Evidenced Based Practices that Promote Transition to Postsecondary Education: Listening to a Decade of Expert Voices     

Kristine W. Webb  Karen B. Patterson  Susan M. Syverud  Janice J. Seabrooks-Blackmore 《Exceptionality》2013,21(4):192-206

As increasing numbers of students with disabilities access postsecondary education, research studies and literature reviews have investigated the needs of these students who chose to pursue postsecondary education. These articles included studies that (a) asked students with disabilities to identify needs and (b) summarized needs in literature reviews about students with disabilities in postsecondary education. This article summarizes needs and recommendations from college students with disabilities and authors who reviewed related literature from 1995–2006. The summary includes needs in five areas: self-determination, social skills, academic preparation, accommodations, and assistive technology (AT). Each of these areas of need is described and recommendations for practice are discussed. The purpose of this article is to identify a set of evidence-based transition practices that will address these needs and increase the likelihood of success for students who enroll in postsecondary education institutions.  相似文献   

Screening homeless youth for histories of abuse: prevalence, enduring effects, and interest in treatment     

Keeshin BR  Campbell K 《Child abuse & neglect》2011,35(6):401-407

Objectives

To identify the incidence of self-reported physical and sexual child abuse among homeless youth, the self-perceived effects of past abuse, and current interest in treatment for past abuse among homeless youth with histories of abuse.

Methods

Homeless and street-involved persons aged 18-23 filled out a questionnaire and participated in a structured assessment of histories of abuse, tobacco use and substance abuse.

Results

Sixty-four homeless youth in Salt Lake City, Utah completed the study, 43 males and 21 females. Eighty-four percent screened positive for childhood physical and/or sexual abuse occurring before the age of 18; 42% screened positive for both physical and sexual abuse; 72% reported still being affected by their abuse. Among all abuse victims, 44% were interested in treatment for their abuse history and 62% of homeless youth who reported still being affected by their abuse were interested in treatment. Individuals were more likely to be interested in treatment if they were female, had not completed high school or had been previously asked about family dysfunction. Many victims who declined treatment offered spontaneous insight into their decision. Interest in treatment was similar to interest in treatment for other behaviors such as smoking and substance abuse.

Conclusions

Histories of abuse are common among homeless youth. A majority of those reporting a history of abuse are still affected by their abuse. Interest in treatment for a history of abuse was comparable to interest in treatment for other morbidities in the homeless youth population such as tobacco use and substance abuse. Our finding that homeless youth continue to be impacted by their abuse and are interested in treatment should prompt more screening for histories of abuse.  相似文献   

Education governance and standardised tests in Denmark and England     

Peter Kelly  Karen Egedal Andreasen  Kristine Kousholt  Elizabeth McNess  Christian Ydesen 《教育政策杂志》2018,33(6):739-758

In this study we identify and compare the impact of standardised student assessment in England, an established neoliberal context, and in Denmark where a neoliberal education reform agenda is emerging in response to both national concerns and international governance. National reading tests for students aged 11–12 years, long established in England, were introduced in Denmark in 2010. The form they take differs considerably, being primarily formative in Denmark and largely summative in England. Culturally sensitive extended semi-structured interviews are conducted with both teachers and students and analysed to identify the extent to which neoliberal reform is mobilised through testing in each context and how testing shapes curriculum and pedagogy. Significantly, we find that in Denmark, where professional judgement still dominates, teachers often deploy pedagogical approaches to service what they believe to be their students’ best interests. In England, however, teachers try to accommodate a concern for both their students’ and their own interests, and the pedagogy they enact is more often controlling, instrumental and reductionist; their wish to be proactive is compromised by their need to be responsive. Hence we show how policy technologies shape practice to undermine a deliberate pedagogy rooted in ideas legitimated though scholarship and experience.  相似文献   

Peer Relationships and Emotional Well-Being of Youngsters with Sickle Cell Disease   总被引：5，自引：0，他引：5  

Robert B. Noll  Kathryn Vannatta  Kristine Koontz  Karen Kalinyak  William M. Bukowski  W. Hobart Davies 《Child development》1996,67(2):423-436

Comparisons with measures of peer relationships and emotional well-being were made between youngsters with sickle cell disease (SCD) and same-classroom comparison peers. Relative to the comparison subjects, females with SCD were perceived by peers as being less sociable and less well accepted; males with SCD were perceived as being less aggressive than comparison peers. For both males and females with SCD, no other differences were identified on numerous measures of emotional well-being. None of the multiple measures of illness severity were significantly related to measures of psychological adjustment. The common side effects of SCD, chronic fatigue and small physical size, may divert males with the illness from manifesting difficulties related to aggressive behavior with peers. For females with the illness, the common side effects of the illness may hinder the development of normal social relationships. Despite chronic exposure to numerous stressful life events associated with SCD, the youngsters with the illness were remarkably similar to comparison peers, showing evidence of considerable hardiness.  相似文献   

Appreciated abroad, depreciated at home. The career of a radiochemist in Norway: Ellen Gleditsch (1879-1968)     

Lykknes A  Kvittingen L  Børresen AK 《Isis; an international review devoted to the history of science and its cultural influences》2004,95(4):576-609

