ethanporcaro/eric-fulltext-meta huggingface dataset:
Ecological and Developmental Issues in the Practice of Educational Psychology
Author: Bowler, Josephine
Date: 2005-00-00
Type: Journal Articles
Subjects: Educational Psychology,Theory Practice Relationship,Ethology,Ecological Factors,Developmental Psychology,Attachment Behavior,Child Development,Resilience (Psychology),Interpersonal Relationship,Psychological Services,Performance Factors,Foreign Countries

This conceptual article examines what is meant by the term &quot;ecological-contextual&quot; in relation to the assessment of children's needs. Revisiting the discipline of ethology, the article applies the construct of niche to the human species, including examples from children's experiences to validate the relevance of this link. Issues of power imbalance in relationships are discussed in relation to the strategies children use to assume some control over the situations they find themselves in. It is suggested that without a comprehensive contextual analysis it becomes more likely that children's problematic behaviours will be interpreted in terms of medical categories. A range of theoretical perspectives linked to the reciprocity that characterises all relationships and the significance of such reciprocity to children's construction of meaning and feelings of self-efficacy is discussed. The hypothesis that attachment issues can become a disorder for the child is challenged. The use of the community genogram is introduced as a working tool for exploring children's multiple contexts. While the practice of educational psychology is the primary focus of this article, the dimensions discussed have equal relevance to all who work with children presenting problematic behaviours or developmental concerns. This article is intended to initiate further dialogue on these themes.
Transition to School: A Pilot Project
Author: Salter, Jan
Date: 2006-00-00
Type: Journal Articles
Subjects: School Readiness,Early Intervention,Pilot Projects,Educational Objectives,Partnerships in Education,Early Childhood Education,Program Descriptions,Program Effectiveness,Program Evaluation,Program Implementation,Transitional Programs,Foreign Countries

The importance of a smooth transition into school for children who have received Early Intervention Services (EI) but have not received the Ongoing Reviewable Resource Scheme (ORRS) funding has become of increasing concern to stakeholders involved with these children. The EI and School Focus (SF) teams of the GSE in Pakuranga collaborated creatively to provide seamless support for this group of children, in an effort to affect positive short and long-term educational outcomes.
Ryan's Story
Author: Julian, Bronwyn
Date: 2006-00-00
Type: Journal Articles
Subjects: Autism,Communication Skills,Pervasive Developmental Disorders,Profiles,Interpersonal Communication,Visual Stimuli,Photography,Comprehension,Verbal Communication,Reading Skills,Teaching Methods,Cognitive Processes,Young Children,Language Acquisition,Social Development

In this article, the author narrates how her son's communication skills have progressed through the use of photographic visuals. Her son, Ryan, was diagnosed with autistic spectrum disorder (ASD) when he was aged two years and seven months. At this time he was unresponsive to his name, had virtually no words and definitely no comprehension of verbal language. Ryan did not follow simple instructions or understand the consequences of his actions. In May 2003, Ryan started school. He had a gradual transition into a class with nine other children with ASD. Now Ryan is able to read and understand many of his visuals are text. Photographic visuals are a very powerful tool for learning and communication. To be truly effective their use has to be taught and used correctly along with an understanding on how the mind of a child with ASD works. It also requires a one hundred percent effort and commitment from everyone involved with the child.
Talking with Families about Things that Are Hard for Them to Hear
Author: Robinson, Stephen
Date: 2006-00-00
Type: Journal Articles
Subjects: Speech Impairments,Speech Language Pathology,Interpersonal Communication,Parent School Relationship,Social Cognition,Developmental Delays,Foreign Countries,Audience Response,Emotional Intelligence,Emotional Experience

This article is based on the author's personal experience of an uncomfortable discussion with a family. Issues are explored around the difficulty in anticipating how a young child with a learning delay will respond to speech-language therapy and how the practitioner will give accurate information. Two key journal articles on giving bad news are summarised.
Relational Aggression between Primary School Girls
Author: Browne, Jennifer
Date: 2006-00-00
Type: Journal Articles
Subjects: Females,Educational Environment,Elementary School Students,Aggression,Peer Relationship,Interviews,Surveys,Conflict,Conflict Resolution,Bullying,Foreign Countries,Grade 5,Grade 6

