Výsledky vyhledávání

Akademický článek

Feasibility, reliability and validity of a modified approach to goal attainment scaling to measure goal outcomes following cognitive remediation in a residential substance use disorder rehabilitation setting

Autor: Jamie Berry, Ely M. Marceau, Jo Lunn

Publikováno v: Australian Journal of Psychology, Vol 75, Iss 1 (2023)

Objective Although person-centred outcome measures have been recommended to evaluate cognitive rehabilitation interventions, few validated measures have been developed for this purpose. The current study examined aspects of feasibility, reliability a

Externí odkaz: https://doaj.org/article/4c70e2c3735643658909c61547cd8fb2

Zobrazit plný text záznamu

Akademický článek

Capturing epistemic reflexivity for teacher educators teaching about/to/for diversity in teacher education

Autor: Lyra L'Estrange, Sue Walker, Jo Lunn-Brownlee, Mary Ryan, Terri Bourke, Leonie Rowan, Eva Johansson

Publikováno v: Heliyon, Vol 9, Iss 2, Pp e13754- (2023)

Internationally, there is a growing body of evidence which shows that newly graduated teachers do not feel prepared to teach the increasingly diverse student body in contemporary classrooms. However, to date, we have limited understanding of the ways

Externí odkaz: https://doaj.org/article/7a655a46872a43769a9e341f17ef2115

Zobrazit plný text záznamu

Akademický článek

Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.

Akademický článek

A stepped wedge cluster randomised trial of a cognitive remediation intervention in alcohol and other drug (AOD) residential treatment services

Autor: Jamie Berry, Isabella Jacomb, Jo Lunn, Antoinette Sedwell, Anthony Shakeshaft, Peter J Kelly, Pooria Sarrami, Megan James, Skye Russell, Talia Nardo, Daniel Barker, Jennifer Holmes

Publikováno v: BMC Psychiatry, Vol 19, Iss 1, Pp 1-11 (2019)

Abstract Background Executive functioning impairment is common in substance use disorder and is a major risk factor for poor treatment outcomes, including treatment drop-out and relapse. Cognitive remediation interventions seek to improve executive f

Externí odkaz: https://doaj.org/article/ff42fc13efb64e8799a07607527ebf16

Zobrazit plný text záznamu

Plný text ve formátu HTML

Who is studying what in Early Childhood Education and Care? Composite narratives of Australian educators engaging in further study

Autor: Sharon McKinlay, Susan Irvine, Jo Lunn Brownlee, Chrystal Whiteford, Ann Farrell

Publikováno v: Australasian Journal of Early Childhood. 48:66-80

Early Childhood Education and Care (ECEC) in Australia is facing a workforce crisis. A knowledge gap around educators studying to pursue a career in ECEC, particularly in long day care (LDC), has prompted research with Australian educators who engage

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::9be2f050deb49fa1b106f2d3f39904a8
https://doi.org/10.1177/18369391221118699

Zobrazit plný text záznamu

Understanding relationships between epistemic cognition and executive functioning: Implications for measurement and practice in early childhood

Autor: Sue Walker, Jo Lunn Brownlee, Laura Scholes, Clare Harris

Publikováno v: Australasian Journal of Early Childhood. 47:135-147

Research shows that epistemic cognition can support reasoning about the inclusion of diverse children. We argue that, to engage in such reasoning, children need the capacity to consider and evaluate competing knowledge perspectives (epistemic cogniti

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_________::e73d09286c6bd21b86b667c4ab59f0dc
https://doi.org/10.1177/18369391221089381

Zobrazit plný text záznamu

Akademický článek

Tento výsledek nelze pro nepřihlášené uživatele zobrazit.
K zobrazení výsledku je třeba se přihlásit.

Autor: Ely Marceau, Jamie Berry, Jo Lunn

Publikováno v: Australian Journal of Psychology. 75

Although person-centred outcome measures have been recommended to evaluate cognitive rehabilitation interventions, few validated measures have been developed for this purpose. The current study examined aspects of feasibility, reliability and validit

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::34dab9b6dcca1fe6f180a1bbf398820e
https://doi.org/10.1080/00049530.2023.2170652

Zobrazit plný text záznamu

Scoping review of conceptions of literacy in middle school science

Autor: Garth Stahl, Laura Scholes, Sarah McDonald, Reece Mills, Jo Lunn Brownlee, Barbara Comber

Literacy skills are essential if students are to access knowledge and achieve academic success in middle school science. A key difficulty with interpreting literacy practices in any discipline is the problem of conceptualising what constitutes litera

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::aadaf8a81f102a84db0b974f7f3c5a50
https://hdl.handle.net/11541.2/30280

Zobrazit plný text záznamu

Children’s epistemic reasoning about social inclusion of aggressive peers in a culturally diverse school

Autor: Laura Scholes, Jo Lunn Brownlee, Veronica Lawson, Elizabeth Wallace, Susan P. Walker

Publikováno v: British Educational Research Journal. 48:272-291

Moral reasoning in values education can promote a democratic way of life. It involves addressing behaviour expectations in responses to violence or bullying. There is increasing interest in how children make moral judgments about social inclusion wit

Externí odkaz: https://explore.openaire.eu/search/publication?articleId=doi_dedup___::1aec55b1fb3305174a325eafa05e6cb1
https://doi.org/10.1002/berj.3766

Zobrazit plný text záznamu

Vyhledávací nástroje:

Upřesnit hledání