Conversations about death with those who experience it the most     

Trevor Kauer  Maureen Keeley 《Qualitative Research Reports in Communication》2019,20(1):84-91

Using Communication Privacy Management (CPM), this study analyzed Emergency Healthcare Providers (EHP; i.e., Emergency Room Nurses, Paramedics, Emergency Medical Technicians, etc.) frequent experience of witnessing death, the dying processes, and regular involvement at the end-of-life. Twenty interviews from across the United States offered accounts of witnessing the death of a patient, communicating with the patient’s families, coworkers, and personal networks. The first research question explored the population’s normalization of death and changed outlook of dying. This population sees death and dying in real-time and must disconnect at the moment from their emotions to do their jobs. The second research question focused on preparing patient families for death, coping with coworkers, and protecting personal networks. In communicating with patient families, EHP educates/answers questions, advocate for families to be present during life-saving procedures and offer verbal and nonverbal comfort. In talking with coworkers, EHP copes with reassuring skill competency and offering emotional social support. Lastly, in communicating with their networks, EHP struggle with discussing emotions and event details in a protective function. From these results, the benefits, and challenges of communicating about death regularly are offered through a CPM lens, and recommendations to help the general population deal with death are given.  相似文献   

“We were slow; it was challenging” and “It was hard not to make knots”: Crocheting as a Literacy Event in a Second Grade Classroom Community     

Sarah A. Kneller  Maureen P. Boyd 《Early Childhood Education Journal》2008,36(2):135-147

This paper describes a “crazy about crocheting class” and shows how crocheting became a literacy event that promoted student empowerment and classroom community while engaging second grade students in authentic literacy practices. We document how crocheting evolved from a classroom management activity that also encouraged fine motor skills to a stimulus that drove individual and shared reading and writing. We show how this teacher planned instruction by building on student interest and enthusiasm and how these students experienced literacy as an every day social practice.  相似文献   

The Relationship of Spelling Recognition, RAN, and Phonological Awareness to Reading Skills in Older Poor Readers and Younger Reading-Matched Controls     

Tami Katzir  YoungSuk Kim  Maryanne Wolf  Becky Kennedy  Maureen Lovett  Robin Morris 《Reading and writing》2006,19(8):845-872

The role of spelling recognition was examined in word reading skills and reading comprehension for dyslexic and nondyslexic children. Dyslexic and nondyslexic children were matched on their raw word reading proficiency. Relationships between spelling recognition and the following were examined for both groups of children: verbal ability, working memory, phonological measures, rapid naming, word reading, and reading comprehension. Children’s performance in spelling recognition was significantly associated with their skills in word reading and reading comprehension regardless of their reading disability status. Furthermore, spelling recognition contributed significant variance to reading comprehension for both dyslexic and nondyslexic children after the effects of phonological awareness, rapid naming, and word reading proficiency had been accounted for. The results support the role of spelling recognition in reading development for both groups of children and they are discussed using a componential reading fluency framework.  相似文献   

Interventions for reading difficulties: a comparison of response to intervention by ELL and EFL struggling readers     

Lovett MW  De Palma M  Frijters J  Steinbach K  Temple M  Benson N  Lacerenza L 《Journal of learning disabilities》2008,41(4):333-352

This article explores whether struggling readers from different primary language backgrounds differ in response to phonologically based remediation. Following random assignment to one of three reading interventions or to a special education reading control program, reading and reading-related outcomes of 166 struggling readers were assessed before, during, and following 105 intervention hours. Struggling readers met criteria for reading disability, were below average in oral language and verbal skills, and varied in English as a first language (EFL) versus English-language learner (ELL) status. The research-based interventions proved superior to the special education control on both reading outcomes and rate of growth. No differences were revealed for children of EFL or ELL status in intervention outcomes or growth during intervention. Oral language abilities at entry were highly predictive of final outcomes and of reading growth during intervention, with greater language impairment being associated with greater growth.  相似文献   