This article presents the findings of a case study undertaken with the year 5 girls in one school to investigate their experiences and understanding of covert intimidation, as well as the effects and impact of these practices in the school setting. The findings of the study were obtained from the analysis of interviews, researcher-generated documents (worksheets) and surveys. They suggest that covert intimidation does exist in the school setting, and more particularly that these practices are an integral part of relationships between girls, through which they resolve the anger and conflict that arise in their friendships. These practices are located in the heart of girls' relationships and operate beneath the surface of ordinary school life. The conclusion of the study is that the term relational aggression should be used as a descriptor to help bring the phenomenon of covert aggression into the open. Open acknowledgment of these practices will help address these behaviours between girls so that they can learn open and honest ways of relating to each other, particularly in the resolution of their conflicts. (Contains 1 table.)
Getting Things to Stick: Exploring the Narratives of Young New Zealanders Who Experience Specific Learning Difficulties
Author: Marshall, Sheryn
Date: 2006-00-00
Type: Journal Articles
Subjects: Learning Problems,Young Adults,Personal Narratives,Phenomenology,Foreign Countries,Student Attitudes,Self Concept,Inquiry,Competence,Disability Identification,Caring,Familiarity

This narrative inquiry sought to explore the views of eight young New Zealanders, aged nine to 14 years, who had experienced specific difficulties with learning. Narrative research procedures were used to gather and interpret the stories the young participants told about their experiences. Findings revealed that young people become aware of their own learning difficulties and need to understand why they experience problems. The study also found that this understanding is developed in relationship to the information and support offered by knowledgeable adults, who understand that it is possible to be intellectually competent yet have trouble learning numeracy and literacy skills. Furthermore, it was found that by identifying themselves in roles in which they experience competency, young people express a more positive and holistic identity than that of being &quot;learning disabled&quot;. Opportunities to achieve mastery in activities they enjoy doing enables young people to develop innate abilities, which underpin a positive sense of identity and well-being and are likely to provide a link to success in adult life.
A Case against the Categorisation of Children and Youth: Part 1--Theoretical Perspectives
Author: Stanley, Peter
Date: 2006-00-00
Type: Journal Articles
Subjects: Mental Disorders,Policy Analysis,Student Adjustment,Adjustment (to Environment),Developmental Psychology,Classification,Clinical Diagnosis,Psychological Testing,Criticism,Symptoms (Individual Disorders),Foreign Countries

This is the first of two articles that provide a critique of categorisation and of the biomedical interpretation of personal adjustment issues experienced by children and youth. In this paper the appraisal is made by the devising of an imaginary mental illness, through the presentation of some important theoretical frameworks, by considering contributions from contemporary developmental psychology, and through a brief linguistic, historical and policy analysis. These viewpoints are severely critical, both individually and collectively, of categorisation and the medical model. The critique is further strengthened by a professional practice perspective that will be published in &quot;Kairaranga&quot; in September. (Contains 1 table.)
The Specialist Service Standards
Author: Nikoia, Sue
Date: 2006-00-00
Type: Journal Articles
Subjects: Disabilities,Specialists,Special Education,National Standards,Professional Services,Educational Quality,Program Development,Consultation Programs,Foreign Countries,Policy Formation,Accessibility (for Disabled),Special Education Teachers

The Ministry of Education (MOE) funds a range of specialist education services for children and young people with special education needs. To ensure consistent quality service provision, generic Specialist Service Standards have been developed through a collaborative process involving representatives from the broad range of special education stakeholders. The standards are built around the GSE Service Pathway and reflect the valued practices identified in the collaborative process. The purpose of this article is to share with the wider education community information about the Specialist Service Standards and what they will mean for specialist service provision. (Contains 1 table, 3 figures and 5 footnotes.)
Professional Learning through Practice
Author: Ford, Jill
Date: 2006-00-00
Type: Journal Articles
Subjects: Professional Development,Teacher Improvement,Transformative Learning,Educational Practices,Alignment (Education),Learning Activities,School Readiness,Academic Accommodations (Disabilities),Special Needs Students,Special Education,Reflective Teaching,Foreign Countries

This practice article explores the relationship between practice and professional learning. Are these two distinctly separate activities, competing for the time of a staff member, or are practice and learning linked? If so, what is the nature of this link and how can we best align professional learning with practice outcomes? Using an example from the everyday work of a GSE Special Education Advisor (SEA), this article explores how a professional might link learning and practice for improved student outcomes. It illustrates how learning might occur as a staff member reflects on day to day work challenges, sets related learning objectives, and chooses and uses a wide range of activities to learn through practice. (Contains 1 figure.)
Stranger and Stranger in a Strange Land: Living Overseas and How It Has Influenced My Understanding of Students with &quot;Special Needs&quot;
Author: Holley, Wendy
Date: 2006-00-00
Type: Journal Articles
Subjects: Foreign Countries,Special Education,Disabilities,Special Education Teachers,Student Attitudes,Special Needs Students,Communication Skills,Cultural Differences,Interpersonal Relationship,Figurative Language

This is a series of light-hearted reflections from a person who has worked in special education her entire career. After moving from the United States to New Zealand, she uses her experience adjusting to her new country, to better understand the perspectives of the children and young people with whom she works.
In the Eye of the Beholder: Parent, Teacher and Researcher Assessment in a Study of Precocious Readers
Author: Margrain, Valerie
Date: 2006-00-00
Type: Journal Articles
Subjects: Age,Gifted,Program Effectiveness,Foreign Countries,Researchers,Reading Ability,Early Reading,Age Differences,Comparative Analysis,Early Childhood Education,Student Evaluation

