Helping Teachers Support Pupils with Mental Health Problems Through Inter-professional Collaboration: A Qualitative Study of Teachers and School Principals     

Ellen Nesset Mælan  Hege Eikeland Tjomsland  Børge Baklien  Miranda Thurston 《Scandinavian Journal of Educational Research》2020,64(3):425-439

ABSTRACT

A qualitative study conducted in four lower secondary schools in Norway explored teachers’ and school principals’ experiences of collaboration with a variety of extended services (ES). Particular attention was directed to the ways (if any) they perceived collaboration to be relevant to helping teachers support pupils with mental health problems through their everyday social and pedagogic practices. Findings of the study indicated that teachers valued initiatives that could help develop mutual understandings of teachers’ and ES professionals’ roles and responsibilities. Initiatives to build inter-professional relationships were perceived as laying the foundation for more productive collaboration. However, to be able to provide coherent, sustained support in the classroom, teachers needed guidance from ES professionals. This required a shift in collaborative processes away from a focus on individualized pupil support towards helping teachers support pupils through their classroom-based social and pedagogical practices. Implications for policy and practice are discussed.  相似文献   

Developing educational materials about risks on social network sites: a design based research approach     

Ellen Vanderhoven  Tammy Schellens  Ruben Vanderlinde  Martin Valcke 《Educational technology research and development : ETR & D》2016,64(3):459-480

  相似文献   

Supplementation of urban home visitation with a series of group meetings for parents and infants: results of a “real-world” randomized, controlled trial     

John N. Constantino  Nahid Hashemi  Ellen Solis  Tal Alon  Sandra Haley  Stephanie McClure  Nita Nordlicht  Michele A. Constantino  Julie Elmen  Vicki Kay Carlson 《Child abuse & neglect》2001,25(12)

Objective: Home visitation has been shown to be effective in reducing rates of child maltreatment and in enhancing psychosocial outcomes in children and their parents. Even when available, however, it is underutilized by parents in some urban settings. We tested a supplemental 10-session group intervention for its ability to increase active participation in home visitation, enhance the quality of caregiving behavior of parents, and improve social developmental outcome in children.Method: A randomized controlled design was utilized, involving two separate cohorts of parents of 3- to 18-month old infants, totaling 148 parent-child dyads. The intervention focused on practical experience in promoting parent-infant attachment relationships.Results: At 6 months follow-up, there was a substantial increase in the proportion of intervention group parents participating in home visitation, compared to parents in the control group (Fisher’s exact p = .008). Parents in the intervention group exhibited a trend for improvement in their capacity to appropriately interpret infants’ emotional cues (p = .08), independent of the effects of home visitation itself. Attrition in both the treatment and control groups was inversely associated with income and level of education.Conclusions: Group meetings may constitute an effective means of engaging stressed urban families in home visitation.  相似文献   

Confounding the needs and confronting the norms: an extension of Reid and Valle's essay     

Brantlinger E 《Journal of learning disabilities》2004,37(6):490-499

This article expands the ideas presented in Reid and Valle's essay by further exploring the construct of normality and its implications for children in schools. It examines the reasons for the nature of current school policy and practice by explicating who benefits and who loses from typical school structures and recent national legislation. Finally, it advocates for a transformation of thinking about the purpose of schools and suggests a radical restructuring that would support social reciprocity and community.  相似文献   

Conserving ourselves: Embedding significance into conservation decision-making in graduate education     

Ellen Pearlstein 《文物保护研究》2017,62(8):435-444

Graduate conservation students are well educated in many aspects of their work; however, it is difficult in the classroom to teach students how to base their conservation decisions on aspects of cultural significance. It is widely acknowledged that conservation decisions are not neutral, that they depend on cultural context and upon the predilections of the conservator and the owning individual or institution. Partnerships between community members and conservators have had a long history within conservation practices described as ‘ethnographic’, and such methods have arguably influenced working practices within other conservation specialties. A graduate conservation class is described in which students conserved important heritage items belonging to their classmates, in an environment where access to discoveries of significance were encouraged for their ability to inform preservation decisions. Cases are described that link decisions with specific values.  相似文献   

