‘And When did You Last See Your Father?’ Exploring the Views of Children with Learning Difficulties/Disabilities     

Ann Lewis 《British Journal of Special Education》2004,31(1):3-9

The Gulliford Lecture 2003 was given by Professor Ann Lewis of the School of Education at the University of Birmingham. Professor Lewis's lecture, on which this article is based, focused on the process of listening to the views of children and, in particular, children with learning difficulties. Following the near-universal ratification of the United Nations (UN) Convention on the Rights of the Child, a plethora of recent initiatives, both in the UK and internationally, has encouraged professionals to access children's views about provision (educational, health-related, social and legal). A range of materials has been developed to support this process, often by, or in liaison with, children's charities. At the same time, research provides valuable insights into effective practice in exploring the views of children with learning difficulties. In this article, Ann Lewis reviews ten strategies for gathering the views of children and raises four challenges for the further development of policy and practice. She closes her argument with a call for greater rigour and critical evaluation in this crucial and demanding area.  相似文献   

Who's afraid of the big,bad wolf?     

Ann Trousdale 《Children‘s Literature in Education》1989,20(2):69-79

Ann Trousdale is an assistant professor at Northern Illinois University, where she teaches courses in children's literature, language arts, language acquisition and development, and storytelling.  相似文献   

Changes that Occur in Families as Children with Intellectual Disability Grow Up     

Ann Gath 《International Journal of Disability, Development & Education》1993,40(3):167-174

The effect on families and the changes that occur in relation to a child with disability or independently are considered through the life span. The recent advances in prenatal screening, special care baby units and genetic counselling may increase fear of disability and have not decreased the incidence. As the rest of the family grow older, the disabled child goes through school years, faces adult life, often with disappointments, and remains having special needs and specific vulnerability until old age.  相似文献   

Not Proved: Reply to Wynn     

Ann Wakeley  Susan Rivera  & Jonas Langer 《Child development》2000,71(6):1537-1539

Findings on whether young infants look longer at incorrect addition and subtraction have been inconsistent or, as in our study, negative. We hypothesize that imprecise ordinal calculating with very small numbers of objects develops in late infancy and precise calculating in early childhood.  相似文献   

PLURALISTIC IGNORANCE AND THE CLIMATE OF OPINION IN A REAL-TIME DISASTER PREDICTION     

Major  Ann Marie 《Int. Journal of Public Opinion Research》1997,9(2):170-190

This study employed a four-fold typology of opinion groups depictingthe relationships between minority–majority status andaccurate–inaccurate perception of the climate of opinionabout the 1990 prediction of a destructive earthquake for themid-United States New Madrid Seismic Zone. Data were collectedfrom 629 residents of the area where the earthquake was predictedto occur. Two frameworks were employed to define the climateof opinion to take into account two key variables that influencepublic response to earthquake predictions: the predication'sbelievability and its importance. Accurate perceptions of theclimate of opinion were differntiated from inaccurate perceptionsbased on more frequent media use and the confidence respondentsfelt about protecting themselves from potential earthquake damages.Inaccurate perceptions of the climate of opinion are differentiatednot by more extensive media use and discussions, but by thecrediability placed on the information from the news media anddiscussions, as well as the perceived influence of these informationsources.  相似文献   

Are You My Grandmother?: Constructing and Maintaining Stepgrandparent Identity and Roles     

Becky L. DeGreeff  Ann Burnett 《Communication quarterly》2017,65(5):603-623

The disruption of the biological family unit due to divorce or separation followed by remarriage or re-partnering has a profound impact on every family member, including extended family members. An individual becomes a stepgrandparent through later life re-partnering, when an adult child becomes a stepparent, or when a stepchild becomes a parent. In order to gain a greater understanding of the communication influencing the development and maintenance of stepgrandparent roles and identity, a qualitative interpretive analysis method was employed as a guide for interviews with 41 adult stepfamily members across two generations of stepfamily membership: stepparents and stepgrandparents.  相似文献   