This article reports some of the findings of a study involving 11 New Zealand 4-year-old precocious readers (Margrain, 2005). The children, aged between 4:01 and 4:10, had reading ages three to nine years above their chronological age. Assessment of precocious reading abilities is discussed, including how assessment findings are influenced by the beliefs of the assessor, and choices of assessment tools. The study found that there were differences between the practices and beliefs of the researcher and parents compared to early childhood and new entrant teachers. This article provides recommendations for practice, relating to assessment practices and beliefs. These recommendations are pertinent to support working with precocious readers, but also more widely to other gifted learners. (Contains 1 table and 1 footnote.)
Three Models for Understanding Gifted Education
Author: Page, Angela
Date: 2006-00-00
Type: Journal Articles
Subjects: Multiple Intelligences,Foreign Countries,Talent Development,Academically Gifted,Cognitive Ability,Cultural Differences,Inclusion,Educational Strategies,Semantics,Definitions,Student Characteristics,Models,Educational Theories,Educational Principles,Individualized Instruction

The Ministry of Education (2000) handbook, &quot;Gifted and talented students: Meeting their needs in New Zealand Schools&quot; requires each school to show they are identifying and catering for their gifted and talented students. The terms &quot;gifted&quot; and &quot;talented&quot; represent a range of diverse special abilities rather than describe a single homogenous group or category. Three theories or models of giftedness and talent development are presented in this article, namely Renzulli's (1986). &quot;Three ring conception of giftedness&quot;, Gardner's (1986) &quot;Theory of multiple intelligences&quot;, and Gagne's (1992) &quot;Differentiated model of giftedness and talent&quot;. Each defines and categorises giftedness and talent according to their own criteria. Schools are recommended to have a sound understanding of theories and principles underpinning gifted and talented education, such as those presented in this article, in order to meet the Ministry of Education's requirements and to successfully meet the needs of students who are identified as gifted and talented.
Insight into an Autism Spectrum Disorder
Author: Birch, Jen
Date: 2006-00-00
Type: Journal Articles
Subjects: Autism,Asperger Syndrome,Pervasive Developmental Disorders,Disabilities,Disability Identification,Interpersonal Competence,Social Cognition,Personal Narratives,Phenomenology,Foreign Countries

In this article, the author shares some insights on the characteristics of a person with Asperger's syndrome, a condition on the higher-functioning end of autism spectrum disorders (ASD). Born in 1955, the author was raised in rural South Auckland. As a baby, she propelled herself around the floor on her stomach, using her limbs as flippers, instead of crawling in the usual way. When her mother had to take her shopping, the bright, flashing advertising displays cause her to scream non-stop in terror. She couldn't mix with the other children in playcentre nor would she do finger painting. Starting school was a frightening time for her. A very shy child, she could sometimes form a one-to-one friendship. At 12, she found it hard to make friends, and having a conversation was challenging due to her slower processing speeds, different thought patterns, and lack of a sense of social understanding. Reaching the age when she and her peers were entering the working world, she was still very under-prepared to function in this milieu. She was diagnosed with Asperger syndrome at the age of 43. Finding out the reason why she had always had certain differences and difficulties felt like a blessing straight from heaven.
Narrative Psychology: A Tool for Ecological Practice
Author: Annan, Jean
Date: 2006-00-00
Type: Journal Articles
Subjects: Educational Psychology,Holistic Approach,Personal Narratives,Inquiry,Social Environment,Research Methodology

This article suggests that while educational psychology espouses an ecological view of human development, the implementation of practices that reflect this perspective has often been obstructed. In many circumstances, practices that attribute problems to individuals, or groups of individuals, continue. These contrast with ecological practices that position problems in the interaction between people with various needs and their particular worlds. The article suggests that many educational and community systems operate to maintain individual-centred practices and that many tools currently available to educational psychologists were developed for more traditional approaches. Narrative inquiry is recommended in this article as one available tool that supports ecological practice. The article, presented in two parts, discusses the shared theoretical foundations of ecological practice and narrative inquiry. It illustrates one way in which narrative inquiry integrates with familiar patterns of practice in educational psychology. The narrative approach to psychology is presented here as a way of thinking and talking about practice rather than as a therapy or a method of scientific research.
To Smack or Not to Smack?
Author: Keown, Robin
Date: 2006-00-00
Type: Journal Articles
Subjects: Behavior Problems,Nonverbal Communication,Foreign Countries,Child Advocacy,Punishment,Communication Skills,Fear,Teaching Methods,Social Attitudes,Prosocial Behavior,Problem Solving,Childrens Rights,Family Violence,Federal Legislation,Child Rearing,Parenting Styles,Psychological Patterns,Children,Parents,Child Caregivers

