To explore questions in history and to construct historical narratives, historians work with evidence from the past. This approach to teaching history (inquiry involving the use of evidence) is an accepted part of the research on history teaching and is promoted widely in standards frameworks and practitioner publications as “good history instruction.” What happens in a standards-based setting where teachers are covering large bodies of content? Do teachers use sources as part of their daily instruction? If so, how? We were afforded the unique opportunity to spend time observing what 35 teachers do by analyzing 352 videos submitted over a 4-year time span. We observed a spectrum of source use within and across teacher practice. In this article we share what we noticed. 相似文献
This article links the development of service user involvement championed in the United Kingdom to two examples in Dutch-speaking qualifying social work programmes: one from Belgium and one from the Netherlands. In both projects, a longer lasting cooperation with more marginalised service users was established. The Belgium project highlights social work lecturers and service users living in poverty, working in tandem to deliver a module to social work and socio-educational care work students. The example from the Netherlands involves young people from a homeless shelter as peer-researchers, working together with social work students.
Both projects, one focusing on social work education and on social work research, highlight striking similarities in the positives and challenges of working with service users including how this challenges both groups preconceptions of the other, deepens learning but also creates greater potential for confrontations which need to be managed creatively. The article also identifies the pre-requisites for this to be effective including appropriate resourcing, training, facilitative skills and acknowledges that collaborations can be extremely fragile. However, such projects need further investment, experimentation and implementation on an international scale to share learning and promote creative approaches for the development and learning of social work students. 相似文献
We use organizational justice theory to examine how perceptions of fairness affect the decision‐making process of line managers. In‐depth interviews were conducted with 35 Irish managers to explore how managers make organizational allocation decisions in cases where it is impractical to offer work–life balance accommodations to all employees. The findings suggest that firstly, managers construct the ‘life’ aspect of work–life balance within a heteronormative framework, where the emphasis is on caregiving and most usually parenting. Secondly, managers actively use their decision‐making powers around both formal and informal work–life balance supports to minimize injustice within their departments. By bringing together ideas about organizational justice and managerial decision‐making, we indicate how managers determine fairness through a decision‐making process narrowed by embedded gender role beliefs. Implications for future research and practice are discussed. 相似文献
The transition to motherhood starts early in pregnancy and is completed when the mother feels competent in caring for the infant. Becoming the mother of a child with disabilities is demanding as their needs are complex. The aim of the review was to appraise completed qualitative and quantitative reports on the challenges of mothers of children with disabilities regarding their own transition to motherhood. A review of the literature was carried out through, first, a computerized search strategy to identify relevant studies from selected databases and, second, quality appraisal and thematic analysis of selected studies. The transition to motherhood of children with disabilities takes place in the inside world at home, the outside world external to home and the ‘going-between’ world of travelling between the two worlds. The mothers are challenged at home to integrate basic infant care with technical care of their children. In the outside world they often struggled to ensure that their children got the necessary professional care. Travelling between their homes and healthcare services posed many problems. 相似文献
This study examined whether prenatal reflective functioning (RF) was related to mothers’ interactive style across contexts with their 6‐month‐old infants (M age = 6.02 months, SD = 0.41, 54% boys), and to what extent quality of prenatal RF could account for the influence of accumulated risk on maternal interactive behavior. Accumulated risk was defined as the sum‐score of a selection of risk factors that have been associated with suboptimal infant development. Mother–infant dyads (N = 133) were observed during free play, two teaching tasks, and the Still‐Face Paradigm (SFP). Better prenatal RF was associated with more positive maternal behavior in all settings and less negative behavior during teaching and SFP reengagement. Accumulated risk and prenatal RF predicted shared variance in maternal interactive behavior (with unique predictive effects observed only for RF on sensitivity during teaching and SFP play, and for accumulated risk on sensitivity and positive engagement during SFP play, and internalizing‐helplessness during SFP reengagement). Accumulated risk had an indirect effect on maternal sensitivity during teaching and SFP play through prenatal RF. These findings suggest not only that RF may be targeted prenatally to improve mother–infant interactions, but also that enhancing RF skills may ameliorate some of the negative consequences from more stable perinatal risk factors that influence parent–child interactions. 相似文献
Social Indicators Research - Flourishing, a construct encompassing optimal human functioning, is an indicator of well-being. The purpose of this study was to examine the direct and indirect effects... 相似文献
Journal of Risk and Uncertainty - Prenatal androgens have organizational effects on brain and endocrine system development, which may have a partial impact on economic decisions. Numerous studies... 相似文献
We examined how perceived acculturation expectations from parents and school, and ethnic discrimination predicted early adolescents’ heritage and mainstream acculturation orientations at home (private domain) and in school (public domain) one year later. We surveyed 263 early adolescents of immigrant background in Germany (Mage = 10.44 years, 60% female). Multigroup path analyses revealed that perceived acculturation expectations and ethnic discrimination were more strongly related to adolescents’ private than public acculturation orientations. Parental heritage expectations were the strongest predictor of adolescents’ acculturation orientations. Boys were more susceptible than girls to ethnic discrimination and acculturation expectations in school, which affected their private and public acculturation orientations. Results highlight the importance of integrating domain‐specific and gendered experiences when analyzing adolescents’ acculturative development. 相似文献