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71.
Edward Jack Sugden 《Educational Psychology in Practice》2013,29(4):367-382
This paper outlines a study which explored six young Looked-after Children’s perceptions of what supports them to learn. The participants were aged between eight and nine years old and lived in the UK. The study adopted semi-structured interviews and notepad diaries as research methods and Interpretative Phenomenological Analysis (IPA) as the research methodology. Three super-ordinate themes were developed, which focussed on the importance which participants placed on school as the major support for learning as summarised in the themes: a place where I am accepted; a place where I can make choices; and a place which personalises learning. A model seeking to outline the findings was generated and the implications which the research raises are discussed. Additionally, considerations for future research are outlined. 相似文献
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Lex McDonald Rasela Tufue-Dolgoy 《International Journal of Disability, Development & Education》2013,60(3):270-284
The introduction of inclusive education (IE) has been promoted to meet the needs of all students. Initially this was a western-driven ideology but has been adopted by numerous developing countries such as Samoa. In this country, the education of students with special learning needs has followed the usual pattern of development from voluntary provision to government-funded segregated placements, followed by mainstreaming, and finally inclusion in regular schools. This qualitative phenomenologically oriented study gathered data from educators and parents about their perceptions of IE and how it was being implemented. The results indicated that this has not always been an easy transition and many participants in the study, although subscribing to the notion of IE, believe that there are a number of implementation difficulties, particularly around issues of support. In relation to this, IE is regarded as a borrowed policy that has overlooked cultural issues and ownership. A model for future developments is outlined and recommendations for future research are indicated. 相似文献
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BackgroundFatherhood is a complex psychological process, which is shaped at a profound level by reflections on past childhood memories and parenting experienced in childhood. Fathers who were sexually abused in childhood may experience particular challenges for their fathering identity and parenting role.ObjectiveThis qualitative study explored the experiences of fatherhood for men who were sexually abused in childhood and how they perceived themselves in the fathering role.Participants and SettingEleven participants were recruited to the study from three therapy services for adult survivors of abuse in the Republic of Ireland.MethodsData collection comprised face to face semi-structured interviews, which were audio recorded and subsequently transcribed verbatim. Data analysis drew on Interpretative Phenomenological Analysis and two superordinate themes with associated subthemes were identified.ResultsParticipants’ experience of childhood sexual abuse provided a lens through which they experienced fatherhood and themselves in a fathering role. Fatherhood influenced participants to confront unintegrated aspects of the trauma they experienced in childhood, which manifested in hypervigilance with regard to their children’s safety and doubt that they were good enough fathers. However, fatherhood also offered an opportunity to heal. This occurred through striving to provide a better father-child relationship and through connection in restorative relationships, including the therapeutic relationship.ConclusionFatherhood was seen as a potential resource for positive change and can influence long held internal working models of the self and others. 相似文献
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This study explored the application and impact of using appreciative inquiry in the strategic planning process at a Canadian institution. Appreciative inquiry is a strength-based organisational development model that can be used to guide an institution’s dialogues and actions towards positive change. Applying the appreciative inquiry process in strategic planning challenges the deficit and negative connotations that may be associated with this process. Through phenomenological interviews with seven stakeholders involved in this process, their transformative experiences and the generative impact of the process were explored. Implications for higher education practitioners were also provided. 相似文献
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王雅琼 《兰州石化职业技术学院学报》2011,11(4):42-45
19世纪末20世纪初,伴随着胡塞尔的现象学哲学以一种突破性的新型描述方法走进了西方哲学视野,现象学心理学作为一门新的心理学学科也成为了西方心理学人文取向的一支。胡塞尔现象学心理学从根本上说是一门本质现象学,即是先天纯粹的心理学,从区域性本体论以及一般性本体论入手,阐述了现象学哲学的内容,从现象学哲学所引导出来看待世界的... 相似文献
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This article explores the ways in which a group of primary school teachers in Cyprus interprets the relationship between religious and citizenship education. The contextualisation of the meaning of religious education shows the extent to which social, historical and political elements shape teachers’ perceptions about the entanglements between religious and citizenship education. In particular, the present study reveals two important findings – one concerning the conceptualisation of each school subject and their perceived relationship and the other concerning the contextualisation of this relationship in the cultural and political contexts of Cyprus. The findings also reveal important constraints and political dilemmas for the possible trajectories of ‘religious citizenship education’ in Cyprus. The article discusses the implications for curriculum and policy deliberations, as well as further research on ‘religious citizenship education’ in specific cultural and political settings. 相似文献
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“替代父母关系”是范梅南提出的一个教育学概念,也是关于师生关系的教育理念。“替代父母关系”的提出,为我们理解教育提供了一个新的视角。本文对“替代父母关系”的提出、“教师成为‘替代父母’”的条件、“替代父母关系”的特征和意义等方面进行初步探讨。 相似文献
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心理学的人文取向——20世纪美国现象学心理学的历史与理论主张 总被引：3，自引：0，他引：3
美国现象学心理学从20世纪中叶逐步形成与发展，它汲取胡塞尔现象学中所蕴涵的哲学心理学思想，以此为理论基础展开具体的心理学实践。它把“生活世界”作为心理学研究的重要根基，重视意识的“意向性”特点，发展特有的心理学研究程序与方法，对人在日常生活中呈现的、体现主体性的心理现象进行纯粹的描述和意义理解，将实现一门人科学的心理学作为自己的终极目标。 相似文献
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在认识何以可能问题的回答上,可以获得现象学与教育学结合的契合点。现象学解决这一问题的独特方式,提供了现象学与教育学结合的启示。在这里,现象学与教育学有着不同的面向,却遵循着同一个明见性的要求——直接的直观。打开括号里的知识,使它们引起学生直接、原初觉察的意识状态的获得,让人类文明向学生意识敞开,是现象学教育学可以探讨的选择。现象学教育学由此展开教育发生的维度,使学校、课堂、教与学的一切回到教育本身,还原其引起教育发生的真实形态。 相似文献