The economic returns to investment in women's education     

Maureen Woodhall 《Higher Education》1973,2(3):275-299

The paper discusses the problems of measuring the rate of return to women's education, and evidence is presented for nine countries which shows that the returns to secondary and higher education are on average two percentage points lower for women than for men, but in some countries they are actually higher. Education increases the earning capacity of women, and also increases their propensity to remain in the labour market. But some allowance must be made for the value of women's non-market work, for indirect benefits of education, and for psychic income. Various methods are suggested for measuring the non-monetary benefits of education, such as the intergeneration effect of a mother's education on the future achievement of her children, or the non-pecuniary benefits of employment for women in the labour force. The effects of discrimination on women's earnings and job prospects are discussed, and it is shown that a large part of the observed differential between male and female earnings is due to the concentration of women in low-income occupations. The paper concludes that the difference between the returns to education for men and women is less than is often suggested, particularly if some attempt is made to measure nonmonetary benefits. But the returns to women's education would be increased if there were a change in traditional attitudes leading to a more equal occupational distribution and better utilisation of women in the labour force.  相似文献   

Religion in the primary school,ethos, diversity,citizenship     

Maureen Glackin 《British Journal of Religious Education》2018,40(1):107-108

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Lifelong learning and the reform of the teaching practicum in Australia     

Ron Toomey Corresponding author  Judith Chapman  Janet Gaff  Jacqueline McGilp  Maureen Walsh  Elizabeth Warren 《Asia-Pacific Journal of Teacher Education》2005,33(1):23-34

This paper reports the findings of a project—‘Lifelong learning and teacher education’—undertaken by the Centre for Lifelong Learning, Australian Catholic University, under the auspices of the Australian Commonwealth Department of Education, Science and Training. The study was designed to investigate the operationalization of lifelong learning in Australian teacher education. The study revealed that there is a range of existing, innovative practices regarding partnerships between schools and higher and further education that are in keeping with emerging ideas about lifelong learning. Moreover, some of these take the form of collaborative action research projects focused on improving the learning occurring in the partnership schools. This paper describes some current approaches in Australia to collaborative action research by teacher educators' and their partnership schools and shows how they contribute to lifelong learning. The approaches are then analyzed to suggest ways of advancing lifelong learning within Australian Education Faculties thus helping to make lifelong learning more of a reality for all.  相似文献   

UK data from 197 undergraduates for the Nelson Denny Reading Test     

Jackie Masterson  Maureen Hayes 《Journal of Research in Reading》2004,27(1):30-35

The Nelson Denny Reading Test (Brown, Fishco & Hanna, 1993) provides measures of comprehension, reading rate and vocabulary. It is widely used in research studies with high school and undergraduate students and for assessment purposes in the USA. No widely used test of this kind exists for adults in the UK. The present paper reports data from 197 undergraduates from the University of Essex on the Nelson Denny test. Analyses were carried out of the data in terms of degree type and year of study. The scores obtained with the present sample were higher than those reported in the manual of the Nelson Denny test for a subset of the standardisation sample. Possible reasons for this difference are discussed. Overall, the results suggest that the Nelson Denny test is suitable for use with UK undergraduate students.  相似文献   

Authors' reply     

Kenneth D. George  Maureen A. Dietz 《科学教学研究杂志》1971,8(3):293-293

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An experimental comparison of urban children with suburban children on eight tasks of basic skills     

Kenneth D. George  Maureen A. Dietz 《科学教学研究杂志》1969,6(3):224-233

About 1500 children from an inner city school district and a suburban school district were asked to perform eight tasks of basic skills. There were differences in the performances of the children. The differences depended upon the socio-economic background of the children. On many of the skills, third grade urban children were similar to first grade suburban children. It is for this reason that the inner city children in this study were considered disadvantaged and a program of skill development has begun. Inner city children must have experiences that will help them acquire the skills that suburban children have acquired before entering school.  相似文献