Archive for the ‘Education’ Category

Outcomes in adults with autism spectrum disorders: A historical perspective

April 9, 2013

Article and Podcast

From Autism

To celebrate Autism Awareness Month we are highlighting the following article and podcast and offering free access to both. The paper examines the ways in which researchers have defined successful adult outcomes for individuals with autism spectrum disorders (ASDs) from the first systematic follow-up reports to the present day. In the podcast the author discusses the co-authored review paper published in volume 17 issue 1 of Autism.

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The space between – positioning student voice at the heart of leadership in education

November 21, 2012

Special Issue

From Management in Education

The concept of ‘student voice’ is no less contested today than it was when first introduced formally into Scottish Universities over one hundred years ago. As a growing international movement, student voice balances precariously between forces associated with social justice and democracy, and those belonging to a neo-liberal agenda. This special edition considers the ‘student voice’ through a series of articles from leading national and international practitioners and academics positioning student voice at the heart of leadership in education.

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Special 40th anniversary issue of Educational Management Administration & Leadership: A historical review of major themes

November 14, 2012

Special 40th anniversary issue

From Educational Management Administration & Leadership

This special 40th anniversary issue features review papers from leading academics on six of the major and enduring themes in the field, and it coincides with the 40th anniversary of BELMAS (British Educational Leadership, Management and Administration Society), which owns the journal.

The field of educational leadership is replete with theories or models, purporting to explain, or to advocate, specific leadership approaches. In this issue the Editorial Board identified six topics that have been of enduring significance during the past 40 years, and invited leading authors to prepare overview articles on these themes, drawing from EMAL articles and other sources. The articles collectively provide a longitudinal overview of major themes in educational leadership and management over the life of the journal, in the UK and beyond.

An accompanying special 40th anniversary issue podcast was also recorded. Megan Crawford, Reader at the University of Cambridge and Co-Editor of volume 40, issue 5, and Ron Glatter, Emeritus Professor of Educational Administration and Management at The Open University and author of one of the articles within the special issue, discuss the issues of accountability and autonomy in England over the course of BELMAS and the journal’s forty year history.

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The benefits of racial diversity in the classroom

October 3, 2012

The Impact of racial diversity in the classroom: Activating the sociological imagination

From Teaching Sociology 

Diverse college campuses have been conclusively associated with a variety of positive outcomes for all students. This article provides evidence that diversity has the potential to play a positive role in the formal learning environment by uncovering the differences in the ways that black and white students engage with course material and integrate their own experiences with theories and concepts presented in the classroom. When examined it has been found that black students are more likely than whites to find connections between course material and daily life, a central task of the sociological imagination. Black students are significantly more likely to discuss minority groups, bring up personal experiences with course topics, discuss anger or other emotions, and make connections to social theory or theorists in their journal entries. They discuss course material in ways that are autobiographical. The need to understand how diversity impacts college classrooms has arguably never been greater as higher education in the United States continues to attract a broader base of students who bring with them a variety of life experiences.

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Cyberbullying in schools

September 26, 2012

Special issue and accompanying podcast

From School Psychology International

This special issue considers the proliferation of cyberbullying in schools. It clarifies how this form of bullying is defined, explores how such behavior manifests and to what extent the trend affects students, teachers, parents and other educators, recognizing how this special form of bullying is an increasing challenge for schools.

In the related podcast, Guest Editor Dr von Marées discusses current research on cyberbullying in schools and author Dr Kowalski presents her new research on traditional bullying as a potential warning sign of cyberbullying.

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What went wrong at Winterbourne View (UK) that led to those with intellectual disabilities being neglected and abused?

August 28, 2012

Crash: What went wrong at Winterbourne View?

