Preparing beginning teachers for inclusion: designing and assessing supplementary fieldwork experiences     

Sarah Lisa Hopkins  Penny Norma Round  Karen Dawn Barley 《Teachers and Teaching》2018,24(8):915-930

Inclusive education requires restructuring educational provision so that mainstream schools are able to provide for the needs of all students in their communities. To help realise this goal, initial teacher education programmes need to better prepare new graduates for teaching students with complex special education needs, including students with intellectual disability. Concerns about the capacity of current school-based placements to prepare new teachers for inclusive classrooms have led some teacher education institutions to develop supplementary fieldwork experiences. The current study involved an investigation into such an experience and looked at the benefits to pre-service teachers (PSTs) of tutoring a young adult with intellectual disability. The findings indicate that PSTs learned effective strategies for differentiating a programme of work and, in their first year of study, were developing a teacher identity. The importance of aligning experiences with coursework units is highlighted and the need for valid assessments of how well initial teacher education programmes are preparing beginning teachers for inclusion, and what these assessments may look like, is discussed.  相似文献   

Poly(vinyl alcohol)-heparin biosynthetic microspheres produced by microfluidics and ultraviolet photopolymerisation     

Cara Young  Kester Rozario  Christophe Serra  Laura Poole-Warren  Penny Martens 《Biomicrofluidics》2013,7(4)

Biosynthetic microspheres have the potential to address some of the limitations in cell microencapsulation; however, the generation of biosynthetic hydrogel microspheres has not been investigated or applied to cell encapsulation. Droplet microfluidics has the potential to produce more uniform microspheres under conditions compatible with cell encapsulation. Therefore, the aim of this study was to understand the effect of process parameters on biosynthetic microsphere formation, size, and morphology with a co-flow microfluidic method. Poly(vinyl alcohol) (PVA), a synthetic hydrogel and heparin, a glycosaminoglycan were chosen as the hydrogels for this study. A capillary-based microfluidic droplet generation device was used, and by varying the flow rates of both the polymer and oil phases, the viscosity of the continuous oil phase, and the interfacial surface tension, monodisperse spheres were produced from ∼200 to 800 μm. The size and morphology were unaffected by the addition of heparin. The modulus of spheres was 397 and 335 kPa for PVA and PVA/heparin, respectively, and this was not different from the bulk gel modulus (312 and 365 for PVA and PVA/heparin, respectively). Mammalian cells encapsulated in the spheres had over 90% viability after 24 h in both PVA and PVA/heparin microspheres. After 28 days, viability was still over 90% for PVA-heparin spheres and was significantly higher than in PVA only spheres. The use of biosynthetic hydrogels with microfluidic and UV polymerisation methods offers an improved approach to long-term cell encapsulation.  相似文献   

Book reviews     

E. Jane Green  Stuart Biddle  Penny Crisfield  Roger M. Bartlett  N.C. Craig Sharp  Adrian Lees 《Journal of sports sciences》2013,31(2):147-158

Clinical sports medicine, Robert C. Cantu, (ed.), The Collamore Press, Lexington, Massachusetts, Toronto, 1984. 219 pp, £19.95 (hb), ISBN 0 669 06842 X

Sports injuries, a self‐help guide, Vivian Grisogono, John Murray Ltd, London, 1984. 293 pp, £7.95 (hb), ISBN 0 7195 4111 5

Athletes’ guide to mental training, Robert N. Nideffer, Human Kinetics, Champaign, Illinois (distributed in the UK by Eddington Hook & Co.) 1985. vii +156 pp, $9.95 (pb), ISBN 0 931250 96 X

Scientific foundations of coaching, R.R. Pate, B. McClenaghan and R. Rotella, Saunders College Publishing, Philadelphia, 1984. xii + 344 pp, £21.95(hb), ISBN 0 03 057961 9

Mathematics in sport, M. Stewart Townend, Ellis Horwood, Chichester, 1984. 202 pp (hb), ISBN 0 85312 717 4

