Preventing failure at school

This paper considers early educational interventions aimed at preventing school failure. It begins with a typology of prevention and intervention, then goes on to consider four specific examples of preventive interventions all aimed at avoiding or alleviating academic failure at school. (1) The High Scope pre-school programme for disadvantaged children aimed at providing a ‘better start at school'. (2) Reading Recovery, a targeted intervention aimed at getting children who show early reading difficulties ‘back on course'. (3) A Focused Literacy Programme for improving the reading of all children in disadvantaged neighbourhoods of the inner city. (4) ‘Parent involvement' programmes to improve the reading of all children in primary school through support for literacy at home. Each of the intervention strategies is described and criticised in terms of effectiveness, acceptability and generalisation. Copyright © 1999 John Wiley & Sons, Ltd.     

Police interviews with vulnerable people alleging sexual assault: Probing inconsistency and questioning conduct

Reporting sexual assault to the authorities is fraught with difficulties, and these are compounded when the complainant is hindered by an intellectual disability (ID). In a study of 19 U.K. police interviews with complainants with ID alleging sexual assault and rape, we found that most interviewing officers on occasion pursued lines of questioning which not only probed inconsistencies (which is mandated by their guidelines), but implicitly questioned complainants’ conduct (which is not). We detail two main conversational practices which imply disbelief and disapproval of the complainants’ accounts and behaviour, and whose pragmatic entailments may pose problems for complainants with ID. Such practices probably emerge from interviewers’ foreshadowing of the challenges likely to be made in court by defence counsel. As a policy recommendation, we suggest providing early explanation for the motivation for such questioning, and avoiding certain question formats (especially how come you did X? and why didn't you do Y?).     

Identity Development in a Transracial Environment: Racial/Ethnic Minority Adoptees in Minnesota

It has been argued that transracially adopted children have increased risk of problems related to self-esteem and ethnic identity development. We evaluated this hypothesis across four groups of transracial adoptees: Asian (n = 427), Latino (n = 28), Black (n = 6), mixed/other (n = 20), and same-race White adoptees (n = 126) from 357 adoptive families. No mean differences were found in adoptees’ ratings of affect about adoption or of curiosity about birth parents. Some differences were found in general identity development and adjustment. There were notable differences in communication about race/ethnicity across groups and between parent and child report.     

Food Insecurity Measurement: Stakeholder Comparisons of the EU-SILC and HFSSM Indicators and Considerations Towards the Usefulness of a Headline Indicator

Social Indicators Research - Prior to the February 2019 announcement that the Household Food Security Survey Module (HFSSM) will be used to estimate household food insecurity, there has not been a...     

Involving carers from minority ethnic backgrounds in carer-led research

This qualitative pilot study investigated the interest of minority ethnic informal carers, with no previous experience of research, in engaging in carer-led research. Individual face-to-face interviews and focus groups were conducted to explore the understanding and attitudes carers hold to research alongside the motivators and de-motivators to their involvement in carer-led projects. The findings reveal that carers are interested in initiatives with a practical beneficial outcome for carers or those they look after. Black and minority ethnic carers identified interpreter and translation resources, gender sensitivity and flexibility around their involvement as major considerations. Carers’ perceptions of their transferable skills from personal or professional experiences to research were also closely linked to their willingness to engage in carer-led studies.     

超越帝国主义和恐怖主义的新文明:生态纪研究和过程思想的作用

在长达 5 0年的“冷战”期间 ,由于西方资本主义和东方共产主义两大力量在世界戏剧舞台上扮演着主导的角色 ,世界保持着一种“不稳定”的稳定状态。今天 ,很多力量在竞争全球或地区霸权 ,而美国是世界的超级大国 ,它通过军事力量、经济影响和文化 ,对世界事务实施一种帝国统治。但这种统治决不意味着全部。在很多地方 ,宗教的、地区的和民族的运动大胆并热情 ,然而也带着莽撞 ,它们毫不理睬创造一个全球的、现代化社会的努力。在帝国主义和恐怖主义所造成的混乱的世界秩序里 ,远古的甚至是原始的理解正与现代性信条相竞争。文章提出生态纪研究和过程思想 ,它为建设性的后现代的未来文明提供充满希望的、奠基性的哲学要素