Government research evaluations and academic freedom: a UK and Australian comparison     

Ann Martin-Sardesai  Helen Irvine  Stuart Tooley  James Guthrie 《高等教育研究与发展》2017,36(2):372-385

Performance management systems have been an inevitable consequence of the development of government research evaluations (GREs) of university research, and have also inevitably affected the working life of academics. The aim of this paper is to track the development of GREs over the past 25 years, by critically evaluating their adoption in the UK and Australian higher education sector and their contribution to the commodification of academic labour, and to highlight the resultant tensions between GREs and academic freedom. The paper employs a literature-based analysis, relying on publicly available policy documents and academic studies over the period 1985–2010. GREs are a global phenomenon emanating from new public management reforms and while assessments of university research have been welcomed, they have attracted critique based on their design, the manner in which they have been applied, and the unintended consequences of their implementation on academic freedom in particular. Consistent with international research on the impact of GREs, Australian research assessments appear to be undoing the academic freedom that is central to successful research. Further empirical research on the impact of GREs on academics is urgently needed.  相似文献   

Evaluating the potential of teacher-designed technology-based tasks for meaningful learning: Identifying needs for professional development     

Ann George  Martie Sanders 《Education and Information Technologies》2017,22(6):2871-2895

With technology increasingly being introduced into classrooms worldwide, stakeholders are asking whether ICT provides educational value. It is not simply having access to technology but how teachers use it that will determine its worth to education. Thirty-three teacher-designed technology-based tasks from eight subject areas were analysed for their effective use of ICT, and their potential to involve students in constructivist learning. Few of the tasks made effective use of ICT for meaningful learning, for reasons associated with teachers’ beliefs, attitudes, and missing TPACK components or competencies. These factors provide the basis for a model of areas to target when structuring professional development courses to help teachers better utilize educational ICT to design meaningful learning tasks.  相似文献   

Apprenticeship for ‘Liquid Life’: Learning in Contingent Work Conditions for Contingent Employment     

David Guile  Ann Lahiff 《Vocations and Learning》2017,10(2):157-175

Taking the distinction between the Institution of Apprenticeship, that is, the social partnership arrangements which underpin its organisation, and Apprenticeship as a Social Model of Learning, in other words, he configuration of pedagogic and occupational etc. dimensions which constitute the model, as its starting point the paper: (i) argues the emergence of de-centred, distributed and discontinuous conditions associated with project-work present challenges for extant ideas about apprenticeship as a social model of learning; (ii) explores this claim in relation to Fuller and Unwin’s four inter-connected dimensions of apprenticeship as a social model of learning by considering a case study of apprenticeship designed to prepare apprentices to work in the above conditions; (iii) relates issues arising from the case study to research on project work from the fields of Organisational and Cultural Studies; and (iv) based on this evidence base introduces a typology of ‘Apprenticeship for Liquid Life’.  相似文献   

What happens to pupils permanently excluded from special schools and pupil referral units in England?     

Anne Pirrie  Gale Macleod  Mairi Ann Cullen  Gillean McCluskey 《British Educational Research Journal》2011,37(3):519-538

There is widespread consensus in the research and policy‐related literature over the last decade that young people who have been permanently excluded from school are at a far greater risk of a variety of negative outcomes than young people who have not had this experience. These negative outcomes include prolonged periods out of education and/or employment; poor mental and physical health; involvement in crime; and homelessness. This article presents evidence from a small‐scale qualitative study of destinations and outcomes post‐exclusion for a group of young people considered to be at particular risk of such negative outcomes: namely, those who have been permanently excluded from special schools or Pupil Referral Units (now known as short‐stay schools). The specific focus of this paper is on the 24 young people's educational trajectories pre‐ and post‐exclusion; the reasons for their exclusion from school; and on what forms of alternative provision were available to them after their permanent exclusion.  相似文献