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"Berman, Jeanette"
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Utility of a conceptual framework within doctoral study : a researcher's reflections
The author of this paper provides an example of a conceptual framework that supported her doctoral study and written dissertation in the field of educational psychology. The study was carried out prior to the more recent explicit emphasis on conceptual frameworks in postgraduate research texts and academic literature. The instigation for the development of an explicit conceptual framework was a change in supervisors and their need to be meaningfully included in the journey of the student. The conceptual framework supported the explanation of the multiple theoretical frameworks and literature base, as well as the professional educational context of the study. It also explicitly responded to the literature search in each area, clearly articulating theory and practice in school curriculum and assessment. This in turn supported the definition of research themes and research questions, and the research methodology (data gathering and analysis), from which the meaningful consideration of results could emerge and be shown to be conceptually coherent. The conceptual framework served as a reference for the supervisory relationship, and an organising structure for the written thesis. It also provided a tool of metacognition for the author as she actively constructed and used her conceptual framework to support her doctoral study. [Author abstract]
Journal Article
Parent and Teacher Attitudes Towards Inclusive Education in Nauru
It is recognised that the attitudes of parents and teachers are important in supporting inclusive education in developing countries. This study involved the application of quantitative research through the administration of a survey to determine the attitudes of parents and teachers in the Republic of Nauru. The results have provided preliminary data regarding attitudes related to the emergence of inclusive education in Nauru. Parents were more positive concerning issues that relate directly to the educational benefits of their children over more general benefits of inclusion in education. At this stage, teachers report higher levels of positive attitude than parents. A more fine-grained level of analysis revealed that there is a wide range of attitudes to aspects of education for students with disabilities, and areas of expertise needed to support inclusive education. This research has provided an understanding of current parental and teacher attitudes and levels of existing teacher expertise towards inclusion that is able to inform future policy development in Nauru. [Author abstract]
Journal Article
Parental Involvement in Supporting Their Children with Special Educational Needs at School and Home in Bhutan
This paper reports the findings from a study investigating Bhutanese parents' involvement in supporting their children with special educational needs (SEN) in schooling. The interaction between the parents themselves in supporting each other was also explored. Individual interviews were conducted with 26 parents (13 fathers and 13 mothers) of children with either full inclusion or partial inclusion in 3 schools located in 3 regions (urban, semi-urban, and rural) and analysed using manual thematic coding and Leximancer text mining software. Of Epstein's (1987) 6 types of parental involvement activities in education, these parents reported their actions to be parenting, volunteering in schools, supporting learning and development at home, and collaborating with the community. The minimal interaction among the parents was mostly between the stay-in-school urban mothers who had consistent but impromptu and informal interactions. The implications of this study inform the need for schools to respond to policy and to actively engage parents, and for education programs and support groups to be set up to strengthen parental involvement in the education of children with SEN in Bhutan. [Author abstract]
Journal Article
Telepresence Robot Use for Children with Chronic Illness in Australian Schools: A Scoping Review and Thematic Analysis
Around the world there has been growing interest in the use of technologies to connect students who are absent from school because of a health or medical condition to their teachers and peers in school. In this article findings are presented from a scoping review which sought to map the impacts of telepresence robots (TPR) for students who miss school because of illness. In Australia, TPRs are being piloted across the country in efforts to address the isolation of students with chronic illness. However, there is very little research internationally and no research in Australia that maps the potential and issues associated with students who are connected to their classrooms through TPRs. Therefore, research-based guidance regarding how best to direct the successful implementation of TPRs is required. Findings from the limited research available suggest that TPRs can enable positive experiences in education and can foster the social development of chronically-ill students; improvements to the design of TPRs are still required to maximise educational and social benefits; there is a need for appropriate professional learning for teachers in engaging with students through TPRs and for planning between all stakeholders; and, finally, issues of privacy and possible negative reactions from all parties involved need to be addressed.
Journal Article
Utility of a conceptual framework within doctoral study: A researcher's reflections
The author of this paper provides an example of a conceptual framework that supported her doctoral study and written dissertation in the field of educational psychology. The study was carried out prior to the more recent explicit emphasis on conceptual frameworks in postgraduate research texts and academic literature. The instigation for the development of an explicit conceptual framework was a change in supervisors and their need to be meaningfully included in the journey of the student. The conceptual framework supported the explanation of the multiple theoretical frameworks and literature base, as well as the professional educational context of the study. It also explicitly responded to the literature search in each area, clearly articulating theory and practice in school curriculum and assessment. This in turn supported the definition of research themes and research questions, and the research methodology (data gathering and analysis), from which the meaningful consideration of results could emerge and be shown to be conceptually coherent. The conceptual framework served as a reference for the supervisory relationship, and an organising structure for the written thesis. It also provided a tool of metacognition for the author as she actively constructed and used her conceptual framework to support her doctoral study.
