Invisible children? The need for support groups for siblings of disabled children     

Angie Naylor  Phil Prescott 《British Journal of Special Education》2004,31(4):199-206

Previous research and first-hand experience suggest that a child with a disability can have a profound effect on family life. Although the need for sibling support has been acknowledged in legislation, the implications for non-disabled siblings remain unclear. In this article, Angie Naylor, lecturer in psychology, and Phil Prescott, senior lecturer in childhood and youth studies, both based at Edge Hill, review a number of key themes emerging from the literature on sibling support. They go on to report the findings from an in-depth study of one sibling support group. The work was carried out in partnership with Barnardo's in the north-west of England and involved setting up a sibling support group, in response to an analysis of local need, and evaluating its impact. This research indicates a clear need for further service provision to meet the needs of the siblings of disabled children who attended the scheme. Angie Naylor and Phil Prescott argue for a reinvigorated debate about the needs of such children and champion the importance of listening to children and valuing what they have to say. The results of this small-scale evaluation project have clear implications for future research and, potentially, for policy and practice.  相似文献   

The Lost Boys     

Jen Marchbank 《Gender and education》2002,14(2):199-202

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Views and perspectives of women’s studies: a survey of women and men students     

Jen Marchbank  Gayle Letherby 《Gender and education》2006,18(2):157-182

In this article we draw on data from a completed project entitled Why Do Women’s Studies? involving five English Universities. However, the data reported here focuses on a single institution. The data were collected through questionnaires which combined quantitative and qualitative questions and we have the views of three distinct groups of students: students taking women’s studies as a degree; students taking other degrees but including women’s studies modules and students with no experience of women’s studies. After detailing our method and reflecting on some methodological issues we present and debate our data which shows that although many of the conventional stereotypes regarding women’s studies remain in common discourses they seem to be agreed with less than they are reported to have been heard. Yet, the power of these discourses remains a danger to women’s studies as evidenced by its demise as an undergraduate course in many English institutions.  相似文献   

THE DEVELOPMENT OF A COMPETENCE SCALE FOR LEARNING SCIENCE: INQUIRY AND COMMUNICATION     

Huey-Por Chang  Chin-Chang Chen  Gwo-Jen Guo  Yeong-Jin Cheng  Chen-Yung Lin  Tsung-Hau Jen 《International Journal of Science and Mathematics Education》2011,9(5):1213-1233

The objective of this study was to develop an instrument to measure school students’ competence in learning science as part of a large research project in Taiwan. The instrument consisted of 29 self-report, Likert-type items divided into 2 scales: Competence in Scientific Inquiry and Competence in Communication. The Competence in Scientific Inquiry scale contained 4 subscales: presenting questions and hypothesis, planning, experimenting and data gathering, and data analyzing, interpreting, and concluding. The Competence in Communication scale contained 4 subscales: expressing, evaluating, responding, and negotiating. Students were recruited randomly from primary, junior, and senior high schools in different regions of Taiwan to validate the instrument and establish its reliability and validity. The results of the analyses indicate that the instrument, scales, and subscales have reasonable internal consistency; that the theoretical structure was supported by empirical data; and that the subscales are homogeneous. These results indicate that it is an appropriate tool for measuring students’ competence in learning science. Implications and suggestions for further studies are included.  相似文献   

Word stress production in three‐year‐old children at risk of dyslexia     

Elise De Bree  Frank Wijnen  Wim Zonneveld 《Journal of Research in Reading》2006,29(3):304-317

We investigated Dutch word stress acquisition in 3‐year‐old children at risk of dyslexia (children with at least one parent or older sibling with reading difficulties) and normally developing children, in order to shed light on language acquisition delays in children at risk of dyslexia, as well as to investigate further phonological deficits in dyslexia. The children had to repeat non‐words with stress patterns varying in regularity. Both the at‐risk and control children performed better on imitation of regular stress targets and worse on irregular and prohibited stress patterns. However, the at‐risk children showed more difficulty imitating irregular and prohibited patterns, and had lower percentages phonemes correct than the control group. The results can be interpreted as a delay in word stress acquisition in the at‐risk group. The findings thus point towards a phonological deficit early in language development.  相似文献   

Relational Maintenance in the Digital Age: Implicit Rules and Multiple Modalities     

