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Book part
Publication date: 29 June 2016

Amy E. Ruhaak and Bryan G. Cook

Disruptive student behavior contributes to poor student outcomes, loss of classroom instructional time, and teacher burnout. Physical movement is an intervention that has been…

Abstract

Disruptive student behavior contributes to poor student outcomes, loss of classroom instructional time, and teacher burnout. Physical movement is an intervention that has been used to target and ameliorate disruptive student behavior for students with learning and behavioral disabilities. A review of two movement-based interventions – Brain Gym® and antecedent bouts of exercise – reveals different levels of research support. Brain Gym®, a commercial movement-based curriculum, is not supported by extant empirical research. Alternatively, a growing body of research empirically supports antecedent bouts of exercise as an effective behavioral intervention. This chapter provides a description and review of research for each intervention. Implications for instructional practice and recommendations are provided.

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Instructional Practices with and without Empirical Validity
Type: Book
ISBN: 978-1-78635-125-8

Keywords

Book part
Publication date: 22 May 2013

Jennifer Stephenson, Mark Carter and Sue O’Neill

This chapter examines evidence-based practice in the Australian education system, with particular reference to special education. Initially a brief overview of the Australian…

Abstract

This chapter examines evidence-based practice in the Australian education system, with particular reference to special education. Initially a brief overview of the Australian education system will be provided, followed by consideration of the incorporation of the concept of evidence-based practice into Australian educational policy at both national and state level. Subsequently, Australian teacher registration and teacher education program accreditation standards will be examined with regard to the adoption of evidence-based practice. We then describe the use of evidence-based practices in teacher education programs, particularly in the area of classroom and behavior management and in special education/inclusion subjects. We will overview several research studies to illustrate the degree of penetration of the concept of evidence-based practice into educational systems and teaching practice. Although we found little evidence of a commitment to evidence-based practice in Australian education systems beyond rhetoric, we are cautiously optimistic that increasing emphasis will be given to the use of empirical evidence in the future.

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Evidence-Based Practices
Type: Book
ISBN: 978-1-78190-429-9

Book part
Publication date: 29 June 2016

Bryan G. Cook, Melody Tankersley and Timothy J. Landrum

Educators’ decisions regarding what instructional practices they use have significant consequences for the learning and life outcomes of their students. This is especially true…

Abstract

Educators’ decisions regarding what instructional practices they use have significant consequences for the learning and life outcomes of their students. This is especially true for students with learning and behavioral disabilities, who require highly effective instruction to succeed in school and achieve their goals. In this volume of Advances in Learning and Behavioral Disabilities chapter authors provide readers with accessible information on theory, critical elements, and research for instructional practices that are and are not supported by bodies of scientific research as effective in critical outcome areas. Educators can use this content to inform and enhance their instructional decision making. To contextualize subsequent chapters, in this introductory chapter we discuss the research-to-practice gap in special education, the importance of considering scientific research when making instructional decisions and considerations for interpreting and applying research findings on instructional practices. We conclude with a preview of the chapters in the volume.

Details

Instructional Practices with and without Empirical Validity
Type: Book
ISBN: 978-1-78635-125-8

Keywords

Abstract

Details

Boosting Impact and Innovation in Higher Education
Type: Book
ISBN: 978-1-78754-833-6

Content available
Book part
Publication date: 30 November 2018

Abstract

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Emerging Research and Issues in Behavioral Disabilities
Type: Book
ISBN: 978-1-78756-085-7

Abstract

Details

Boosting Impact and Innovation in Higher Education
Type: Book
ISBN: 978-1-78754-833-6

Book part
Publication date: 30 November 2018

Timothy J. Landrum and Lauren W. Collins

In this chapter, we consider a number of issues that impact or are related to the identification and promotion of evidence-based practice (EBP) for students with emotional and…

Abstract

In this chapter, we consider a number of issues that impact or are related to the identification and promotion of evidence-based practice (EBP) for students with emotional and behavioral disorders (EBD). Specifically, we offer (1) a brief overview of issues related to identifying EBP in special education generally; (2) some considerations about the prospects of identifying evidence-based practice for students with EBD in particular; (3) a discussion of the various sources from which information on EBPs can be drawn, and the issues and challenges associated with the search for EBPs; and (4) suggestions regarding reasonable expectations for practitioners in search of EBPs. We conclude with a discussion of several questions that must be addressed to ensure positive strides toward making EBPs available to practitioners in impactful ways for students with EBD.