The influence of student problems on student withdrawal decisions: An autopsy on “autopsy” studies     

John M. Braxton  Ellen M. Brier  Donald Hossler 《Research in higher education》1988,28(3):241-253

The influence of student problems, which are often cited by students as reasons for withdrawal, is compared with the influence of constructs derived from Tinto's student attrition model. The findings suggest that data from post-hoc attrition studies should be used cautiously.The authors are listed in alphabetical order. Each author contributed equally to the article.  相似文献   

Learning to be a Counselor: A Prepracticum Point of View     

Marianne Woodside  Aaron H. Oberman  Kylie G. Cole  Ellen K. Carruth 《Counselor Education & Supervision》2007,47(1):14-28

  相似文献   

Can middle‐school science textbooks help students learn important ideas? Findings from project 2061's curriculum evaluation study: Life science     

Luli Stern  Jo Ellen Roseman 《科学教学研究杂志》2004,41(6):538-568

The transfer of matter and energy from one organism to another and between organisms and their physical setting is a fundamental concept in life science. Not surprisingly, this concept is common to the Benchmarks for Science Literacy (American Association for the Advancement of Science, 1993 ), the National Science Education Standards (National Research Council, 1996 ), and most state frameworks and likely to appear in any middle‐school science curriculum material. Nonetheless, while topics such as photosynthesis and cellular respiration have been taught for many years, research on student learning indicates that students have difficulties learning these ideas. In this study, nine middle‐school curriculum materials—both widely used and newly developed—were examined in detail for their support of student learning ideas concerning matter and energy transformations in ecosystems specified in the national standards documents. The analysis procedure used in this study was previously developed and field tested by Project 2061 of the AAAS on a variety of curriculum materials. According to our findings, currently available curriculum materials provide little support for the attainment of the key ideas chosen for this study. In general, these materials do not take into account students' prior knowledge, lack representations to clarify abstract ideas, and are deficient in phenomena that can be explained by the key ideas and hence can make them plausible. This article concludes with a discussion of the implications of this study to curriculum development, teaching, and science education research based on shortcomings in today's curricula. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 538–568, 2004  相似文献   

Writing Approaches of Graduate Students     

Ellen Lavelle  Kathy Bushrow 《教育心理学》2007,27(6):807-822

The writing approach framework provides a comprehensive perspective on college‐level academic writing based on the relationship of writers’ beliefs and strategies to the quality of written outcomes. However, despite increased demands for more and better writing at the graduate level, little is known about graduate‐level writing processes or about the beliefs of graduate students regarding writing. The goals of this project were the preliminary development of a factor analytic model of graduate writing processes, and of an inventory to measure writing strategies. The results support seven independent factors: elaborative, low self‐efficacy, no revision, intuitive, scientist, task‐oriented, and sculptor, with the intuitive factor predictive of an academic writing outcome. Suggestions are advanced for classroom instruction and for further research.  相似文献   

The Girls of Central High: How a Progressive Era Book Series for Girls Furthered the Cause of Female Interschool Sport     

Ellen Singleton 《Children‘s Literature in Education》2006,37(3):211-227

An increased awareness of the gendered traditions of physical activity portrayed in vintage book series for girls and boys may provide teachers with a deeper understanding of (still) current ideological assumptions affecting female and male participation in sport and recreational activity. This article explores a unique girls’ fiction series about competitive high school sport for females during the Progressive Era. These stories are significant in that they enabled young women to explore conventional and resistant viewpoints about competitive sport, usually a strictly masculine preserve. While these struggles occurred nearly one hundred years ago, echoes of these issues reverberate today in contemporary high school physical education and competitive sport programs.  相似文献