The Language of Classification Gawned, Sue
Australian journal of reading,
06/1989, Letnik:
12, Številka:
2
Journal Article
The language children use to engage in classroom classification activities, eg, mathematics, is examined in reference to a study during which kindergarten & year three children (N = 40) were asked to ...play a classification game. Adult verbal scaffolding interventions & directions were tape-recorded & analyzed together with children's task results, thus testing children's understanding of classification & their language of classification. Inherent in the findings is the concept of a hierarchy of language forms & functions in any classification situation. Children's use of comparative & reflective language seems to foster the development & language of their reasoning. Teachers must understand the implications of their language choice in the classroom in order to help children develop their problem-solving abilities. 10 References. M. Perdoux
Abstract Self-management support following stroke is rare, despite emerging evidence for impact on patient outcomes. The promotion of a common approach to self-management support across a stroke ...pathway requires collaboration between professionals. To date, the feasibility of self-management support in acute stroke settings has not been evaluated. The Bridges stroke self-management package (SMP) is based on self-efficacy principles. It is delivered by professionals and supported by a patient-held workbook. The aim of this project was to introduce the Bridges stroke SMP to the multidisciplinary staff of a London hyperacute and acute stroke unit. The ‘Plan Do Study Act’ (PDSA) cycle guided iterative stages of project development, with normalisation process theory helping to embed the intervention into existing ways of working. Questionnaires explored attitudes, beliefs and experiences of the staff who were integrating self-management support into ways of working in the acute stroke setting. Self-management support training was delivered to a total of 46 multidisciplinary stroke staff. Of the staff who attended the follow-up training, 66% had implemented Bridges self-management support with patients since initial training, and 100% felt their practice had changed. Questionnaire findings demonstrated that staff attitudes and beliefs had changed following training, particularly regarding ownership and type of rehabilitation goals set, and prioritisation of self-management support within acute stroke care. Staff initiated an audit of washing and dressing practices pre- and post-training. This was designed to evaluate the number of occasions when techniques were used by staff to facilitate patients’ independence and self-management. They found that the number of occasions featuring optimum practice went from 54% at baseline to 63% at three months post-training. This project demonstrated the feasibility of integrating self-management support into an acute stroke setting. Further work is required to evaluate sustainability of the Bridges stroke SMP, to understand the barriers and opportunities involved in engaging all professional groups in integrated self-management support in acute stroke settings, and to assess patient reported outcomes.
Oral narratives of children in their first year of formal schooling are discussed. Data were collected from 15 5- & 6-year-olds in a task in which they were asked to retell a simple story, & another ...in which simple toys were used to elicit a spontaneous story. Four features of narrative are examined: the need for prompts, use of tense, repairs, & NP structures; the relationships between use of these features are discussed. About 66% of the children in this sample showed some difficulty with various aspects of narrative. Pedagogical implications are discussed. 13 References. B. Annesser Murray
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