1,720,965 research outputs found
Dataset supporting the Southampton Doctoral thesis titled: ‘It Needs to Be, “We’ve Given Every Child with ADHD…Every Opportunity to Succeed.”’
No full textThis dataset contains:
Meta-analysis.zip
These are Microsoft Excel files with the data extracted from all the papers identified for inclusion in the meta-analysis titled: The Effects of ADHD Teacher Training
Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis.
The data contains largely means, standard deviations, sample numbers and there is also a t-test result for a paper which did not report sufficient means and standard deviations.
The data was extracted independently by Rebecca Ward and Sarah Bristow and then compared to ensure any disputes were resolved.
This data was used in the software Comprehensive Meta Analysis although it could be used in multiple forms of software to calculate meta-analyses.
School staff perspectives interview transcriptions
These are Microsoft Word files with anonymised transcripts of audio files from interviews with school staff used in the qualitative study titled: School staff perspectives on ADHD and training:
understanding the needs and views of UK primary staff.
The data was transcribed and anonymised by Rebecca Ward and a research team including undergraduate voluntary research assistants at the University of Southampton.
The data was then uploaded into NVivo software for analysis although the data can be analysed using a variety of programs.
Related projects/Funders:
University of Southampton Jubilee Scholarship from the School of Psychology</span
Data set to support the paper entitled 'School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff'
No full textData for the qualitative study entitled: School staff perspectives on ADHD and training: understanding the needs and views of UK primary staff published in the journal Emotional and Behavioural Difficulties
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Using a collaborative working group model to develop an ADHD resource for school staff: and a new application with looked after young people
No full textInclusive education for children with ADHD (attention deficit/ hyperactivity disorder)presents challenges for school staff, and professional development is lacking. Training is not always available when needed, strategies suggested by external experts can be impractical, and staff lack autonomy in choosing the best way of being resourced.Additionally, the experience and knowledge of the range of school staff is not utilised.A collaborative working group of school staff and a researcher explored an alternativemethod of ADHD resourcing. Co-construction of knowledge defines how the groupdiscursively identified actionable knowledge from the different perspectives andknowledge brought by individual group members. A systemic framework was used to reflect on the collaboration critically. The framework enabled reflection on four areas to understand how and why the collaboration led to a published web-based school staff ADHD resource. Firstly, starting conditions and assumptions were considered to identify and articulate the rationale for the resource. Secondly, the context and system dynamics enabled consideration of the socio-cultural and political landscape of the project, as well as the impact of COVID-19. Thirdly, the different voices of participants and power dynamics were reflected. Finally, a frame in which to elucidate knowledge production and changes in practice emerged. The collaborative working group addressed the research-practice gap and the need for diversity of voices to be heard across the school. Knowledge co-construction positions staff as knowledge-bearers and, together with different forms of knowledge, be empowered to create new, contextualised, evidence-based knowledge. This useful model of co-construction can be applied in different contexts to enable knowledge sharing and power redistribution,encouraging greater representation in knowledge production. One such application isa planned collaborative project with 'looked after' young people (children who live away from their families, supervised by a social worker from the local authority).Shockingly, large numbers of young people leaving this local authority care (usually around 18 years old) experience homelessness, and it is estimated that a quarter of adults experiencing homelessness have been 'looked after' children. This plannedcollaborative project is designed to provide opportunities for young people to share ways in which they feel prepared and underprepared for independent living. The collaborative model will be used to shape the project and enable effective knowledge co-production. The young people and researchers will co-produce recommendations for policy and practice to be shared with policymakers and practitioners, enabling more effective support for 'looked after' young people when moving towards independent living
Inclusive provision for students with special educational needs and/or disabilities: a resourced provision toolkit
No full text'Resourced Provision (RP) classrooms in Mainstream Schools: A Partnership to promote the Inclusion of Students with Special Educational Needs and/or disabilities (SEND)’, funded by the British Academy/Leverhulme Trust and ESRC-IAA, is a collaborative research project including RP managers, teachers, learning support assistants (LSAs), parents and students from three primary mainstream schools with RP in Hampshire.Led by Associate Professor Vasilis Strogilos with the support of two researchers, Ms Cleo Barron and Dr Becky Ward, the project aimed to describe and evaluate with the participants how RP can enhance the education and inclusion of students with special educational needs and disabilities in mainstream schools. One of the aims of the project was to co-develop with the participants a guidance document/toolkit to support school staff in the inclusion of these students in their schools. Many students with SEND with an Education Health and Care Plan (EHCP), which describes the support a child requires to meet their needs, are educated both in RP and mainstream classes. In England, RP is described as the use of additional staff or classrooms that offer specialist facilities within a mainstream setting for children with SEND (Department for Education, 2017). Although the Department for Education (2015) notes that pupils in RP tend to receive individual or smallgroup support from specialist teachers and support staff, it recognises that there is considerable variation across schools with regard to the RP structure
Moving towards independence: guidance co-produced with young people who have lived experience of moving towards independence from supported lodgings
Get PDFProviding smoking cessation support within homelessness services and settings: Guidance based on a public consultation involving people with lived experience together with frontline staff and local authority commissioners in Portsmouth
No full textThe Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis
No full textData for the journal article entitled: The Effects of ADHD Teacher Training Programs on Teachers and Pupils: A Systematic Review and Meta-Analysis. Published in the Journal of Attention Disorders</span
Supporting transitions to special school: co-constructing virtual tours to share important knowledge about school sites and practices
No full textTransitions between stages of schooling present well-known challenges for children with Special Educational Needs or Disabilities (SEND) including navigating new sites, people, practices, timetables, and expectations. Site visits are often recommended for helping with transition and yet such visits can be difficult to achieve for practical and logistical reasons. This paper piloted the development of virtual tours that were co-created with two special schools to support the transitions of children with complex communication and learning needs. We were interested in what the co-creation process revealed about the practices and site features that schools felt were important to share with others to help them understand what to expect. We were also interested in the ways in which the schools enabled the voices of young people with complex needs to be included in the tours. Accordingly, we examine whose and what knowledge was shared in the creation of the tours, and how this knowledge may be used to support transitions. We conclude that virtual tours could be a helpful transition tool to support children and families’ familiarisation with a new school site. The findings offer a preliminary framework for planning virtual tours that could be applied and evaluated in future research
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
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