D. Jindal‐Snape, E. Hannah, Dianne Cantali, William D. Barlow, S. MacGillivray
{"title":"Systematic literature review of primary‒secondary transitions: International research","authors":"D. Jindal‐Snape, E. Hannah, Dianne Cantali, William D. Barlow, S. MacGillivray","doi":"10.1002/rev3.3197","DOIUrl":"https://doi.org/10.1002/rev3.3197","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73757365","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Jindal‐Snape, E. Hannah, Dianne Cantali, William D. Barlow, S. MacGillivray
{"title":"Context and Implications Document for: Systematic Literature Review of Primary‒Secondary Transitions: International Research","authors":"D. Jindal‐Snape, E. Hannah, Dianne Cantali, William D. Barlow, S. MacGillivray","doi":"10.1002/rev3.3198","DOIUrl":"https://doi.org/10.1002/rev3.3198","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85955343","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The experience of bereavement is common for children. Often coming unexpectedly, death interrupts everyday life and a child’s reality becomes a social, emotional and developmental world of chaos. The potential impact of the death is highly unpredictable and complicated. There is no doubt, however, that the experience can be very memorable and stressful. Approximately 112 children are newly bereaved each day in the United Kingdom (Childhood Bereavement Network, n.d.); and, that only reflects those aged 0-17 who experience the death of a parent. Children will grieve deeply as they encounter many uncontrollable changes in, but not limited to: family structure; family finances; geographical location; school; friendships; academic competency; perspectives on life; and love and security. The impact a death is having on a child can relate to behaviour and academic performance, as well as having serious implications on physical and mental health (Funk, Jenkins, Astroth, Braswell and Kerber, 2018; Holland, 2008; Schlozman, 2003). Whether it’s the death of a parent, brother, sister, friend, grandparent or other loved one, what truly matters is how the child is feeling and how they are supported. Bereavement may impact adversely over the medium and long term (Holland and Wilkinson, 2015); grief is an ongoing process (Mannarino and Cohen, 2011). Many people will offer their sympathy to children and families - expecting that time will allow them to 'get over it' and 'move on'. However, similar to adults, children learn to live with loss. The death becomes a part of who they are as they adapt to a new life without their loved one. When grieving, children require those around and close to them to help them cope. As a significant part of a child's life, this includes teachers and staff within schools. Yet, research does suggest that practitioners need support in approaching death and dying in the classroom. This review explores the literature on approaches used to support children who are bereaved. The intended audiences for this article are teachers, policy-makers, scholars and any other professionals who may work with bereaved children. The eight emergent themes that were identified in this study are not necessarily what adults think is best for bereaved children – but the evidence captures the voices of children who have directly experienced death and is a reflection on how they were (or were not) supported. Adults do have a key role in supporting children experiencing grief and this article outlines how this can be approached in a sensitive, meaningful and hopeful way.
丧亲之痛对孩子来说是很常见的。死亡往往突如其来，打断了孩子的日常生活，孩子的现实生活变成了一个混乱的社会、情感和发展世界。死亡的潜在影响是高度不可预测和复杂的。然而，毫无疑问，这种经历是非常难忘和紧张的。在英国，每天大约有112名儿童新近失去亲人(儿童丧亲网络，无日期);而且，这只反映了那些0-17岁经历父母死亡的人。当孩子们遇到许多无法控制的变化时，他们会深感悲痛，但不限于:家庭结构;家庭财务状况;地理位置;学校;的友谊;学术能力;对生活的看法;还有爱和安全感。死亡对孩子的影响可能与行为和学习成绩有关，也可能对身心健康产生严重影响(Funk, Jenkins, Astroth, Braswell和Kerber, 2018;荷兰,2008;Schlozman, 2003)。无论是父母、兄弟、姐妹、朋友、祖父母还是其他亲人的去世，真正重要的是孩子的感受以及他们如何得到支持。丧亲之痛可能会对中期和长期产生不利影响(Holland和Wilkinson, 2015);悲伤是一个持续的过程(Mannarino and Cohen, 2011)。许多人会对孩子和家庭表示同情，希望时间能让他们“克服”并“继续前进”。然而，和成年人一样，孩子们也要学会接受失去。当他们适应没有亲人的新生活时，死亡成为他们的一部分。当悲伤时，孩子们需要周围和亲近的人帮助他们应对。作为儿童生活的重要组成部分，这包括学校的教师和工作人员。然而，研究确实表明，从业者在课堂上面对死亡和死亡时需要支持。本综述探讨了用于支持失去亲人的儿童的方法的文献。本文的目标读者是教师、政策制定者、学者和任何其他可能与丧亲儿童打交道的专业人士。在这项研究中确定的八个新兴主题不一定是成年人认为对失去亲人的孩子最好的，但证据抓住了直接经历过死亡的孩子的声音，并反映了他们是如何得到(或没有得到)支持的。成年人在支持孩子们经历悲伤的过程中确实扮演着关键的角色，这篇文章概述了如何以一种敏感、有意义和充满希望的方式来处理这一问题。