The issue of physical punishment is a particularly controversial one at the moment as child advocates are engaged in a struggle to persuade the New Zealand government to repeal a defence in law (section 59 of the 1961 &quot;Crimes Act&quot;) which justifies parents hitting their children provided the force used is &quot;reasonable in the circumstances.&quot; The most persuasive argument to support anti-smacking law changes to section 59 of the &quot;Crimes Act&quot; (1961) is that research shows that while smacking might reduce unwanted behaviours in the immediate or short term, as a long term strategy for positive and permanent behaviour change it is simply not effective, and more importantly, it can be harmful (Gershoff, 2002; Holden, 2002). Smacking is not a good teaching technique; it merely suppresses the problem behaviour (for the purpose of avoiding pain or fear), often breeds resentment, fear or anger in the child, and does not replace the problem behaviour with an appropriate alternative. In answer to the argument that &quot;spanking works,&quot; the author contends that what &quot;works&quot; is not the smack, but the displeasure and disapproval conveyed loud and clear--usually both verbally and via body language--by the person the child usually reveres most in life. She believes that teaching is the key, and role-modelling, and helping children learn strategies such as problem-solving and communication skills are far more constructive and conducive to love and respect than smacking.
An Evaluation of the Discovery Time Programme
Author: Fisher, Rebecca
Date: 2006-00-00
Type: Journal Articles
Subjects: Oral Language,Child Development,Learning,Interviews,Observation,Educational Environment,Foreign Countries,Interpersonal Competence,Program Effectiveness,Student Attitudes,Teacher Attitudes

This article describes the &quot;Discovery Time&quot; programme, a largely child-directed developmental programme, and discusses it in relation to the sociocultural approach to learning. It considers the effects of the programme on the development of children's oral language and cooperative social skills in a Year 1 classroom. Survey information gathered by the teacher indicated that the language and social skills of the children increased over a 10 week period. The review of the discovery time programme also considered information through interviews with key participants, observations of the programme in action and review of the child participants' stories and pictures. This additional information indicated that discovery time provided a positive learning environment and enjoyable experiences for the children, teacher and school community. The article concludes with suggestions for further developments of the programme within the school.
A Case against the Categorisation of Children and Youth, Part 2: Professional Perspectives
Author: Stanley, Peter
Date: 2006-00-00
Type: Journal Articles
Subjects: Student Adjustment,Adjustment (to Environment),Classification,Behavior Problems,Clinical Diagnosis,Mental Disorders,School Counseling,Child Development,Child Behavior,Criticism,Personal Narratives,Foreign Countries

This is the second of two papers providing a critique of categorisation and of the biomedical interpretation of personal adjustment issues experienced by children and youth. Whereas the first paper (Stanley, 2006; published in &quot;Kairaranga&quot; earlier this year) appraised this approach from an array of theoretical vantage points, this paper extends the critique by the author reporting on his professional practice experiences. The reporting on the work experiences is aligned with findings and theorising from the current literature. [For Part 1, see EJ914582.]
Becoming Educultural: Te whakawhitinga o nga matauranga--Interfacing the Knowledge Traditions
Author: Macfarlane, Angus H.
Date: 2006-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Educational Change,Culture,Pacific Islanders,Indigenous Knowledge,Ethnic Groups,Leaders,Foreign Countries

In every profession, there comes a time when it is important to stop and evaluate the progress that has been made and to determine the changes that will be necessary to engage in new times and to meet new demands. The profession of tertiary education is no exception. In a period of rapid change many solutions are offered about what it takes to sustain effort in order to achieve success. Some of these solutions--for the acquisition of quality in education--insist on precision, rigour, consistency, and replicability. This paper purports that such qualities are of high value, yet appear incomplete if certain sociocultural elements are not taken into account. It is argued that we might better unravel our perceptions, attitudes, and beliefs about education, when we draw from the historical and social contexts that have affected our worldview. These historical and social contexts might well be the tools that help to shape the values of learning, referred to in this paper as &quot;becoming educultural&quot;.
Enhancing Effective Practice in Special Education (EEPiSE): In It Together
Author: Dharan, Vijaya
Date: 2006-00-00
Type: Journal Articles
Subjects: Disabilities,Foreign Countries,Special Education,Special Education Teachers,Curriculum,Teacher Educators,Action Research,Cooperation,Professional Development,Literature Reviews,Elementary Secondary Education

This article provides an overview of the process of EEPiSE from conception to conclusion. It attempts to outline the extent of cooperation and collaboration among educators across sectors in identifying what works for children and young people who require significant adaptation to the curriculum. Outlined are the sequence of events, and the people involved, in a project which was the first of its kind in the field of special education in New Zealand.