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Article
Publication date: 15 February 2008

Heather McKay

176

Abstract

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Equal Opportunities International, vol. 27 no. 2
Type: Research Article
ISSN: 0261-0159

Available. Content available
Article
Publication date: 1 October 2006

Heather McKay

173

Abstract

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Equal Opportunities International, vol. 25 no. 7
Type: Research Article
ISSN: 0261-0159

Available. Content available
Article
Publication date: 1 October 2006

Mary Gatta

830

Abstract

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Equal Opportunities International, vol. 25 no. 7
Type: Research Article
ISSN: 0261-0159

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Article
Publication date: 1 March 1990

Kate Gladwin

The author (a schoolgirl studying for A‐levels)won an award to take part in theCanadian Junior Achievers′ Conference heldat the University of Alberta. The 213delegates were…

25

Abstract

The author (a schoolgirl studying for A‐levels) won an award to take part in the Canadian Junior Achievers′ Conference held at the University of Alberta. The 213 delegates were allocated to seven houses, some of which were bi‐lingual as there were many delegates from Quebec. The members of each house worked together at all times. Both the work of the conference and the opportunities provided for sport and leisure activities are described.

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Education + Training, vol. 32 no. 3
Type: Research Article
ISSN: 0040-0912

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Article
Publication date: 1 April 2002

Maralee Gordon

163

Abstract

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Reference Reviews, vol. 16 no. 4
Type: Research Article
ISSN: 0950-4125

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Article
Publication date: 15 February 2008

Mary Gatta and Kevin P. McCabe

The purpose of this paper is to introduce this special issue on “the ‘new’ policy partnership”.

703

Abstract

Purpose

The purpose of this paper is to introduce this special issue on “the ‘new’ policy partnership”.

Design/methodology/approach

The paper highlights the significance of policy‐academic partnerships and outlines the papers included in this issue.

Findings

It is important to form and maintain partnerships and collaborations with new nontraditional stakeholders. One place where this is evident is in academia.

Originality/value

The special issue includes original articles that address innovative ways in which researchers and policy makers can collaborate to move policy agendas forward.

Details

Equal Opportunities International, vol. 27 no. 2
Type: Research Article
ISSN: 0261-0159

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Article
Publication date: 1 October 2006

Mary Gatta

446

Abstract

Details

Equal Opportunities International, vol. 25 no. 7
Type: Research Article
ISSN: 0261-0159

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Article
Publication date: 14 December 2015

Colin McKay and Heather Welsh

– The purpose of this paper is to describe the unique and independent role of the Mental Welfare Commission for Scotland.

167

Abstract

Purpose

The purpose of this paper is to describe the unique and independent role of the Mental Welfare Commission for Scotland.

Design/methodology/approach

The paper takes the reader through the history of the Commission, its changing status, roles and responsibilities, its influence and impact, and current priorities. It is based on details of the Commission ' s development, narrative from current employees and published investigations and advice.

Findings

The Mental Welfare Commission has advanced significantly since its original establishment. It plays a vital role in protecting the human rights of people in Scotland with learning disabilities and mental illness, by visiting those who are in receipt of care or treatment, investigating situations of concern, providing advice and guidance, monitoring the Mental Health (Care and Treatment) (Scotland) Act 2003 and Adults with Incapacity (Scotland) Act 2000 and shaping relevant policy and legislation.

Originality/value

This paper provides an introduction to the work of the Commission, which will be of value to readers in Scotland and beyond. It illustrates its importance in preserving the rights of individuals with learning disabilities and mental illness in line with the UN Convention on the Rights of Persons with Disabilities and other legislation.

Details

Journal of Intellectual Disabilities and Offending Behaviour, vol. 6 no. 3/4
Type: Research Article
ISSN: 2050-8824

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Book part
Publication date: 17 March 2010

Suzanne S. Hudd

This paper reports on the ways in which a group of middle school students who received character education in elementary school define and experience character. The research was…

Abstract

This paper reports on the ways in which a group of middle school students who received character education in elementary school define and experience character. The research was designed to improve our understanding of the meanings that the children ascribe to their character lessons in the long term, and to determine whether they see connections between these lessons and their experiences with character in middle school. The data come from interviews with 24 children who attended five different elementary schools in one town that used the Character Counts! curriculum at the time of the study. The students were questioned about their understanding of the curriculum and their own personal experiences with character-related issues in middle school. The results demonstrate that the elementary school character lessons are carried forward. Children are able to recall the formal meaning of many of the character traits that they studied. As they graduate to middle school, however, peer culture assumes an increasingly important role and their lived experience of character become more complex. Thus, the preteens studied here are actively working to reconcile the differences between character as a “learned,” and then a “lived” experience. While maturation and character lessons received beyond school may confound these findings, the results presented here suggest the need to bridge, and then perhaps adapt character programming to empower adolescent input and embrace the role of peer culture in defining and then redefining character.

Details

Children and Youth Speak for Themselves
Type: Book
ISBN: 978-1-84950-735-6

Available. Open Access. Open Access
Article
Publication date: 1 April 2024

Heather Bailie Schock, Yvonne Franco and Madelon McCall

Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to…

362

Abstract

Purpose

Most teacher preparation programs (TPP) provide little instruction on mitigating the stress-related consequences of teaching (Miller and Flint-Stipp, 2019). This study aims to provide empirical support for including a self-care unit in teacher preparation curricula to address the secondary trauma and stressors inherent to the teaching profession (Essential 2; NAPDS, 2021; Sutcher et al., 2019).

Design/methodology/approach

This investigation occurred in an elementary TPP at a private southeastern US university and spanned two years, utilizing a mixed methods approach.

Findings

Findings suggest that after experiencing a 5-week self-care unit, preservice teachers exhibited a statistically significant increase in well-being and a newfound recognition of the need to prioritize self-care for effective teaching, suggesting its potential effectiveness in reducing burnout and attrition.

Research limitations/implications

While this study provided valuable insights into the implementation and impact of a self-care unit within the context of elementary education majors at a mid-sized private university in the USA, it is essential to acknowledge its limitations. One notable limitation is the relatively homogenous sample, primarily consisting of White female participants.

Practical implications

The implications of this study are critical for teacher education policy and practice, advocating for including self-care curricula to enhance teacher well-being and, by extension, prepare teachers with a skillset to support their career trajectory (Essential 3; NAPDS, 2021).

Originality/value

This recommendation underscores the collaborative efforts between TPPs and partnership schools to implement such initiatives effectively, representing a pivotal step toward better-preparing teachers to manage the demands of their profession while prioritizing their mental health (Essentials 4 & 5; NAPDS, 2021).

Details

School-University Partnerships, vol. 17 no. 2
Type: Research Article
ISSN: 1935-7125

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