{"title":"Context and Implications Document for: Death and Dying: A Systematic Review into Approaches Used to Support Bereaved Children","authors":"D. Duncan","doi":"10.1002/rev3.3194","DOIUrl":"https://doi.org/10.1002/rev3.3194","url":null,"abstract":"The experience of bereavement is common for children. Often coming unexpectedly, death interrupts everyday life and a child’s reality becomes a social, emotional and developmental world of chaos. The potential impact of the death is highly unpredictable and complicated. There is no doubt, however, that the experience can be very memorable and stressful. Approximately 112 children are newly bereaved each day in the United Kingdom (Childhood Bereavement Network, n.d.); and, that only reflects those aged 0-17 who experience the death of a parent. Children will grieve deeply as they encounter many uncontrollable changes in, but not limited to: family structure; family finances; geographical location; school; friendships; academic competency; perspectives on life; and love and security. The impact a death is having on a child can relate to behaviour and academic performance, as well as having serious implications on physical and mental health (Funk, Jenkins, Astroth, Braswell and Kerber, 2018; Holland, 2008; Schlozman, 2003). Whether it’s the death of a parent, brother, sister, friend, grandparent or other loved one, what truly matters is how the child is feeling and how they are supported. Bereavement may impact adversely over the medium and long term (Holland and Wilkinson, 2015); grief is an ongoing process (Mannarino and Cohen, 2011). Many people will offer their sympathy to children and families - expecting that time will allow them to 'get over it' and 'move on'. However, similar to adults, children learn to live with loss. The death becomes a part of who they are as they adapt to a new life without their loved one. When grieving, children require those around and close to them to help them cope. As a significant part of a child's life, this includes teachers and staff within schools. Yet, research does suggest that practitioners need support in approaching death and dying in the classroom. This review explores the literature on approaches used to support children who are bereaved. The intended audiences for this article are teachers, policy-makers, scholars and any other professionals who may work with bereaved children. The eight emergent themes that were identified in this study are not necessarily what adults think is best for bereaved children – but the evidence captures the voices of children who have directly experienced death and is a reflection on how they were (or were not) supported. Adults do have a key role in supporting children experiencing grief and this article outlines how this can be approached in a sensitive, meaningful and hopeful way.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84119008","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patriann Smith, Tala Michelle Karkar Esperat, J. Varner, A. Nigam, Beverly Finch
{"title":"Context and Implications Document for: “Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms”","authors":"Patriann Smith, Tala Michelle Karkar Esperat, J. Varner, A. Nigam, Beverly Finch","doi":"10.1002/rev3.3189","DOIUrl":"https://doi.org/10.1002/rev3.3189","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77198266","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Patriann Smith, Tala Karkar, J. Varner, A. Nigam, Beverly Finch
{"title":"Making Visible Awareness in Practice: Literacy Educators in Diverse Classrooms","authors":"Patriann Smith, Tala Karkar, J. Varner, A. Nigam, Beverly Finch","doi":"10.1002/rev3.3190","DOIUrl":"https://doi.org/10.1002/rev3.3190","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74619173","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Benjamin Bolden, Christopher DeLuca, T. Kukkonen, Suparna Roy, J. Wearing
{"title":"Context and Implications Document for: Assessment of Creativity in K‐12 Education: A Scoping Review","authors":"Benjamin Bolden, Christopher DeLuca, T. Kukkonen, Suparna Roy, J. Wearing","doi":"10.1002/rev3.3187","DOIUrl":"https://doi.org/10.1002/rev3.3187","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83267976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The Effectiveness of Pre‐sessional EAP Programmes in UK Higher Education: A Review of the Evidence","authors":"William S. Pearson","doi":"10.1002/rev3.3191","DOIUrl":"https://doi.org/10.1002/rev3.3191","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75509146","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Variables Related to