Preface: Anne Jordan—Robbie Case Memorial Award Winner

Anne Jordan: Robbie Case Memorial Award Winne

Supporting At-Risk Learners: Introduction

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Enabling Outcomes for Students with Developmental Disabilities through Collaborative Consultation

Collaborative consultation has been widely adopted in school-based occupational therapy practice; however, limited research has examined how collaboration between educators and occupational therapists contributes to students’ outcomes. The purpose of this study was to describe the nature of collaborative working in two cases of school-based occupational therapy service delivery. This paper reports a cross-case analysis, comparing findings about the nature of a joint effort in each case study to identify workplace practices that facilitated educator-occupational therapist collaboration. Ethnographic case study methods (Stake, 1995; Wolcott, 2008) and socio-cultural activity theory (SCAT; Engeström, 2001) were used to examine multiple perspectives concerning school-based occupational therapy collaborative consultation for two students with developmental disability in one region of Ontario, Canada. Cross-case analysis (Stake, 2006) facilitated examination of the similarities and differences in teamwork. Specific ways that educator-occupational therapist collaboration can be facilitated were identified in three areas: (a) focus for educational programming; (b) communication practices; and (c) leadership practices of educators. SCAT provided a robust framework for describing the depth, quality, and context of interactions from multiple stakeholder perspectives. As such, this research contributes to the development of theoretical and empirical perspectives on the processes of collaborative working and the relationship of these processes to outcomes

Work-based Learning for Adolescentswith Learning Disabilities:Creating a Context for Success

This paper describes cases of two adolescents with learning disabilities working in automotive repair businesses as part of a workbased education program. Neither adolescent was judged to have been successful by the workplace supervisors. The frameworks chosen for analyzing these cases draw upon recent work in selfdetermination, workplace learning, and negotiating accommodations for workers with disabilities. Data for the qualitative cases consist of interviews and detailed observations. Analysis, using a contextualist perspective, provides descriptions of the contexts for the two co-operative education placements and yields four themes that appear central to success in work-based education experiences for adolescents with learning disabilities: negotiating accommodations, routines, expectations, and preparation

Work-Based Education as a Pathway to Resilience

The purpose of this study was to explore the potential of work-based education (WBE) as a pathway for enhancing resilience among youth-at-risk for disengaging from school. For students who have experienced traditional academic school as an adverse context, the decision to pursue an alternative path to high school completion, for example WBE, can be interpreted as agentic. We propose that WBE may have the requisite features of an educational context that fosters resilience in at-risk youth. We used a multipleperspective case study method involving three young people in their final stages of secondary school. The students were the focal participants in each case. Each was interviewed and observed on multiple occasions. We interviewed teachers and workplace supervisors associated with each student for additional perspectives. Cases were analyzed individually, followed by cross-case analyses utilizing a resilience framework. Our study revealed evidence that for the three youth we studied, WBE had many elements that appear to enhance resilience in a way that academic programs did not. WBE kept these students engaged in the school context and contributed to the eventual successful completion of secondary school for all three. Choosing WBE as a pathway to secondary school completion can be an agentic act by at-risk youth to achieve graduation. Engagement in WBE also appears to enhance resilience. WBE may foster resilience in at-risk youth, who despite academic adversity, progress to completion. Graduation from secondary school is frequently identified as a positive outcome and a predictor of success in productive occupation and adult life

