Evaluating Children’s Participation in SEN Procedures: Lessons for educational psychologists     

Brahm Norwich  Narcie Kelly  Educational Psychologists in Training 《Educational Psychology in Practice》2006,22(3):255-271

This paper reports the findings from a study of the participation of children with special educational needs (SEN) in decision‐making about their needs in a sample of mainstream schools which were self‐selected for having promising practices. The findings show promising practices in eliciting views, the importance of a school participation ethos and inconsistencies between policy and practices. The study also illustrates the complexity and challenge of consulting and sharing decision making with children and young people. The outcomes are discussed in terms of educational psychologists becoming involved in research and in supporting whole school developments of participation practices.  相似文献   

Book Review     

I. W. Kelly 《Teaching Statistics》1986,8(2):62-62

Book reviewed in this article: Statistics Concepts and Controversies. By D. S. Moore (2nd Ed.). W. H. Freeman.  相似文献   

Design Research as a Mechanism for Consultants to Facilitate and Evaluate Educational Innovations     

Jose M. Castillo  Clark Dorman  Brian Gaunt  Beth Hardcastle  Kelly Justice  Amanda L. March 《Journal of educational and psychological consultation》2016,26(1):25-48

Schools across the nation are implementing innovative practices; however, questions remain regarding how to facilitate quality implementation. Research designs that emphasize high degrees of control over independent variables result in findings with internal validity, but that may not generalize to complex, dynamic educational systems. The purpose of this article is to propose a design research framework as a mechanism for consultants to facilitate and evaluate innovation implementation. Information on design research principles and processes is provided, and issues to consider when applying the framework are discussed. An illustration of how a design research framework was applied in a large-scale initiative to implement and evaluate Response to Intervention (RtI) implementation is also provided. Finally, issues and questions to consider relative to consultants' use of design research principles are explored.  相似文献   

School Absenteeism through the Transition to Kindergarten     

Arya Ansari  Kelly M. Purtell 《Journal of Education for Students Placed at Risk》2018,23(1-2):24-38

ABSTRACT

Using nationally representative data from the Family and Child Experiences Survey 2009 Cohort (n = 2,798), this study examined patterns of absenteeism and their consequences through the transition to kindergarten. Overall, children were less likely to be absent in kindergarten than from Head Start at ages 3 and 4. Absenteeism was fairly stable across these early years, but children who experienced two years of Head Start were less likely to be absent in kindergarten than their classmates who only attended the program for one year. Ultimately, absenteeism at both ages 3 and 4 was associated with lower math and literacy achievement. However, children who experienced two years of Head Start and were more frequently absent demonstrated greater language development through the end of kindergarten as compared with children who only attended the program for one year. Policy implications are discussed in light of the complexity of early childhood education attendance in the United States.  相似文献   

Toward a Philosophy of STEAM in the Anthropocene     

Kelly W. Guyotte 《Educational Philosophy and Theory》2020,52(7):769-779

Abstract

This paper proposes a philosophy of STEAM education in the current moment, the Anthropocene. Whereas many proponents of STEAM focus on outcomes related to cultivating a more creative and competitive generation of STEM workers, it is, more importantly, an approach to education that can foster spaces for transdisciplinary conversations surrounding critical issues of the Anthropocene – those of ethics, sustainability, and relationality. Thus, the question arises, How might we understand/practice STEAM education differently? This philosophy of STEAM in the Anthropocene is inspired by the guiding notions of Braidotti’s affirmative ethics as well as Stengers and Ulmer’s conceptions of slow(ing). These perspectives challenge the ideologies and practices that have created and sustained divisions between the arts and sciences, while also promoting different ways of engaging in/with the world. Entangled in this conceptual framework are three concepts that might guide STEAM education moving forward: transdisciplinarity, relationality, and responsibility. With these notions as inspiration, this paper asserts a philosophical vision that takes seriously the realities of our Anthropocenic present and considers how educators might move with, rather than push against, the challenges that continue to present themselves.  相似文献   

The relationship between social support and student adjustment: A longitudinal analysis     

Michelle Kilpatrick Demaray  Christine Kerres Malecki  Lisa M. Davidson  Kelly K. Hodgson  P. Jacob Rebus 《Psychology in the schools》2005,42(7):691-706

This study is an examination of the relationship of perceived social support and adolescents' adjustment behaviors over time. The sample (n = 82) included students from two at‐risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and student adjustment behaviors over time. Specifically, support from parents was related to clinical maladjustment and emotional symptoms one year later. In fact, parent support was still related to clinical maladjustment one year later even after students' earlier levels of clinical maladjustment were taken into account. Parent support was also related to personal adjustment in the short term (6 months). Classmate support was related to students' emotional symptoms one year later. Finally, school support was related to school maladjustment one year later even after students' earlier school maladjustment was taken into account. Implications for school psychologists are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 691–706, 2005.  相似文献   

