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181.
‘Role stretch’: assessing the blurring of teaching and non‐teaching in the classroom assistant role in Scotland 下载免费PDF全文
Chris Warhurst Dennis Nickson Johanna Commander Kay Gilbert 《British Educational Research Journal》2014,40(1):170-186
With the increasing number of teaching and classroom assistants across the UK there is now much debate about what their role should be. In particular concerns have arisen about the extent to which they overstep the boundary from supporting teaching and learning into teaching pupils. This study assesses this issue within Scotland. It draws on a national survey of 2000 head teachers, teachers and classroom assistants and interviews with directors of education in nearly half of all Scottish local authorities. Findings from the research suggest a small number of classroom assistants in Scotland are overstepping the boundary into teaching. The paper concludes with an explanation as to why this is happening taking into account aspects such as local authority policy, school size and the individual characteristics of the classroom assistants. 相似文献
182.
Marius Mader Thilo Ernst Johanna Mierendorff 《Zeitschrift für Erziehungswissenschaft》2014,17(3):149-164
As a new phenomenon in German ECEC, commercial high-cost childcare centers are subject of controversial debates. The expansion of this type of early care provision raises concerns about the possible reinforcement of social inequalities in early childhood. However, mechanisms of distinction within these institutions cannot be matched to such criteria as type of organization or features of the facilities. In this paper we argue that the interactions between professionals and parents have to be focused as crucial sites of the production of distinction. Using data from an ongoing qualitative research project we elaborate on three modes of interactive production of particularization. Based on these findings, we show that a reconstruction of the unique organizational cultures is indispensable to address questions of new vertical differentiations within the field of ECEC institutions. 相似文献
183.
Bernard K Dozier M Bick J Lewis-Morrarty E Lindhiem O Carlson E 《Child development》2012,83(2):623-636
Young children who have experienced early adversity are at risk for developing disorganized attachments. The efficacy of Attachment and Biobehavioral Catch-up (ABC), an intervention targeting nurturing care among parents identified as being at risk for neglecting their young children, was evaluated through a randomized clinical trial. Attachment quality was assessed in the Strange Situation for 120 children between 11.7 and 31.9 months of age (M = 19.1, SD = 5.5). Children in the ABC intervention showed significantly lower rates of disorganized attachment (32%) and higher rates of secure attachment (52%) relative to the control intervention (57% and 33%, respectively). These results support the efficacy of the ABC intervention in enhancing attachment quality among parents at high risk for maltreatment. 相似文献
184.
185.
Johanna E. Nilsson Jenay Butler Sarah Shouse Chetan Joshi 《Journal of College Counseling》2008,11(2):147-158
This study examined relationships among perfectionism, acculturation, and stress in 76 Asian international students. Results showed that perfectionism and acculturation predicted stress, together accounting for 50% of the variance in stress. Furthermore, acculturation explained students' experience of stress above and beyond perfectionism, and 1 specific acculturation variable examined, perceived prejudice, revealed the strongest relationship with stress. Implications for providing counseling services to international students and for future research are described. 相似文献
186.
Ingibjorg Sigurdardottir Pia Williams Johanna Einarsdottir 《International Journal of Early Years Education》2019,27(2):170-183
This empirical study aims to find if and how preschool teachers communicate values they consider important for children to learn in preschool. The study is a part of a Nordic research project on values education in Nordic preschools. Values are understood as desirable principles that guide human actions. Theoretically, the study draws on a sociocultural perspective and Habermas’ theory of communicative action. The data consists of approximately 17?h of video observations of communication between preschool teachers and children. Two episodes were chosen for further analysis and in-depth discussion. Care, respect, and discipline had been agreed on as important values to communicate to preschool children. The preschool teachers used different approaches to communicate these values, depending on their professional and personal backgrounds. The values were communicated implicitly rather than explicitly. The study contributes to research on values education in the ECE and gives reasons for reflection on the practices of preschool teachers. 相似文献
187.
In Sweden, preschool inclusion is embraced and preschools are open for children both with and without special educational needs. The purpose of this study was to examine the characteristics of a number of preschool units in Sweden that provide education and care to children with special educational needs with regard to organisation, resources and quality. The purpose was also to provide reflections on the usefulness of different structured observation rating scales designed to assess preschool quality. Eight preschool units located in four Swedish districts were visited. A total of sixteen 5-year-old children with special educational needs/disability and forty typically developing children of the same age participated. The data sources were structured observation rating scales (Early Childhood Environment Rating Scale, Caregiver Interaction Scale and Inclusive Classroom Profile), ABILITIES Index questionnaire, unstructured observation, interviews, conversations and documents. Two overall typologies of preschool units were identified: the comprehensive units enrolled children with various special educational needs/disability, while the specialised units enrolled children with the same disability. The staff resources were greater in the specialised units. The overall quality in the observed units ranged from low to good. In units educating children with a disability diagnosis, the quality was never low. None of the preschool units was scored as having a good inclusive environment. The structured observation rating scales complemented each other and covered, in part, different quality aspects of the units. The study shows that there is a large variation in quality between the units and that there is a need to further develop the quality of the preschool units and of the services for children with special educational needs in Swedish preschools. 相似文献
188.
This article provides a systematic overview and conceptual analysis of existing research on brands and branding in the literature on media management. The aim is to advance knowledge in the field by mapping out the different ways in which brands are understood and conceptualized in the literature. In doing so, the article identifies overlooked research areas and works toward a research agenda for future scholarly research on the topic. Overall, it is argued that the further development of the area calls for a more systematic theoretical analysis of the nature of media brands and the specific features and complexities of the media field as a strategic business environment where brands are built and managed. The development of the research area would seem to be crucial not only for scholarly reasons, but also because strong brands seem to be gaining strategic value and importance in today’s changing and highly competitive media markets. 相似文献
189.
Johanna L. Waters 《British Educational Research Journal》2023,49(2):314-328
This paper reflects on the importance of ‘time spent’ in understanding the international student experience. Short-term mobility programmes (involving stays of between 1 week and 2 months) attracting less privileged students, such as the relatively new Turing Scheme in the United Kingdom, have been hailed as a potential ‘solution’ to the fact that, traditionally, wealthier individuals have been far more likely to engage in study abroad. However, we do not yet know how short-term and longer duration programmes compare in terms of the value they confer to students (in relation to their experiences and outcomes). How likely is it that short-term mobility at undergraduate level is as valuable, according to different measures, as mobility lasting 6 months to several years (as with degree mobility)? This paper reviews some of the evidence to date on shorter duration mobility, addressing how value in international study is constructed and conferred and how this relates to ‘time spent’. The paper concludes by arguing that the picture is mixed: although short-term mobility will be beneficial to students, those engaging in longer term exchanges (usually more privileged students) are likely to derive greater benefits. 相似文献
190.
Johanna M. deLeyer-Tiarks Michael G. Li Michelle Levine-Schmitt Bryndis Andrade Melissa A. Bray Emily Peters 《Psychology in the schools》2023,60(2):495-506
The purpose of this review is to broadly identify technological advances in supports and evaluation for individuals on the autism spectrum. Literature review with commentary on the evolving technologies supporting and/or evaluating social-emotional, behavioral, academic, and cognitive domains. There has been an increasing synthesis of technology within the education domain. A growing body of research has investigated the potentiality and efficacy of technological interventions, specifically in the area of support for individuals on the autism spectrum. This growth must also factor in sustainability and feasibility to be practical within the school setting. Continued research is also necessary to ensure the equity of technology supporting individuals on the autism spectrum. 相似文献