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Ingrid Lund 《British Journal of Special Education》2016,43(4):430-447
The purpose of this article is to present narratives from 15 adolescents experiencing shy behaviour as an emotional and behavioural problem in the school context in light of narrative understanding. The investigation is intended to generate knowledge about this largely under‐researched phenomenon based on the personal accounts of those who are actually experiencing it. Their narratives are the foundation for a discussion regarding implications for future practice in the context of school in relation to this group. 相似文献
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Brady D. Lund 《Public Services Quarterly》2020,16(2):112-123
AbstractThis article discusses the use of R programing language for executing a sentiment analysis of tweets pertaining to library topics. This discussion is situated within the literature of marketing and management sciences, which is employing methods of machine learning and business intelligence to make informed decision-making, and library administration, which has expressed great interest in social media engagement within its literature but has yet to adopt these types of analysis. Presented in this article is a sample code with instructions on how users may execute it within R to retrieve and analyze tweets relevant to library services. Two examples created using the code (analysis of top librarians’ tweets and analysis of posts about major book publishers) are used to demonstrate the functionality of the code. The code presented in this article may be used by libraries to analyze tweets about their library and library-related topics, which, in turn, may inform management and marketing design. 相似文献
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Birgitte Lund Nielsen Hilmar Dyrborg Laursen Lise Andersen Reol Helle Jensen Ana Kozina Masa Vidmar 《欧洲师范教育杂志》2019,42(3):410-428
Framed by the EU-project Hand in Hand focusing on Social, Emotional and Intercultural (SEI) competencies among students and school staff the paper discusses implementation and professional competencies based on a literature review. Five themes were identified: 1) Intercultural/transcultural competency is not often referred to in the same research as social-emotional learning, though socio-emotional aspects appear to be `in the core´, 2) it is crucial to be aware of agency among school staff in a SEI-implementation, 3) successful implementation is about more than the activities in the specific program, it is rather about elements in synergy and professional learning over time, 4) the subtle balance between adaptation and fidelity might best be addressed in an adaptive curriculum emphasizing active ingredients, and 5) this is a field with many intervention studies, but it is urgent to consider if the psychometric measures are sufficiently sensitive to catch the subtle changes related to SEI-competencies. 相似文献
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Children with developmental language disorder (DLD) exhibit weaknesses in the syntactic aspects of language that affect their spoken language (i.e., speaking and listening) and written language (i.e., reading and writing). Speech-language pathologists (SLP) who work with children with DLD are the team member with the greatest expertise in syntax. However, emerging data suggest that speech-language pathology (SLP) students and SLPs have limitations in their explicit syntax knowledge that may affect how they assess and treat the language and literacy knowledge and skills of children with DLD. Additionally, there is a lack of data on the outcomes of professional development specific to syntax. This paper reports on the effects of self-paced, online learning modules on SLP graduate students’ explicit syntax knowledge. Thirty-six SLP graduate students completed online syntax learning modules that taught four pairs of syntactic structures. SLP graduate students experienced a treatment effect from two of the four online training modules. Treatment effects seemed to be influenced by the syntactic skill being treated, by prior knowledge of that particular syntactic structure, and by other environmental factors, including training program. Although future studies should explore these factors further, the outcomes of this pilot study are the first to report on a way to improve SLP graduate students’, and potentially SLPs’, explicit syntax knowledge.
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Maureen J. Reed Deborah J. Kennett Tanya Lewis Eunice Lund‐Lucas Carolyn Stallberg Inez L. Newbold 《高等教育研究与发展》2009,28(4):385-400
Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills. 相似文献
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Stefan Lund 《Sport, Education and Society》2013,18(3):241-257
During the 1990s, neoliberal reforms in Sweden increased local school actors' possibilities to develop school profiles regarding both organization and content. This restructuring has increased the total number of school sports programs as well as the possibilities for upper secondary schools and sports clubs to develop elite and amateur sports on a local level. In a new educational reform, the Swedish Government criticizes parts of the Swedish school sports system. The Government believes that the majority of local school sports programs and courses obstruct the maintenance of national equivalence, that upper secondary schools use school sports to attract pupils for economic reasons and that some pupils involved in school sports may fail to reach the academic or vocational goals of regular upper secondary education. Using critical discourse analysis, the present paper illustrates how educational policies are linked to wider symbolic meaning systems in an attempt to legitimize, define and organize upper secondary schools and to characterize pupils as either eligible or ineligible to participate in school sports. The analyses are based on various types of empirical data: policy documents, official letters from the sports movement on the government bill and in-depth interviews. The results indicate that the reform represents a shift in the policy rhetoric: from a normative rhetoric highlighting pupils' social and emotional reasons for choosing school sports, to a rational rhetoric emphasizing efficiency, standardization and regulation of pupils' educational choices. Using school sports as an example, the paper shows how the main aim of the reform—to raise educational standards and maintain national equivalence—is achieved through social differentiation, meaning that pupils with the right performance indicators are selected for participation in programs to which they are suited. 相似文献
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Jacalyn Lund 《Quest (Human Kinetics)》2016,68(4):491-496
ABSTRACTThis article is the next chapter in the conversation about doctoral physical education teacher education (D-PETE) programs. The author challenges PETE faculty members to continue the dialogue started in this special issue about D-PETE programs. 相似文献