Multi‐sensory storytelling as an aid to assisting people with profound intellectual disabilities to cope with sensitive issues: a multiple research methods analysis of engagement and outcomes     

Hannah Young  Maggi Fenwick  Loretto Lambe  James Hogg 《欧洲特需教育杂志》2013,28(2):127-142

The importance of storytelling in social, cultural and educational contexts is well established and documented. The extension of storytelling to people with profound intellectual and multiple disabilities (PIMD) has in recent years been undertaken with an emphasis on the value of sensory experience and the context storytelling provides for social interaction. The present study builds on earlier curriculum orientated research with a view to describe patterns of social and story‐oriented interaction during storytelling. The stories dealt with sensitive topics raised by family carers who wished the young person with PIMD to understand. Behavioural observation during storytelling sessions explored changes in engagement while semi‐structured interviews with parents and professionals explored the extent to which the experience had benefitted the young person with respect to the sensitive topic. Positive changes in engagement with the story were shown for seven of the eight participants. For six of the seven, a parent and a professional agreed that the outcome of the experience positively enabled the participant to cope better with the sensitive topic. The specific multi‐sensory storytelling factors leading to these outcomes are discussed, as is the issue of proxy reporting and determining the nature of understanding in people with PIMD.  相似文献   

Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective     

Lay Hoon Seah  David John Clarke  Christina Eugene Hart 《International Journal of Science Education》2013,35(6):952-973

This case study of a science lesson, on the topic thermal expansion, examines the language demands on students from an integrated science and language perspective. The data were generated during a sequence of 9 lessons on the topic of ‘States of Matter’ in a Grade 7 classroom (12–13 years old students). We identify the language demands by comparing students' writings with the scientific account of expansion that the teacher intended the students to learn. The comparison involved both content analysis and lexicogrammatical (LG) analysis. The framework of Systemic Functional Linguistics was adopted for the LG analysis. Our analysis reveals differences in the meaning and the way LG resources were employed between the students' writings and the scientific account. From these differences, we found the notion of condition-of-use for LG resources to be a significant aspect of the language that students need to appropriate in order to employ the language of school science appropriately. This notion potentially provides a means by which teachers could concurrently address the conceptual and representational demands of science learning. Finally, we reflect on how the complementary use of content analysis and LG analysis provides a way for integrating the science and language perspectives in order to understand the demands of learning science through language.  相似文献   

Students’ Use of Summer Time at the University of Wisconsin     

L.J. Lins    C.A. Schoenfeld    Allan P. Abell    F. Chandler Young 《Journal of Experimental Education》2013,81(2):219-223

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(UN)Disciplining the Scholar Activist: Policing the Boundaries of Political Engagement     

Anna M Young  Adria Battaglia  Dana L. Cloud 《Quarterly Journal of Speech》2013,99(4):427-435

ALEXANDER HAMILTON'S PAPERS ON PUBLIC CREDIT, COMMERCE AND FINANCE. Edited by Samuel McKee, Jr., with an Introduction by J. Harvie Williams. New York: The Liberal Arts Press, 1957; pp. xiv +304. Cloth $3.50; paper $1.25.

ALEXANDER HAMILTON READER: A COMPILATION OF MATERIALS BY AND COMMENTING ON HAMILTON. Selected and edited by Margaret Esther Hall. New York: Oceana Publications, 1957; pp. 257. Cloth $3.50; paper $1.00.

ALEXANDER HAMILTON IN THE AMERICAN TRADITION. By Louis M. Hacker. New York: McGraw‐Hill, 1957; pp. xi+273. $4.75.

ALEXANDER HAMILTON: YOUTH TO MATURITY 1755–1788. By Broadus Mitchell. New York: Macmillan, 1957; pp. xvi+675. $8.75.

ALEXANDER HAMILTON AND THE FOUNDING OF THE NATION. Edited by Richard B. Morris. New York: The Dial Press, 1957; pp. xxi+617. $7.50.

THE BASIC IDEAS OF ALEXANDER HAMILTON. Edited by Richard B. Morris. New York: Pocket Books, Inc., 1957; pp. xxvii+ 451. $0.35.  相似文献   

The Mind of a Congregation     

Evelyn Orne Young 《Religious education (Chicago, Ill.)》2013,108(9):866-869

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Martial Arts in the Classroom     

Edward L. Vockell  Han S. Kwak 《Clearing house (Menasha, Wis.)》2013,86(1):61-63

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Elements of Elaboration in Working Class Writing     

James Rushton  George Young 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):181-188

In an attempt to define the concepts ‘elaborate’ and ‘restricted code’ by which the language of middle‐class and working‐class people has been said to be distinguishable, the authors conducted an experiment in which a small group of public school sixth‐formers and a small group of young car‐workers of similar age and poor educational record wrote essays on a variety of themes. These were closely analyzed for characteristics of verbal usage. It was found that when essays on technical topics were considered alone, the general linguistic disadvantage of the working‐class groups was wiped out. This suggests that areas of working‐class language may, after all, be ‘elaborate’ and complex rather than ‘restricted’.  相似文献   

Stakeholders’ views of South Korea’s higher education internationalization policy     

Young Ha Cho  John D. Palmer 《Higher Education》2013,65(3):291-308

The study investigated the stakeholders’ perceptions of South Korea’s higher education internationalization policy. Based on the research framework that defines four policy values—propriety, effectiveness, diversity, and engagement, the convergence model was employed with a concurrent mixed method sampling strategy to analyze the stakeholders’ perceptions. According to the findings, the stakeholders perceived that the government’s internationalization policy to date has contributed to the international competitiveness of Korean universities by and large in a quantitative manner. Their views however signaled that the government should consider the quality and identity of Korean higher education institutions when designing and implementing internationalization policy. Based on the implications that the findings have in the policy context, this study suggested two points for future policy research into Korean higher education internationalization: (1) develop a glonacal definition of world-classness for Korean universities and (2) build up a mixture model of centralization and decentralization for the government-university relations, which encourages internal self-governance of Korean universities.  相似文献   

Powerful knowledge: an analytically useful concept or just a ‘sexy sounding term’? A response to John Beck’s ‘Powerful knowledge,esoteric knowledge,curriculum knowledge’     

Michael Young 《Cambridge Journal of Education》2013,43(2):195-198

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Health Literacy,Social Support,and Health Status Among Older Adults     

Shoou-Yih D. Lee  Ahsan M. Arozullah  Young Ik Cho  Kathleen Crittenden  Daniel Vicencio 《Educational gerontology》2013,39(3):191-201

The study examines whether social support interacts with health literacy in affecting the health status of older adults. Health literacy is assessed using the short version of the Test of Functional Health Literacy in Adults. Social support is measured with the Medical Outcome Study social support scale. Results show, unexpectedly, that rather than buffering the negative effect of low health literacy, social support has a more positive impact on physical health in older adults with high health literacy. Implications for improving the health status of older adults through health literacy and social support are discussed.  相似文献