Jen Eden  Alice E. Veksler 《Communication quarterly》2016,64(2):119-144

The present project utilized a mixed methods approach to examine how individuals use CMC to maintain proximal relationships. Nine different communication channels were examined concurrently to elucidate how frequently mediated relational maintenance is used and to examine what participants reported in terms of motives for use and avoidance of particular channels. Findings indicate that participants in proximal relationships are hyper-aware of the amount of intimacy implied by a particular communication channel and strategically engage channels to suit their needs. We propose that relationships will be difficult to maintain if people violate the implicit rules that appear to govern channel selection.  相似文献   

Transformation and job creation in the cultural and creative industries in South Africa     

Jen Snowball  Alan Collins  Delon Tarentaal 《Cultural Trends》2017,26(4):295-309

The cultural and creative industries (CCIs) have been hailed as offering great potential to create jobs and to be socially inclusive. Since artistic success is defined by individual talent, or merit, the CCIs should be one sector that is especially open to, and appreciative of, social diversity in terms of race, class, cultural group and gender. However, as expected, recent studies in both the UK and the US have revealed that employment in the CCIs is heavily dominated by the middle classes, and is not as diverse in terms of other characteristics. Since the advent of democracy in South Africa in 1994, transformation of firm ownership, previously dominated by white people, to include more black, coloured and Indian/Asian-origin South Africans, has been an important part of achieving greater economic equality and social cohesion, as well as being more representative of the cultures of the majority of the population. Using data from a survey of 2400 CCIs firms in South Africa, this paper examines the extent to which the CCIs in South Africa have transformed in terms of ownership and employment. Comparisons are also made across the six UNESCO [(2009). Framework for cultural statistics. UNESCO Institute for Statistics. Retrieved from http://www.uis.unesco.org/culture/Pages/framework-cultural-statistics.aspx] “Cultural Domains” in terms of ownership, average monthly turnover and the number of full-time, part-time and contract employees. Results show some diversity in the industry, but significant differences between the Domains. Statistical analysis demonstrates that CCI funding policy in South Africa is sensitive to advancing the transformation agenda in that more transformed firms were shown to be more likely to have received some form of government grant as part of their income.  相似文献   

Development and Validation of a Multimedia-based Assessment of Scientific Inquiry Abilities     

Che-Yu Kuo  Tsung-Hau Jen  Ying-Shao Hsu 《International Journal of Science Education》2013,35(14):2326-2357

The potential of computer-based assessments for capturing complex learning outcomes has been discussed; however, relatively little is understood about how to leverage such potential for summative and accountability purposes. The aim of this study is to develop and validate a multimedia-based assessment of scientific inquiry abilities (MASIA) to cover a more comprehensive construct of inquiry abilities and target secondary school students in different grades while this potential is leveraged. We implemented five steps derived from the construct modeling approach to design MASIA. During the implementation, multiple sources of evidence were collected in the steps of pilot testing and Rasch modeling to support the validity of MASIA. Particularly, through the participation of 1,066 8th and 11th graders, MASIA showed satisfactory psychometric properties to discriminate students with different levels of inquiry abilities in 101 items in 29 tasks when Rasch models were applied. Additionally, the Wright map indicated that MASIA offered accurate information about students’ inquiry abilities because of the comparability of the distributions of student abilities and item difficulties. The analysis results also suggested that MASIA offered precise measures of inquiry abilities when the components (questioning, experimenting, analyzing, and explaining) were regarded as a coherent construct. Finally, the increased mean difficulty thresholds of item responses along with three performance levels across all sub-abilities supported the alignment between our scoring rubrics and our inquiry framework. Together with other sources of validity in the pilot testing, the results offered evidence to support the validity of MASIA.  相似文献   

Effects of Mathematics Content Knowledge on Pre-school Teachers’ Performance: a Video-Based Assessment of Perception and Planning Abilities in Informal Learning Situations     

Simone Dunekacke  Lars Jenßen  Sigrid Blömeke 《International Journal of Science and Mathematics Education》2015,13(2):267-286

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Predicting first-time-in-college students’ degree completion outcomes     

Demeter  Elise  Dorodchi  Mohsen  Al-Hossami  Erfan  Benedict  Aileen  Slattery Walker  Lisa  Smail  John 《Higher Education》2022,84(3):589-609

Higher Education - About one-third of college students drop out before finishing their degree. The majority of those remaining will take longer than 4 years to complete their degree at...  相似文献