Academic Resilience: A Retrospective Study of Adults With Learning Difficulties

This article reports qualitative analyses of two sets of retrospective interviews with adults with learning difficulties. The purpose of the study was to examine the high school experiences of these adults from a holistic perspective to understand possible factors that contributed to one group staying in school and the other group leaving school early. One set of interviews was conducted with adults who had returned to complete high school at an adult learning center (the late successful group). The second set of interviews was conducted with the early successful group, adults who had completed high school during adolescence. Interview questions focused on interests, friends, and general aspects of the high school experience. Analyses yielded three themes: intrapersonal support, interpersonal support, and institutional support. These data suggest that schools might act in a number of ways to counter the high rate of early leaving by adolescents with learning disabilities, including building strong teacher-student relationships, using students' interests to develop curricula and structured activities, and fostering a sense of purpose.Cet article expose deux analyses qualitatives de deux séries d'entrevues rétrospectives auprès d'adultes présentant des difficultés d'apprentissage. Le but de l'étude consistait à examiner, dans une perspective holistique, les expériences qu'avaient vécues ces adultes quand ils étaient au secondaire, pour ensuite déterminer si des facteurs avaient influencé le fait que certaines personnes étaient restées à l'école alors que d'autres avaient décroché. Une série d'entrevues a été effectuée auprès d'adultes qui avaient repris leurs études secondaires dans un institut d'apprentissage pour adultes (le groupe de diplômés tardifs). La deuxième série d'entrevues a eu lieu auprès d'adultes ayant terminé l'école secondaire alors qu'ils étaient adolescents dégroupe de diplômés précoces). Les questions d'entrevues portaient sur les intérêts, les amis et les aspects généraux de leur expérience à l'école secondaire. Trois thèmes sont ressortis des analyses: l'appui intrapersonnel, l'appui interpersonnel et l'appui institutionnel. Ces données donnent à penser que les écoles pourraient intervenir de diverses façons pour contrer le taux élevé de décrochage chez les adolescents ayant des difficultés d'apprentissage. Parmi ces stratégies notons la création de rapports solides entre les enseignants et les élèves, le développement de programmes d'études et d'activités structurées basés sur les intérêts des élèves et le fait de favoriser des buts bien précis

“The First Day He Kicked Shoes at Me, the Last Day He Brought Me a Picture of Himself”: Investigating the Practicum Experiences of Pre-service Teachers

The purpose of this study was to describe the ways in which the experiences gained during practica influence the developing self-efficacy of Canadian pre-service teachers for teaching in inclusive classrooms. Questionnaires were issued to participants in teacher education programs at 11 universities across Canada, and the data were subjected to content analysis. Several themes that emerged from the participant responses were found to be influential in pre-service teachers’ feelings of efficacy, with behaviour management having the greatest influence, regardless of whether participants felt successful or challenged. Academic outcomes, relationships with students, and other school adults as resources were also identified as themes influencing pre-service teachers’ feelings of success and challenge in practica. The data revealed attitudes and beliefs about inclusion and the impact these may have on teacher efficacy. Several elements can positively influence teacher efficacy including the ability to identify and utilize instructional and personnel resources, the ability to form supportive professional relationships with other school adults, and the ability to recognize achievement as it pertains to the individual rather than prescribed norms. As beliefs about self-efficacy are informed by enactive mastery experiences, vicarious experiences, physiological factors, and verbal persuasion, teacher preparation programs can foster teacher efficacy by encouraging the development of positive attitudes and equipping teachers with the skills they need

Plasmid origin of replication of herpesvirus papio: DNA sequence and enhancer function.

Herpesvirus papio (HVP) is a lymphotropic virus of baboons which is related to Epstein-Barr virus (EBV) and produces latent infection. The nucleotide sequence of the 5,775-base-pair (bp) EcoRI K fragment of HVP, which has previously been shown to confer the ability to replicate autonomously, has been determined. Within this DNA fragment is a region which bears structural and sequence similarity to the ori-P region of EBV. The HVP ori-P region has a 10- by 26-bp tandem array which is related to the 20- by 30-bp tandem array from the EBV ori-P region. In HVP there is an intervening region of 764 bp followed by five partial copies of the 26-bp monomer. Both the EBV and HVP 3' regions have the potential to form dyad structures which, however, differ in arrangement. We also demonstrate that a transcriptional enhancer which requires transactivation by a virus-encoded factor is present in the HVP ori-P