Accounting for the Relationship Between Initial Status and Growth in Regression Models     

Sean Kelly  Feifei Ye 《Journal of Experimental Education》2017,85(3):353-375

Educational analysts studying achievement and other educational outcomes frequently encounter an association between initial status and growth, which has important implications for the analysis of covariate effects, including group differences in growth. As explicated by Allison (1990 Allison, P. D. (1990). Change scores as dependent variables in regression analyses. Sociological Methodology, 20, 93–114.[Crossref] , [Google Scholar]), where only two time points of data are available, identifying a preferred model can be difficult or impossible. In this paper we extend Allison's inquiry by considering multiple sources of the association between initial status and growth simultaneously, including measurement error but also intrinsic associations between initial status and growth. We illustrate the potential trade-offs between the change-score model specifications (models without a control for initial status) and regressor-variable specifications (with a control for initial status) using simulated data.  相似文献   

Chalkface challenges: a study of academic dishonesty amongst students in New Zealand tertiary institutions     

Kelly de Lambert  Louise Taylor 《Assessment & Evaluation in Higher Education》2006,31(5):485-503

This paper presents the findings of two investigations into the prevalence and profile of academic dishonesty amongst students in New Zealand’s tertiary institutions and compares this with findings from other studies. Staff and students report on their personal experiences of academic dishonesty and these are compared with official information requested and supplied by the institutions. Ways in which academic dishonesty are dealt with are discussed, including the reasons given by staff and students for lack of action. Staff and student reactions to institutional policies on the issue are presented, analysed and compared with data from other studies. Finally the study examines methods utilised by academic staff to minimise the occurrence of dishonest behaviour.  相似文献   

Located in the thin of it: Young children’s use of thin moral concepts     

Jennifer Cole Wright  Trisha Sedlock  Jenny West  Kelly Saulpaugh  Michelle Hopkins 《Journal of moral education》2016,45(3):308-323

One important socio-cultural medium through which young children’s moral understanding is cultivated is parent/child discourse. Of particular interest to us was young children’s use of basic (‘thin’) evaluative concepts (good, bad, right and wrong), which are ubiquitous in everyday discourse and serve as a potential bridge from the non-moral to the moral domain. We investigated 14 2–5-year-old children’s (and their parents’) use of thin evaluative concepts and found that while they frequently used good and bad to morally evaluate other people’s and their own psychological/dispositional states and behaviors—as well as, less frequently, to highlight relevant standards, expectations and rules—they did not use right and wrong. In contrast, a sample of US written and spoken public conversation revealed that adults did. Reasons for this are discussed, along with the frequency of different types of moral evaluations, differences between children and their parents, and age-related trends.  相似文献   

Replication and Pedagogy in the History of Psychology II: Fowler & Wells’s Phrenology     

Kelly M. Trevino  Krista K. Konrad 《Science & Education》2008,17(5):477-491

Phrenologists believed that specific brain regions corresponded to certain character traits. In addition, the size of each brain region was believed to determine the strength of the respective trait. Phrenology originated in Austria with Franz Josef Gall and was popularized and commercialized in America at the end of the 19th century by Orson Squire Fowler. In this project, we conducted a replication of Fowler’s phrenology in order to better understand the specificity of the manualized methodology, the extent to which the methodology allowed for positive versus negative analyses, and the implications for the scientific rejection and public acceptance of phrenology. The results of our replication revealed that the subjective judgments and biases of the examiner strongly influence the results of phrenological analyses. This project originated as a class assignment in the Spring of 2003 (Tweney, this issue). See Tweney (2004) for general information on historical replication.

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Kelly M. TrevinoEmail:

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Kelly Trevino   received her M.A. and Ph.D. in Clinical Psychology from Bowling Green State University. Her research interests include confession and forgiveness, spiritual struggles, religious prejudice, and geropsychology. Kelly was previously published as Kelly M. McConnell. Krista K. Konrad   is a post-doctoral fellow in the Eating Disorders Program at Duke University Medical Center in Durham, NC. She received her BA in Psychology from Lawrence University in Appleton, WI, her M.A. in Health Psychology from Appalachian State University in Boone, NC and her Ph.D. in Clinical Psychology from Bowling Green State University in Ohio. She recently completed a pre-doctoral internship in Medical Psychology at Duke University Medical Center. Her primary research interests are the prevention and treatment of eating and weight disorders.  相似文献