Ellen Gleditsch (1879-1968) became Norway's first authority on radioactivity and the country's second female full professor. From her many years abroad--in Marie Curie's laboratory in Paris and at Yale University in New Haven with Bertram Boltram--she became internationally acknowledged and developed an extensive personal and scientific network. In the Norwegian scientific community she was, however, less appreciated, and her appointment as a professor in 1929 caused controversy. Despite the recommendation of the expert committee, her predecessor and his allies spread the view that Gleditsch was a diligent but outdated researcher with little scientific promise-a view that apparently persists in the Norwegian chemical community today. In addition to her scientific work, Gleditsch acquired political influence by joining the International Federation of University Women in 1920; she later became the president of both the Norwegian section and the worldwide organization. She worked in particular to establish scholarships enabling women to go abroad.  相似文献   

Correspondence of Pubertal Neuroendocrine and Tanner Stage Changes in Boys and Associations With Substance Use     

Kristine Marceau  Levent Kirisci  Ralph E. Tarter 《Child development》2019,90(6):e763-e782

This study examined correspondence between timing (onset) and tempo (rate) of sexual maturation prospectively (average ages 11–16 years) measured by gonadal hormones and secondary sex characteristics (Tanner stage) using dual-process models, and associations of these measures with substance use (SU) involvement in boys at age 16 years (N = 534, 77.5% White/22.5% Non-White). All measures of timing were highly associated. Early Tanner stage timing often predicted slower increases in gonadal steroids, but not the reverse; patterns varied by ethnicity. Hormone and Tanner stage measures were similar earlier in development but diverged later in development. In White boys only, early timing of the pubertal rise in testosterone was associated with increased SU involvement, suggesting a physiological rather than psychosocial mechanism of association.  相似文献   

Predicting high school students' cognitive engagement and achievement: Contributions of classroom perceptions and motivation     

Barbara A. Greene  Raymond B. Miller  H. Michael Crowson  Bryan L. Duke  Kristine L. Akey 《Contemporary educational psychology》2004,29(4):462-482

Path analysis was used to test predictions of a model explaining the impact of students' perceptions of classroom structures (tasks, autonomy support and mastery and evaluation) on their self-efficacy, perceptions of the instrumentality of class work, and their achievement goals in a particular classroom setting. Additionally, the impact of self-efficacy, instrumentality, and goals on students' cognitive engagement and achievement was tested. There were 220 high school students who completed a series of questionnaires over a three-month period in their English classes. Data strongly supported the model demonstrating that student perceptions of classroom structures are important for their motivation. Also supported was the importance of perceiving the current class work as being instrumental for future success. Implications were discussed.  相似文献   

Using Stakeholder Input to Guide Cultural and Contextual Adaptations for a Universal School-Based Intervention     

Duong  Mylien T.  Nguyen  Lillian  Gaias  Larissa  Benjamin  Katherine S.  Lee  Kristine  Buntain-Ricklefs  Joanne  Cook  Clayton R. 《The Urban Review》2020,52(5):853-879

The Urban Review - Strong student–teacher relationships foster students’ social, emotional, and academic development, particularly for students from marginalized racial/ethnic groups....  相似文献   

Moral Dilemmas and Worst-Case Scenarios: Using Post-Apocalyptic Fiction to Teach Criminal Justice Ethics     

David A. Mackey  Kristine Levan 《Journal of Criminal Justice Education》2019,30(3):319-332

Criminal justice courses offer ideal opportunities to present students with contemporary issues that ideally will encourage reflection on moral dilemmas. In a criminal justice ethics course, students encounter complex aspects of the topic, such as the application of theories of ethical reasoning beyond merely an understanding of the malfeasance, nonfeasance, and misfeasance of practitioners in the system. A supplemental book, whether fiction or nonfiction, assigned in addition to a criminal justice ethics textbook may facilitate deeper understanding of theories of ethics. The ideal supplemental reading should reflect the range of ethical theories detailed in the main text. In the present article, the authors discuss and evaluate the use of post-apocalyptic fiction, a popular contemporary genre, as supplemental reading in criminal justice ethics courses. A sample criminal justice ethics course writing assignment, a grading rubric, and a discussion of the multiple assessment measures are provided. Assessment results suggest that the supplemental reading helps students meet the course learning objective, which requires students to identify and apply theoretical models of ethics to specific ethical and moral situations.  相似文献   

Evaluating a Special Education Training Programme in Nicaragua     

Julie Delkamiller  Kristine D. Swain  Mitzi J. Ritzman  Elizabeth M. Leader-Janssen 《International Journal of Disability, Development & Education》2016,63(3):322-333

This study examined a two-year special education and inclusive practices in-service training programme with a university in Nicaragua. Participants included 14 teachers from nine schools in Nicaragua. Participants’ knowledge of special education concepts were evaluated as part of assessing the training modules. In addition, programme evaluation information were collected. Results from the knowledge pre-and post-test indicated that participants made significant gains in their special education knowledge and the module evaluation forms indicate participants were highly satisfied with the project. Recommendations for planning and implementing a future training programme are also provided.  相似文献