From Journal of Intellectual Disabilities

Despite significant investment of expertise and resources, it has remained remarkably difficult to maintain basic standards of good practice in many of the specialist services for those with intellectual disabilities in England. Indeed it seems to have been difficult to ensure that those who use these services can be protected from the most serious abuse and neglect. In 2011 a ‘Panorama’ television documentary raised the profile of unacceptable practice and indeed criminal abuse following the undercover filming of outrageous acts of cruelty in an independent hospital called Winterbourne View. This editorial represents a full year of reflection on these events and our consistent failure to maintain minimum standards in services and supports for people with learning disabilities. It focuses on the events at Winterbourne View and sees them as an inevitable  crash at the end of a journey. However it is also the story of the lives of many thousands of people with intellectual disabilities in the UK and beyond.

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The power of music: Its impact on the intellectual, social and personal development of children and young people

August 22, 2012

From International Journal of Music Education

Recent advances in the study of the brain have enabled us to get a better understanding of the way that active engagement with music may influence other development.  This paper considers the effects of music on intellectual, social and personal development of children and young people. It outlines how extensive active engagement with music can induce cortical reorganization. This may produce functional changes in how the brain processes information. Processing of pitch in string players is characterized by longer surveillance and more frontally distributed event-related brain potentials attention. Drummers generate more complex memory traces of the temporal organization of musical sequences. Compared with non-musicians, string players have greater somatosensory representa­tions of finger activity, the amount of increase depending on the age of starting to play. Clearly, the brain develops in very specific ways in response to particular learning activities and the extent of change depends on the length of time engaged with learning. The extent of musical engagement and its nature will be a factor in the extent to which transfer can occur to other areas. This overview provides a strong case for the benefits of active engagement with music throughout the lifespan.

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New study suggests gender gap around homophobic bullying

May 31, 2012

Development and Psychometric Properties of the Homophobic Bullying Scale

From Educational and Psychological Measurement (EPM) 

This study found that when it comes to homophobic bullying, there could be a gender gap. While male victims are more likely to be bullied by male homophobic bullies, female victims are bullied by both males and females equally. Additionally, those surveyed for the research reported hearing a low number of verbal homophobic remarks towards gay men compared to other forms of non-verbal homophobic bullying.

Using a survey of 863 public high school students, the author obtained data from bullies of students who were perceived to be lesbian, gay, bisexual, or transgender (LGBT), witnesses of homophobic bullying incidents, and the actual victims themselves. Ten percent of the students surveyed were classified as homophobic bullies because they reported engaging in bullying behaviour based on sexual prejudice at least once a week. 3.5% of students were considered victims of homophobic bullying because they were harassed by homophobic aggressors at least once a week.

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Exploring early childhood musical play through video sharing and social networking

April 26, 2012

‘Now can I watch my video?’: Exploring musical play through video sharing and social networking in an early childhood music class

From Research Studies in Music Education

Enjoyment is central to children’s musical play. Engaging in musical play can support musical development, nurture creativity, and increase children’s musical skills, in addition to providing social, emotional, and cognitive benefits to the overall development of a child. Musical play also impacts children’s social experiences and development. The purpose of this research was to describe and analyze play-enhancing and play inhibiting behaviors in home and class through the use of video sharing by parents and teacher in an early childhood music course using an online social networking interface. Continued exploration could further strengthen aspects of early childhood music instruction.

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Children’s language and communication needs: Evaluating intervention and service provision in schools

December 8, 2011

Special issue Children’s language and communication needs: Evaluating intervention and service provision in schools

From Child Language Teaching and Therapy

This special issue brings together practitioners and researchers involved in training staff and supporting children with SLCN in mainstream schools. The collection of articles was put together following a conference held at De Montfort University, Leicester, UK, which was jointly organized by the University of Sheffield and De Montfort University to explore how a variety of interventions carried out in schools could be evaluated. The papers from that conference in this issue illustrate examples of how the authors have tried to deal with the ‘real life’ challenges of car­rying out evaluation studies.  The conference and special issue tie into the purpose and themes of this year dedicated to and recognized as the National Year Of Speech, Language And Communication initiated by The Communication Trust with the aim of dedicating a year to help all children communicate’ aims to raise awareness and support parents and the workforce with information and materials so they are better equipped to assist children.

In the free podcast Joy Stackhouse and Jannet Wright discuss their special issue

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