Academic Help‐Seeking Behaviour in Higher Education – Findings from a Multidisciplinary Perspective","authors":"Madeleine Bornschlegl, K. Meldrum, N. Caltabiano","doi":"10.1002/rev3.3196","DOIUrl":"https://doi.org/10.1002/rev3.3196","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77242467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Background: Supporting, caring for and working with bereaved children is both daunting and challenging, yet not much is known about how schools can help children to cope with death and dying. The main objective of this study was to identify approaches used to support children who are grieving and explore implications for teachers. The use of retrospective autoethnography sets out this review as a practitioner enquiry-based project. Methods: A systematic review of literature involving school-aged children was undertaken. The focus of these studies was on approaches – viewed by children, parents and teachers – which helped children cope having recently been bereaved. The studies all relate to children aged 3-18. Four databases were searched up to and including Spring 2019: British Education Index; Child Development & Adolescent Studies; ERIC; and PsycINFO. The included studies were analysed using a qualitative enquiry model which draws on metaethnography. Results: Abstracts and titles were examined of seven hundred and sixty-five articles. Following the selection process, 15 studies were included. All of the studies were peer-reviewed, published after 2000 and used qualitative methods of data collection (interviews, ethnographies, a case-study and observations). Encouraging children to openly communicate, find comfort in various ways and express emotion regularly were the most common approaches. Conclusion: The results indicate that if approaches are taken, children can feel supported during a challenging and fearful time in their lives. Future research is required on the effects of specific teacher-led approaches in schools.
{"title":"Death and dying: A systematic review into approaches used to support bereaved children","authors":"D. Duncan","doi":"10.1002/rev3.3193","DOIUrl":"https://doi.org/10.1002/rev3.3193","url":null,"abstract":"Background: Supporting, caring for and working with bereaved children is both daunting and challenging, yet not much is known about how schools can help children to cope with death and dying. The main objective of this study was to identify approaches used to support children who are grieving and explore implications for teachers. The use of retrospective autoethnography sets out this review as a practitioner enquiry-based project. Methods: A systematic review of literature involving school-aged children was undertaken. The focus of these studies was on approaches – viewed by children, parents and teachers – which helped children cope having recently been bereaved. The studies all relate to children aged 3-18. Four databases were searched up to and including Spring 2019: British Education Index; Child Development & Adolescent Studies; ERIC; and PsycINFO. The included studies were analysed using a qualitative enquiry model which draws on metaethnography. Results: Abstracts and titles were examined of seven hundred and sixty-five articles. Following the selection process, 15 studies were included. All of the studies were peer-reviewed, published after 2000 and used qualitative methods of data collection (interviews, ethnographies, a case-study and observations). Encouraging children to openly communicate, find comfort in various ways and express emotion regularly were the most common approaches. Conclusion: The results indicate that if approaches are taken, children can feel supported during a challenging and fearful time in their lives. Future research is required on the effects of specific teacher-led approaches in schools.","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77602600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Context and Implications Document for: Concretising Design Thinking: A Content Analysis of Systematic and Extended Literature Reviews on Design Thinking and Human‐Centred Design","authors":"Fredrick W. Baker, S. Moukhliss","doi":"10.1002/rev3.3185","DOIUrl":"https://doi.org/10.1002/rev3.3185","url":null,"abstract":"","PeriodicalId":21314,"journal":{"name":"Revista De Educacion","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73790401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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