London Medical Book Fair     

Hazel K. Bell 《Learned Publishing》1992,5(4):232-233

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How to manage public relations     

Hazel K. Bell 《Learned Publishing》1995,8(3):169-170

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EHCP Implementation in the Early Years: constrictions and possibilities     

Hazel Richards 《Support for Learning》2021,36(2):204-221

In England, Education and Health Care Plans (EHCPs) created changes for SENCOs, including those working in private, voluntary and independent (PVI) early years settings. Such SENCOs hold, as a minimum, a relevant Level-3 qualification, with subsequent training and support being optional, varied and sometimes difficult to access. This situation has implications for EHCP implementation and for the roles and responsibilities of SENCOs because effective realisation of the joint working, early identification and intervention prioritised in EHCPS require power, knowledge and skills. SENCOs from one Local Authority in England participated in this mixed-methods research. Identity theory and Bronfenbrenner's bio-ecological theory were applied to analyse the macro through to micro level influences. This revealed seven key influences: information and resources; ethos and support; quality of evidence; relationships; knowledge and skills; purpose and outcomes. This paper presents the manifestation of these in the experience of eight Early Years SENCOs working PVI settings.  相似文献   

Common Destiny: (After reading the journal of a great-great-uncle)     

Hazel M. Kerr 《The Educational forum》2013,77(4)

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Count us in: the role of schools and colleges in meeting the mental health needs of young people with learning disabilities   总被引：1，自引：0，他引：1  

Barry Carpenter  Hazel Morgan 《British Journal of Special Education》2003,30(4):202-206

In December 2002, the Foundation for People with Learning Disabilities' Committee of Inquiry into the mental health needs of young people with learning disabilities produced its report.
Barry Carpenter, Chief Executive at Sunfield and Chair of the committee, and Hazel Morgan, head of the Foundation for People with Learning Disabilities, take this opportunity to share some insights into the workings of the committee and summarise the key findings. The committee drew evidence from a range of sources, but placed the voices and experiences of young people with learning disabilities at the centre of their proceedings. The committee's findings and recommendations were wide ranging and will have far-reaching implications, but there are immediate messages that schools and colleges should hear. It is upon these messages, taking account of pastoral provision, the curriculum, transition and inter-agency work, that Barry Carpenter and Hazel Morgan focus in this article.  相似文献   

Conservation without Conversation Revisited: a replication and elaboration of the Wheldall‐Poborca findings on the nonverbal assessment of conservation of liquid quantity 1     

Kevin Wheldall  Hazel Benner 《教育心理学》1993,13(1):49-58

A series of experiments by Wheldall and Poborca (1980) have demonstrated that more young children can conserve liquid volume when tested using a novel, nonverbal paradigm than when tested by conventional verbal assessment procedures. The present experiment attempted to replicate their findings and simultaneously assess the effects of two modifications to their original procedure. The results showed that the two modifications to the Wheldall and Poborca procedure—(i) inviting subjects to transform the liquid quantities themselves, instead of merely observing the experimenter do so and (ii) using an extended elaborated form of response training—did not significantly increase the number of children able to conserve liquid volume. However, the original Wheldall and Poborca findings were replicated, showing that some children are likely to be falsely classified as non‐conservers if assessed using traditional verbal assessment methods.

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An Alternative Understanding of Education and Empowerment: Local-Level Perspectives of Refugee Social Integration in the United Kingdom     

Hazel Klenk 《欧洲教育》2017,49(2-3):166-183

This article draws on research with a group of refugee women who attend English for speakers of other languages (ESOL) classes at a community center in London. It considers the role education can play in their social integration processes, employing an approach that has been developed from feminist notions of empowerment and social practice theories of literacy and language use. It suggests that an exploration of factors that regulate their opportunities to access resources, expand agency, and experience opportunities they value from a gendered perspective is crucial for understanding how to provide more suitable avenues for refugee women’s social integration in the United Kingdom.  相似文献   

Photocopying licensing—now and in the future     

Hazel . Bell 《Learned Publishing》1994,7(2):105-108

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Change and innovation in marketing: marketing after the NBA     

Hazel K. Bell 《Learned Publishing》1996,9(3):171-173

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The influence of self-efficacy and past behaviour on the physical activity intentions of young people     

Hagger MS  Chatzisarantis N  Biddle SJ 《Journal of sports sciences》2001,19(9):711-725

The aim of the present study was to assess the influence of self-efficacy and past behaviour on young people's physical activity intentions using an augmented version of Ajzen's Theory of Planned Behaviour. We hypothesized that self-efficacy would exhibit discriminant validity with perceived behavioural control and explain unique variance in young people's intentions to participate in physical activity. We also expected that past physical activity behaviour would attenuate the influence of attitude, subjective norms, perceived behavioural control and self-efficacy on intention. The sample comprised 1,152 young people aged 13.5 +/- 0.6 years (mean +/- s) who completed inventories assessing their physical activity intentions, attitudes, subjective norms, perceived behavioural control, self-efficacy and past physical activity behaviour. A confirmatory factor analysis demonstrated that the constructs of the Theory of Planned Behaviour achieved discriminant validity. Furthermore, the measures of attitudes, subjective norms, perceived behavioural control and self-efficacy were significantly related to their respective belief-based measures, supporting the concurrent validity of the measures of the Theory of Planned Behaviour. A non-standard structural equation model demonstrated that attitude and self-efficacy were strong predictors of physical activity intention, but perceived behavioural control and subjective norms were not. Self-efficacy attenuated the influence of attitudes and perceived behavioural control on intention. Past behaviour predicted intention directly and indirectly through self-efficacy and attitude. The present findings demonstrate that young people with positive attitudes and high self-efficacy are more likely to form intentions to participate in physical activity. Furthermore, controlling for past physical activity behaviour revealed that the unique effects of self-efficacy and attitudes on young people's physical activity intentions were unaltered.  相似文献