Book part
Publication date: 24 July 2019

Jeffrey Kidder

The hegemony of neoliberal rhetoric in Western societies places an increasing emphasis on an individual’s ability to negotiate risk. The purpose of this chapter is to better…

Abstract

Purpose

The hegemony of neoliberal rhetoric in Western societies places an increasing emphasis on an individual’s ability to negotiate risk. The purpose of this chapter is to better understand how – within this cultural context – voluntary risk-takers think about the significance of their potentially dangerous practices. My specific focus is the Chicago parkour community. Parkour is a new lifestyle sport in which practitioners use features of the urban environment (e.g., stairwells and retaining walls) as obstacles on which to climb, jump, run and vault.

Approach

Data for this project were derived from four years of participant-observation within the Chicago parkour community and semi-structured interviews with 40 participants.

Findings

I argue that the dangers encountered while practicing parkour are given social significance through the interplay of what I call rites of risk and rituals of symbolic safety. These rites and rituals provide a meaningful framework for activities that represent a threat to the self (e.g., performing a jump in which a mistake could be fatal). Further, I contrast my findings with the notion of edgework (which highlights the death-defying aspects of an activity). Members of the Chicago parkour community often downplayed the physical perils involved in their sport to highlight safety protocols. In this sense, parkour practitioners are less like “edgeworkers” and more like “hedgeworkers” – symbolically demonstrating protections taken against uncertainly (i.e., hedging one’s bets).

Implications

Like all ethnographic studies of a single field site, there are limits to generalizability. Future research should explore the connections between hedgework and other voluntary risk-taking activities (in and outside of lifestyle sports).

Details

The Suffering Body in Sport
Type: Book
ISBN: 978-1-78756-069-7

Keywords

Book part
Publication date: 12 December 2022

Jim McVeigh, Geoff Bates and Gemma Anne Yarwood

In recent years there have been increasing calls for the use of anabolic androgenic steroids (AAS) and associated drugs to be recognized as a public health issue. In the domain of…

Abstract

In recent years there have been increasing calls for the use of anabolic androgenic steroids (AAS) and associated drugs to be recognized as a public health issue. In the domain of the competitive athlete and professional bodybuilder, recent decades have seen the diffusion of AAS from the hardcore gyms of the 1980s and 1990s to the mainstream exercise and fitness environments of the twenty-first century. Alongside the apparent increases in the use of these drugs, there is a growing evidence base in relation to harms – physical, psychological and (to some extent) social. But is this form of drug use a public health issue? What criteria should we use to make this judgement? What is the available evidence and has our understanding of the issue improved? By drawing on the authors' research in the United Kingdom and the wider international literature this chapter will explore these issues and attempt to answer the fundamental question – is the use of anabolic steroids a public health issue?

Book part
Publication date: 17 October 2011

Rayna Rapp

This chapter interrogates notions of the child and her brain as configured in the laboratory of pediatric neuroscientists, and by parents (overwhelmingly: mothers) of children…

Abstract

This chapter interrogates notions of the child and her brain as configured in the laboratory of pediatric neuroscientists, and by parents (overwhelmingly: mothers) of children classified for special education services on the basis of their varied learning capacities and incapacities. Data are drawn from my current New York-based study in a laboratory conducting fMRI research on resting-state differences amongst controls and children variously diagnosed with attention deficit hyper-activity disorder (ADHD), learning disabilities, autism and Tourette syndrome. Parents of children with those same diagnoses struggle with the strengths as well as the school-based weaknesses of their children, and in interviews they picture their children's brains quite differently than do the scientists. Young adult activists who grew up with the diagnoses of ADHD and learning disabilities appropriate lab-based descriptions of neurological difference to their own purposes, claiming a positive identity for themselves. At stake in the space between these diverse perspectives on childhood difference is the future of human developmental variability as it comes under biomedical research and regulation.

Details

Sociological Reflections on the Neurosciences
Type: Book
ISBN: 978-1-84855-881-6

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