Frontiers of exercise biology, ’Big Ten Body of Knowledge’ symposium series, Vol. 13 K.T. Borer, D.W. Edington and T.P. White (eds), Human Kinetics Publishers Inc., Champaign, Illinois, (distributed in the UK by Edington Hook & Co.), 1983. vii + 295 pp, $31.95(hb), ISBN 0 931250 49 8

The knee, Philippe Segal and Marcel Jacob, Wolfe Medical Publications, Frome, Somerset, 1984. 143 pp (hb), £15, ISBN 2 224 00887 2

Psychological foundations of sport, J.M. Silva and R.S. Weinberg (eds), Human Kinetics, Champaign, Illinois, (distributed in the UK by Eddington Hook & Co), 1984. xxiv + 528 pp, £22.50 (hb), ISBN 0 93 1250 59 5

Physical activity and the social sciences, W. Neil Widmeyer, Mouvement Publications Inc., Ithaca, 1983. 472 pp, £9.00 (pb), ISBN 0 932392 13 X  相似文献   

Perceptions of African American Faculty in Kinesiology-Based Programs at Predominantly White American Institutions of Higher Education     

Joe W. Burden Jr.  Louis Harrison Jr.  Samuel R. Hodge 《Research quarterly for exercise and sport》2013,84(2):224-237

The purpose of this study was to examine the perceptions of African American faculty on their organizational socialization in kinesiology-based (i.e., sport pedagogy, exercise physiology, motor behavior, sport management/history) programs at predominantly White American¹ institutions of higher education (PW-IHE). Participants were 9 African American tenure-track faculty members from various kinesiology-based programs at PW-IHE. Data were gathered via interviewing and analyzed within the framework of critical race theory (Ladson-Billings, 2000). Findings are presented using storytelling and thematic narratives. Interviews with the participants revealed four major recurring themes with regard to: (a) resources, opportunities, and power structures; (b) programmatic neglects and faculty mentoring needs; (c) social isolation, disengagement, and intellectual inferiority issues; and (d) double standards, marginalization, and scholarship biases. This study suggests that faculty and administrators at PW-IHE should develop sensitivity toward organizational socialization issues relevant to faculty of color.  相似文献   

A longitudinal study of the educational and career trajectories of female participants of an urban informal science education program     

Kathleen A. Fadigan  Penny L. Hammrich 《科学教学研究杂志》2004,41(8):835-860

The purpose of this longitudinal case study is to describe the educational trajectories of a sample of 152 young women from urban, low‐income, single‐parent families who participated in the Women in Natural Sciences (WINS) program during high school. Utilizing data drawn from program records, surveys, and interviews, this study also attempts to determine how the program affected the participants' educational and career choices to provide insight into the role informal science education programs play in increasing the participation of women and minorities in science, math, engineering, and technology (SMET)‐related fields. Findings revealed 109 participants (93.16%) enrolled in a college program following high school completion. Careers in medical or health‐related fields followed by careers in SMET emerged as the highest ranking career paths with 24 students (23.76%) and 21 students (20.79%), respectively, employed in or pursuing careers in these areas. The majority of participants perceived having staff to talk to, the job skills learned, and having the museum as a safe place to go as having influenced their educational and career decisions. These findings reflect the need for continued support of informal science education programs for urban girls and at‐risk youth. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 835–860, 2004  相似文献   

Confronting Teacher Candidates' Conceptions of the Nature of Science     

Penny L. Hammrich 《Journal of Science Teacher Education》1997,8(2):141-151

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Relative contributions of parent substance use and childhood maltreatment to chronic homelessness,depression, and substance abuse problems among homeless women: mediating roles of self-esteem and abuse in adulthood     