Journal Article
Utility of a conceptual framework within doctoral study: A researcher's reflections
The author of this paper provides an example of a conceptual framework that supported her doctoral study and written dissertation in the field of educational psychology. The study was carried out prior to the more recent explicit emphasis on conceptual frameworks in postgraduate research texts and academic literature. The instigation for the development of an explicit conceptual framework was a change in supervisors and their need to be meaningfully included in the journey of the student. The conceptual framework supported the explanation of the multiple theoretical frameworks and literature base, as well as the professional educational context of the study. It also explicitly responded to the literature search in each area, clearly articulating theory and practice in school curriculum and assessment. This in turn supported the definition of research themes and research questions, and the research methodology (data gathering and analysis), from which the meaningful consideration of results could emerge and be shown to be conceptually coherent. The conceptual framework served as a reference for the supervisory relationship, and an organising structure for the written thesis. It also provided a tool of metacognition for the author as she actively constructed and used her conceptual framework to support her doctoral study.
Journal Article
Enseñanza responsiva para el aprendizaje sostenible: una conceptualización práctica de la inclusión educativa
La inclusión educativa (IE), dentro del aprendizaje sostenible, representa un eje central para garantizar una educación equitativa y de calidad. El aprendizaje sostenible se vincula con los principios de la educación para el desarrollo sostenible, buscando satisfacer las necesidades tanto de estudiantes como de docentes. Dicho enfoque ha sido desarrollado inicialmente en contextos educativos australianos y neozelandeses y replicado en varios países de América Latina. Este artículo presenta una conceptualización práctica de la IE desde la perspectiva del modelo de capacidades atrio, que abarca competencias fundamentales como el aprendizaje activo, la autorregulación y la organización personal, elementos clave para promover un aprendizaje continuo y significativo. Así mismo, este artículo introduce el marco de enseñanza responsiva (MER), como un enfoque metodológico flexible basado en ciclos de planificación, implementación y reflexión. Al centrarse en la formulación de preguntas clave dirigidas tanto a estudiantes como a docentes, este modelo metodológico presenta avances innovadores para adaptar eficazmente las prácticas educativas a las necesidades específicas de cada población. En última instancia, se presentan los modelos de intervención individual y grupal del aprendizaje sostenible como herramientas responsivas con una alta validez ecológica, ya que su replicabilidad sería factible en distintos entornos educativos y con diversos tipos de estudiantes, al ajustarse a las particularidades socioculturales, políticas y lingüísticas de cada contexto.
Journal Article
Brief Report: Impact of COVID-19 on Individuals with ASD and Their Caregivers: A Perspective from the SPARK Cohort
The impact of the 2019 coronavirus pandemic (COVID-19) in the United States is unprecedented, with unknown implications for the autism community. We surveyed 3502 parents/caregivers of individuals with an autism spectrum disorder (ASD) enrolled in Simons Powering Autism Research for Knowledge (SPARK) and found that most individuals with ASD experienced significant, ongoing disruptions to therapies. While some services were adapted to telehealth format, most participants were not receiving such services at follow-up, and those who were reported minimal benefit. Children under age five had the most severely disrupted services and lowest reported benefit of telehealth adaptation. Caregivers also reported worsening ASD symptoms and moderate family distress. Strategies to support the ASD community should be immediately developed and implemented.
Journal Article
Letters
Sir, - As Prof. Amnon Rubinstein sagely observed, the Israel- bashers of today are simply a new form of the \"biological anti- Semite\" (\"A world without Israel,\" November 16). In recent studies I have identified Jewish self-hatred with the Naumann-Schoeps syndrome, which developed in German Jewry between 1920 and 1935. Max Naumann headed the Association of National-German Jews, which denounced Zionism and Jewish immigrants from Eastern Europe. Hans- Joachim Schoeps led a group of assimilationists, the German-Jewish Vanguard. Sir, - Prof. Amnon Rubinstein rightly points out the alarming increase in the number of books written by American, British and European university professors advocating the end of Zionism and the dismantling of the State of Israel. I wish I could share his optimism about the eventual disregard of such works. However, as students and doctoral candidates depend on these professors for their grades, promotions and job placements, I fear that this anti- Jewish and anti-Israel propaganda, masquerading as scholarship, will be with us for some time. Sir, - Greek President Karolos Papoulias's visit to Israel to attend the coronation of the new but disputed Greek Patriarch of Jerusalem on Tuesday was characterized by an Israeli Foreign Ministry official as a \"private\" visit (\"Greek Orthodox ignore Israeli opposition,\" November 17). Therefore, his attendance at the coronation is not viewed by Israel as a diplomatic affront, even though Minister-without-Portfolio Tzahi Hanegbi said the ceremony was against Israeli law.
Newspaper Article