Author(s): |
Atwool, Nicola |
Source: |
Child Care in Practice, v19 n2 p181-198 2013 |
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Information Analyses; Journal Articles |
Peer Reviewed: |
Yes |
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Descriptors:
Developmental Stages; Foster Care; Cultural Influences; Social Work; Young Adults; Child Development; Parent Child Relationship; Literature Reviews; Attitude Measures; Parent Attitudes; Childhood Attitudes; Foreign Countries
Abstract:
Irrespective of type of placement, contact with the birth family is one of the more contentious issues in decision-making for children in care. Despite widespread belief that contact with the birth family is beneficial for children and young people in care, this aspect of children's care experience has not received a great deal of attention. In this article I review the literature and draw on research I have undertaken to explore the views of children and young people in care, foster parents, and social work practitioners. The complexity of belonging to more than one family is discussed and tensions in relation to contact with the birth family are identified. It becomes clear that each situation is unique and that there is no "rule of thumb" that can be applied. Five key variables are identified: child or young person's developmental stage and history; child or young person's views and wishes; type of placement and future goals; cultural factors; and work with birth families. Practice guidelines in relation to these are developed in the final section. (Contains 1 note.)
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Author(s): |
Webb, Paul |
Source: |
International Journal of Science and Mathematics Education, v11 n1 p89-110 Feb 2013 |
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Pub Date: |
2013-02-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Social Justice; Evidence; Stakeholders; Science Teachers; Science Curriculum; Indigenous Knowledge; African Languages; Students; Cultural Awareness; Teacher Attitudes; Student Attitudes; Questionnaires; Attitude Measures; Interviews; Culturally Relevant Education; Science Instruction; Foreign Countries
Abstract:
This study investigated a sample of isiXhosa mother tongue-speaking science teachers', their pupils', and adult local community members' awareness of Xhosa indigenous knowledge. It also investigated what aspects of this knowledge they value and think should and could be integrated into the school science curriculum and their reasons for suggesting that it should (or should not) be incorporated. The participating teachers voluntarily completed an open-ended questionnaire. On completion, they were given the task of administering the questionnaire to at least 1 of their pupils and 1 community member who they believed could contribute ideas about indigenous knowledge that might relate to science education. Interviews were held with a small sample of teachers and community members. The data generated suggest that there is a shared awareness of indigenous knowledge across the respondents (teachers, pupils, and community members). The reasons given for including indigenous knowledge in the school curriculum related mainly to the realm of recognition (social justice and cultural sensitivity), and there was also little evidence that the respondents were aware of current understandings underpinning the demarcation of science and indigenous knowledge as disciplines.
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Pub Date: |
2013-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Substance Abuse; At Risk Persons; Foreign Countries; Drug Abuse; Young Adults; Personal Narratives; Personal Autonomy; Alcohol Abuse; Early Adolescents; Interviews; Attitude Measures; Social Influences; Psychological Patterns
Abstract:
The provision of alcohol and other drug (AOD) programmes in Australia targeting a broad age range of young people may inadvertently obscure the particular service needs of early teenagers. In this study, we describe four main accounts of substance use identified through interviews with 20 AOD service-engaged participants in Victoria, aged from 13 to 15 years. These were: that their substance use is purposeful; that it is generally controlled; that their futures would involve competent substance use and that they did not require treatment. Each of these narratives rebuts a wider social construction of drug use as inevitably problematic and necessitating an institutional response. While participants' narratives of substance use resemble accounts made by older AOD users, they have particular implications for service delivery. We suggest that workers might both employ and seek to modify early teenagers' concerns about autonomy. First, services should work to be viewed by young people as resources for living well rather than as institutions designed to cure the sick and weak of will, and programmes should offer participants opportunities to enact desired selves without reliance on AOD. Second, we argue that valorising autonomy can be detrimental for already-marginalised early teenagers. Hence workers might over time encourage and resource young people to rethink this narrative of selfhood.
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Pub Date: |
2013-01-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
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Descriptors:
Student Attitudes; Secondary School Students; Elective Courses; Measures (Individuals); Foreign Countries; Opinions; Musical Instruments; Constructivism (Learning); Science Curriculum; Core Curriculum; Nonmajors; Interdisciplinary Approach; Music Education; Acoustics; Instructional Development; Questionnaires; Attitude Measures; Scientific Attitudes; Pretests Posttests
Abstract:
This study is aimed to develop the interdisciplinary SoSTI (science of sound in traditional Thai musical instruments) course for Thai non-science upper secondary school students to study the students' attitudes toward science before and after studying from the course. The SoSTI course development is based on the interdisciplinary concept model and constructivist theory. The research study is divided into five phases: (1) pre-developing the course, (2) developing the course, (3) conducting the pilot study, (4) implementing and evaluating, and (5) analyzing data and writing the conclusion, respectively. The SoSTI course is an elective course corresponding to the Basic Education Core Curriculum B.E. 2551 (A.D. 2008). This course was conducted with 35 12th-grade non-science students in the second semester of the 2010 academic year at a school in Bangkok, Thailand, for a whole semester. The research instruments were students' attitude toward science questionnaire, and students' opinions toward the SoSTI course questionnaire. The results of this study presented that, after completing the SoSTI course, the students' attitudes toward science comparing before and after studying the SoSTI course were not significantly different at the 0.05 level. However, they have positive opinions toward the course. [This work was financially supported by the Institute for Promotion of Teaching Science and Technology (IPST), Bangkok, Thailand.] (Contains 3 tables and 2 figures.)
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