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Person‐centred practices in education: a systematic review of research 以人为中心的教育实践：研究的系统综述
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12410
A. Gray, K. Woods
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引用次数: 1
‘I'm going to feel stressed, but now I know how to handle it’: reducing test anxiety and improving student well‐being at GCSE “我会感到压力，但现在我知道如何处理它”:减少考试焦虑，提高学生在GCSE中的幸福感
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12412
Kerry Brown, Kevin Woods, Clare Nuttall
{"title":"‘I'm going to feel stressed, but now I know how to handle it’: reducing test anxiety and improving student well‐being at GCSE","authors":"Kerry Brown, Kevin Woods, Clare Nuttall","doi":"10.1111/1467-9604.12412","DOIUrl":"https://doi.org/10.1111/1467-9604.12412","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47186806","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Increasing teachers' use of communication‐supporting strategies: findings from an exploratory study using the Communication Supporting Classroom Observation Tool ( CSCOT ) in primary schools in Brunei 增加教师对沟通支持策略的使用：文莱小学使用沟通支持课堂观察工具（CSCOT）的探索性研究结果
IF 0.8
Support for Learning Pub Date : 2022-05-01 DOI: 10.1111/1467-9604.12404
Siti Rafizah Badar, J. Clegg, Sarah Spencer
{"title":"Increasing teachers' use of communication‐supporting strategies: findings from an exploratory study using the Communication Supporting Classroom Observation Tool (\u0000 CSCOT\u0000 ) in primary schools in Brunei","authors":"Siti Rafizah Badar, J. Clegg, Sarah Spencer","doi":"10.1111/1467-9604.12404","DOIUrl":"https://doi.org/10.1111/1467-9604.12404","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45807077","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
The experiences of new primary school special educational needs coordinators: presenting the SENCO voice through concept‐drawing and personal narratives 新小学特殊教育需求协调员的经历：通过概念绘画和个人叙事表达SENCO的声音
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12397
Andrew J. M. Smith
{"title":"The experiences of new primary school special educational needs coordinators: presenting the SENCO voice through concept‐drawing and personal narratives","authors":"Andrew J. M. Smith","doi":"10.1111/1467-9604.12397","DOIUrl":"https://doi.org/10.1111/1467-9604.12397","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45031504","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Marginalisation, autism and school exclusion: caregivers' perspectives 边缘化、自闭症和学校排斥:照顾者的视角
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12398
Sarah Martin‐Denham
{"title":"Marginalisation, autism and school exclusion: caregivers' perspectives","authors":"Sarah Martin‐Denham","doi":"10.1111/1467-9604.12398","DOIUrl":"https://doi.org/10.1111/1467-9604.12398","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41772647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
An exploration of how selective mutism training informs teachers' understanding and practice 选择性缄默症训练对教师理解和实践的启示
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12392
Joseph White, C. Bond, C. Carroll
{"title":"An exploration of how selective mutism training informs teachers' understanding and practice","authors":"Joseph White, C. Bond, C. Carroll","doi":"10.1111/1467-9604.12392","DOIUrl":"https://doi.org/10.1111/1467-9604.12392","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48899499","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Interpreting young people's self‐expression through characters and relationships in collaborative creative writing 通过合作创意写作中的角色和关系来解读年轻人的自我表达
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12399
Eloise Carvalho, Yvonne Skipper
{"title":"Interpreting young people's self‐expression through characters and relationships in collaborative creative writing","authors":"Eloise Carvalho, Yvonne Skipper","doi":"10.1111/1467-9604.12399","DOIUrl":"https://doi.org/10.1111/1467-9604.12399","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46075462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What do trainees' really think? Some views of inclusion before and after school placement 学员们的真实想法是什么?关于学校安置前后的融合的一些观点
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12400
Megan Loveys
{"title":"What do trainees' really think? Some views of inclusion before and after school placement","authors":"Megan Loveys","doi":"10.1111/1467-9604.12400","DOIUrl":"https://doi.org/10.1111/1467-9604.12400","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42258669","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
The Rochford review, pre‐key stage standards and the engagement model – what does it all mean to schools for children with SLD and PMLD? 罗奇福德评估，关键阶段前标准和参与模式——这对特殊障碍儿童和轻度障碍儿童的学校意味着什么?
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12395
V. Hinchcliffe
{"title":"The Rochford review, pre‐key stage standards and the engagement model – what does it all mean to schools for children with SLD and PMLD?","authors":"V. Hinchcliffe","doi":"10.1111/1467-9604.12395","DOIUrl":"https://doi.org/10.1111/1467-9604.12395","url":null,"abstract":"","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44439990","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
What is the current level of knowledge and confidence of mainstream school SENCOs in sensory integration theory and using sensory strategies within education? 主流学校SENCO在感觉整合理论和在教育中使用感觉策略方面的知识和信心水平如何？
IF 0.8
Support for Learning Pub Date : 2022-02-01 DOI: 10.1111/1467-9604.12396
Jenny Quinn, K. Pedlow, Chris J. Bleakley
{"title":"What is the current level of knowledge and confidence of mainstream school SENCOs in sensory integration theory and using sensory strategies within education?","authors":"Jenny Quinn, K. Pedlow, Chris J. Bleakley","doi":"10.1111/1467-9604.12396","DOIUrl":"https://doi.org/10.1111/1467-9604.12396","url":null,"abstract":"The aims of the study were: to identify the number of SENCOs who have received specific training on sensory integration. To determine the understanding of the eight senses and sensory integration theory and sensory strategies. Determine any common gaps in knowledge or misconceptions. Fifty-five surveys were completed. 40% of respondents had received training on sensory processing. There was a significant chi-squared correlation between those that had received training and those that stated they did not know or made guesses about what the vestibular and proprioceptive senses are important for. There was a correlation between those that had received training and those that had good knowledge of the signs of sensory hyper-responsivity. There was no statistical significance of increased knowledge on sensory hypo-responsivity between those who had and had not received training. SENCOs who rated their school as being sensory-friendly had a greater understanding of what sensory integration is important for.","PeriodicalId":46086,"journal":{"name":"Support for Learning","volume":" ","pages":""},"PeriodicalIF":0.8,"publicationDate":"2022-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49504884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
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