Stein JA  Leslie MB  Nyamathi A 《Child abuse & neglect》2002,26(10):1011-1027

OBJECTIVE: This study, using latent variable methodology, explores simultaneously the relative effects of childhood abuse and early parental substance abuse on later chronic homelessness, depression, and substance abuse problems in a sample of homeless women. We also examine whether self-esteem and recent violence can serve as mediators between the childhood predictors and the dysfunctional outcomes.METHOD: The sample consists of 581 homeless women residing in shelters or sober living centers in Los Angeles (54% African-American, 23% Latina, 22% White, mean age=33.5 years). Multiple-indicator latent variables served as predictors and outcomes in structural models. Childhood abuse was indicated by sexual, physical, and verbal abuse.RESULTS: Childhood abuse directly predicted later physical abuse, chronic homelessness, depression, and less self-esteem. Parent substance use directly predicted later substance use problems among the women. Recent physical abuse predicted chronic homelessness, depression, and substance use problems. Greater self-esteem predicted less depression and fewer substance use problems. Childhood abuse also had significant indirect effects on depression, chronic homelessness, and drug and alcohol problems mediated through later physical abuse and self-esteem.CONCLUSIONS: Although there was a strong relationship between childhood abuse and parent drug use, childhood abuse was the more pervasive and devastating predictor of dysfunctional outcomes. Childhood abuse predicted a wider range of problems including lower self-esteem, more victimization, more depression, and chronic homelessness, and indirectly predicted drug and alcohol problems. The mediating roles of recent physical abuse and self-esteem suggest salient leverage points for change through empowerment training and self-esteem enhancement in homeless women.  相似文献   

Caught between a rock and a hard place: disruptive boys’ views on mainstream and special schools in New South Wales,Australia     

Linda J. Graham  Penny Van Bergen  Naomi Sweller 《Critical Studies in Education》2016,57(1):35-54

Students with disruptive behaviour in the Australian state of New South Wales (NSW) are increasingly being educated in separate ‘behaviour’ schools. There is however surprisingly little research on how students view these settings, or indeed the mainstream schools from which they were excluded. To better understand excluded students’ current and past educational experiences, we interviewed 33 boys, aged between 9 and 16 years of age, who were enrolled in separate special schools for students with disruptive behaviour. Analyses reveal that the majority of participants began disliking school in the early years due to difficulties with schoolwork and teacher conflict. Interestingly, while most indicated that they preferred the behaviour school, more than half still wanted to return to their old school. It is therefore clear that separate special educational settings are not a solution to disruptive behaviour in mainstream schools. Whilst these settings do fulfil a function for some students, the preferences of the majority of boys suggest that ‘mainstream’ school reform is of first-order importance.  相似文献   

III. The Early Intervention Collaborative Study: Study Design and Methodology     

Penny Hauser-Cram  Marji Erickson Warfield  Jack P. Shonkoff  & Marty Wyngaarden Krauss 《Monographs of the Society for Research in Child Development》2001,66(3):22-53

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The submergence and re-emergence of gender in undergraduate accounts of university experience     

Becky Francis  Penny Burke  Barbara Read 《Gender and education》2014,26(1):1-17

Gender distinction has been shown to characterise both undergraduate experiences and outcomes. Yet research recounted in this article supports work that shows that young people are often unaware of such trends, subscribing instead to individualist perspectives that foreground equality of opportunity and agency. This article examines the gender continuities and divergences in 64 undergraduate students' accounts of their experiences, and constructions of peers and lecturers, in higher education. Concepts of heteroglossia and monoglossia are applied to gender to explain how students submerged ‘structure’ and inequality in their accounts, but how discourses that presented the genders as distinct (and in which the masculine is elevated over the feminine) nevertheless ‘bubbled up’ in their articulations. The students tended to reject the notion that gender and other structural differences impact their experiences and outcomes; yet their broader discussions frequently reflected (often stereotypical) monoglossic constructions of gender difference. The article concludes with a discussion of the implications of these findings for the sociology of education and for higher-education pedagogy.  相似文献