Education Commons^™

‘Everything Is For Him’: Mothers Of Autistics As Agents Of Social Change At Casa Da Esperança, Alexandra Levin

Independent Study Project (ISP) Collection

This research project explores mothers of children with autism as social actors. I conducted the research at Casa da Esperança, which is school and therapy intstituion, and social organization, for autistics in Fortaleza, Ceará, Brazil. A group of mothers founded Casa da Esperança based on a policy of inclusiveness towards autistics and their families. Casa da Esperança’s structure reflects its collective and communal philosophy, as demonstrated by the family program. Many mothers of autistics participate in this program on a daily basis when they stay at Casa da Esperança while their children are in class. Casa da Esperança is a …

Supervisors' Reports Of The Effects Of Supervisor Self-Disclosure On Supervisees, Sarah Knox, Alan Burkard, Lisa Edwards, Jacquelyn J. Smith, Lewis Z. Schlosser

College of Education Faculty Research and Publications

Using consensual qualitative research, researchers interviewed 16 supervisors regarding their use of self-disclosure in supervision. Supervisors reported that their prior training in supervisor self-disclosure (SRSD) came via didactic sources and encouraged judicious use of SRSD. Supervisors used SRSD to enhance supervisee development and normalize their experiences; supervisors did not use SRSD when it derailed supervision or was developmentally inappropriate for supervisees. In describing specific examples of the intervention, SRSD occurred in good supervision relationships, was stimulated by supervisees struggling, was intended to teach or normalize, and focused on supervisors' reactions to their own or their supervisees' clients. SRSD yielded largely …

Masterplan And Masterplan Design Guidelines : 2008, Grangegorman Development Agency

Design/Planning

The GDA determined that in order to articulate the Vision for the Project and to test the project viability a comprehensive spatial masterplan of the highest standard needed to be developed. A spatial masterplan is a sophisticated model which:

• Shows how streets, squares and open spaces of a neighbourhood are to be connected.
• Defines the height, bulk and massing of buildings.
• Sets out suggested relationships between buildings and public spaces.
• Identifies the movement patterns for people on foot, or by bicycle, car or public transport, as well as looking at the needs of service and refuse vehicles.
• Sets out the …

Activity Systems Within Blended Problem-Based Learning In Academic Professional Development, Roisin Donnelly

Articles

Blending face-to-face and online problem-based learning environments presents opportunities for both learners and lecturers to take part in collaborative knowledge construction. Activity theory is a suitable framework to investigate such environments and the learning processes that both sets of participants experience when engaging in these complementary environments. This paper attempts to map out the potential for activity systems using a blended problem-based learning approach through the exploration of an accredited academic staff development programme in Ireland. Firstly, an analysis of tool use and the discourse that participants and tutors engage in is presented. Secondly, tutor reflections about the evolution of …

Relationships Between Pupils' Self-Perceptions, Views Of Primary School And Their Development In Year 5, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Helena Jelicic, Sofka Barreau, Yvonne Grabbe, Rebecca Smees

Faculty of Social Sciences - Papers (Archive)

This research builds on earlier reports (Sammons et al., 2007) by investigating relationships between children's outcomes in Year 5 and aspects of pupils' self perceptions and their views of primary school measured in Year 5 (age 10) and in Year 2 (age 7) of primary school while controlling for background characteristics. These measures have been derived from a self-report instrument completed by the EPPE 3-11 children. The analyses explored associations between children's progress and development over time and their self-perceptions and views of primary school.

Final Report From The Primary Phase: Pre-School, School And Family Influences On Children's Development During Key Stage 2 (7-11), Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

EPPE 3-11 is a large study of the developmental trajectories of approximately 2800 children in England from age 3 to 11 years. This report focuses on the primary school phase, particularly Key Stage 2 (ages 7-11). Many children have prospered, leaving Key Stage 2 (at age 11) with confidence and armed with the skills they need to tackle learning in secondary school. However, some children moved onto secondary school with poor skills in key areas or with low self-image and aspiration. The EPPE 3-11 project set out to explain some of the reasons behind these different developmental trajectories.

Effective Pre-School And Primary Education 3-11 Project (Eppe 3-11) - Final Report From The Primary Phase: Pre-School, School And Family Influences On Children's Development During Key Stage 2 (7-11), Kathy Sylva, Edward Melhuish, Pam Sammons, Iram Siraj-Blatchford, Brenda Taggart

Faculty of Social Sciences - Papers (Archive)

The Effective Pre-school and Primary Education 3-11 project (EPPE 3-11) has studied pre-school and primary school experiences for a national sample of approximately 2,800 children in England between the ages of 3 and 11 years. This Research Brief summarises the key findings up to the end of primary school. It focuses on the relationships between child, family, home, pre-school and primary school characteristics and pupils' subsequent cognitive (Reading/English and Mathematics) and social/behavioural outcomes ('Self-regulation', 'Pro-social' behaviour, 'Hyperacti vity' and 'Anti-social' behaviour) at ages 10 and 11 in Years 5 and 6 of primary school. It also reports on associations between …

Fashioning Global Scholarship As An Emerging Context, Roisin Donnelly, Ciara O'Farrell

Other resources

No abstract provided.

An Analysis Of Florida Public Community College Foundations' Performance Measures From 2002-2004, Karen Sanders

Electronic Theses and Dissertations

The focus of this research was to examine the performance of Florida public community college foundations from 2002-2004 using performance ratios. The findings from this study may assist community college foundation leaders to better understand the performance of their own organizations, compare this performance to other similar organizations, establish relative performance standards, and influence the strategic initiatives to improve an existing foundation. This study was designed to research the financial performance measurement ratios for the 28 public community college foundations in Florida. Ex post facto data that were publicly available were utilized to acquire the information needed for the statistical …

Influences On Children's Cognitive And Social Development In Year 6, Pam Sammons, Kathy Sylva, Edward Melhuish, Iram Siraj-Blatchford, Brenda Taggart, Stephen Hunt, Helena Jelicic

Faculty of Social Sciences - Papers (Archive)

The Effective Pre-School and Primary Education 3-11 project (EPPE 3-11) investigates the impact of background factors, pre-school and school experiences on a national sample of young children in England between the ages of 3 and 11 years. This Research Brief focuses on the relationships between various child, family, home, pre-school and primary school characteristics and children's subsequent cognitive (English and Mathematics) and social/behavioural outcomes ('Self-regulation', 'Pro-social' behaviour, 'Hyperactivity' and 'Anti-social' behaviour) at age 11 in Year 6 of primary school. It also investigates children's academic and developmental progress across Key Stage 2 (between Year 2 and Year 6). The brief …

Babbling, Chewing, And Sucking: Oromandibular Coordination At 9 Months, Roger W. Steeve, Christopher A. Moore, Jordan R. Green, Kevin J. Reilly, Jacki Ruark Mcmurtrey

Department of Special Education and Communication Disorders: Faculty Publications

Purpose: The ontogeny of mandibular control is important for understanding the general neurophysiologic development for speech and alimentary behaviors. Prior investigations suggest that mandibular control is organized distinctively across speech and nonspeech tasks in 15-month-olds and adults and that, with development, these extant forms of motor control primarily undergo refinement and rescaling. The present investigation was designed to evaluate whether these coordinative infrastructures for alimentary behaviors and speech are evident during the earliest period of their co-occurrence.
Method: Electromyographic (EMG) signals were obtained from the mandibular muscle groups of 15 typically developing 9-month-old children during sucking, chewing, and speech.
Results: …