The experiences of pupils with SEN and their parents at the stage of pre-transition from primary to post-primary school     

Geraldine Scanlon  Yvonne Barnes-Holmes  Ciara McEnteggart  Deirdre Desmond  Nigel Vahey 《欧洲特需教育杂志》2016,31(1):44-58

The experiences of pupils with Special Educational Needs (SEN) and their parents at pre-transition from primary to post-primary school have received little attention in the literature. The current study investigated these experiences using a mixed methods approach within the Irish educational system. Thirty-two pupils with SEN and 42 parents of pupils with SEN participated in focus groups, and also completed a questionnaire which qualitatively complemented the parental focus groups. Emergent themes for pupils included: things I will miss; fitting in and performing as well as others; laying the groundwork: getting to know new people; and experiencing and talking about ‘going to the new school’. Emergent themes for parents included: losing ground?; information is critical: ‘I’m not asking for the moon, but a bit more information’; I’d like help but I don’t want to make trouble for my child; and challenge and support. Critical issues emerging from the data concerning pre-transition experiences for both pupils and parents are discussed.  相似文献   

解析弱势群体亲子关系存在的问题   总被引：1，自引：0，他引：1  

施桂芳 《重庆职业技术学院学报》2004,13(4):113-115

当今,亲子关系存在着一些问题,成为孩子成长过程中的隐忧,由此出现了一系列连锁性不良反应.而这种现象在弱势群体中表现的尤为突出.主要表现在弱势群体亲子间互动的内容狭窄、方式简单,互动频率偏低,还有就是因价值取向偏离而引起的特定期望值过高及亲子地位的对立.这些问题是错综复杂地交织在一起的,本文仅从社会学的视角来解析弱势群体亲子关系存在的问题,希望能对我们促进弱势群体亲子互动,改善其亲子关系有所启发和指导.  相似文献   

"借省亲事写南巡"写的是乾隆十六年的南巡     

童力群 《黄冈职业技术学院学报》2004,6(4):12-15

脂批"借省亲事写南巡",将小说与历史联系起来。脂批"文忠公之嬷",意指傅恒的乳母看到 了皇帝的南巡,专指乾隆帝南巡,此批语因本身的独特性而具有不容置疑的权威性。历史上的康熙帝的第 六次南巡与乾隆帝的第一次南巡,相隔四十四年;《红楼梦》里"太祖皇帝仿舜巡"与"元春省亲",相隔四十 二年,两者相吻合。曹雪芹不可能看到康熙帝的第六次南巡。曹頫不可能是"忆昔感今"者。《红楼梦》的 时代背景在乾隆朝。  相似文献   

Parent-preschool partnership: many levels of power     

Johanna Einarsdottir  Arna H. Jónsdóttir 《Early Years: An International Journal of Research and Development》2019,39(2):175-189

This study aims to examine the meaning-making of parents in five Icelandic preschools concerning the collaboration between preschools and families. Further, the perspectives of educators on the views of the parents were also sought. The theoretical background was Moss’s ideas of democratic early childhood education and MacNaughton’s ideas of power relationships between parents and educators. Data were gathered in two steps: first, focus group interviews were conducted with parents; and second, focus group interviews were conducted with a group of preschool educators who reflected upon the parent interviews. The parents and educators seemed to have similar experiences and views of the parent-professional collaboration, and of the division of power and knowledge between the two groups. The type of collaboration the parents and the educators described is not in line with democratic preschool pedagogy as explained by Moss. The parents from other cultures who participated in the study were in a marginalised position, and the educators seemed to be unsure about how to communicate with and accommodate families from cultures different from their own. The study reveals power relationships on many levels in the preschool community.  相似文献   

教师心理健康浅谈     

张玉梅 《太原教育学院学报》2001,19(1):4-6

学生心理健康问题逐渐受到重视，而与学生群体密切相关的另一个群体－－教师的心理健康却未引起关注，有关部门应采取一些相应的对策，使教师以健康的心态面对工作和生活。  相似文献   

Mobilities of policy and mobile parents – creating a new dynamic in policy borrowing within state schooling     

Miri Yemini  Claire Maxwell 《Globalisation, Societies & Education》2021,19(1):70-80

ABSTRACT

In this article, we focus on the transformations imposed on schools by individual parents, arguing that schools as modern organisations change not only through top-down pressures orchestrated by an array of international organisations, for-profit companies and media as shown in previous research, but also through the agency of mobile parents, who seek to import reforms from elsewhere, based on their previous schooling experiences abroad. We focus on a specific group of middle class parents, who are continuously mobile, moving between global cities for employment. This paper brings into the discussion the role of individual parental strategies as they seek to promote education policy-borrowing. By applying the theoretical lens of stakeholder identification and salience, using a multi case study research design, we suggest that parents express high levels of power, legitimacy and a sense of urgency, thus being able to successfully advocate for change. We argue that while exploring organisational reform occurring due to the globalisation of education, we must view parents as central actors in this new space.  相似文献   

The Emotional Literacy Support Assistant (ELSA) programme: parental perceptions of its impact in school and at home     

Lucy Wilding  Simon Claridge 《Educational Psychology in Practice》2016,32(2):180-196

The Emotional Literacy Support Assistant (ELSA) programme is an example of an individualised intervention to support pupils experiencing a range of social and emotional needs. Semi-structured interviews were conducted to explore parents’ constructions of several aspects of the programme: its aims and how these are achieved; its impact on children, within school and home contexts; the function and value of parental contact with ELSAs; and ways in which the programme could be improved. A thematic analysis of the data indicated that a majority of parents perceived the programme to impact positively on social and emotional aspects of development, with skills learned within the ELSA sessions transferring to the home context. Parents also noted several ways in which the programme could be enhanced: improved home–school communication; agreed and measurable targets and outcomes; and plans for children’s next steps. Implications for developments and extensions of the ELSA programme are discussed and the role of educational psychologists within this process is highlighted.  相似文献   

外出务工少数民族随行子女基础教育问题研究     

朱佩 《金华职业技术学院学报》2007,7(5):72-74

外出务工少数民族随行子女是外出务工人员随行子女中的一部分,由于其民族特质的文化差异,其既具有外出务工人员随行子女基础教育的共性问题,又具有其特有的个性问题.针对外出务工少数民族随行子女在基础教育上存在的问题,分析原因,提出解决问题的对策措施.  相似文献   

杂交玉米制种质量问题分析及解决措施     

宋玉明  曹保健  韩林  谢长江 《河南科技学院学报》2007,35(2):15-17

玉米是我国第二大宗粮食作物。玉米杂交种质量对玉米产量有着重要影响。亲本纯度低、制种质量差是造成玉米杂交种子质量低劣的两大根本原因。提纯亲本、加强隔离、严格去杂、严格去雄、割除父本以及做好收、脱、晒、藏等后期工作是确保玉米杂交种子质量提高的有效措施。  相似文献   

关于幼儿家长幼儿心理健康观的访谈研究     

黄英  刘云艳 《成都教育学院学报》2007,21(9):12-13,16

心理健康观作为一种内在、稳定性的主体认识,决定家长对幼儿心理健康问题的识别和处理.对60名幼儿家长进行半结构式深度访谈调查表明:家长认为幼儿心理健康主要体现在性格、人际交往与社会适应、个人行为及能力、道德品质、情绪五个方面;家长的心理健康观具有模糊性、主观性、功利性等特点,并呈现出重外轻内、重适应轻发展的倾向;传统文化价值观、自身经历和认知水平影响幼儿家长心理健康观的构建.  相似文献