or ‘doing’ a student. A broader understanding of how young people become university students then depends not just on developing a new identity but on the complex interaction between emotion and infrastructure.  相似文献