Television and Preadolescents’ Objectified Dating Script: Consequences for Self- and Interpersonal Objectification     

Ann Rousseau  Steven Eggermont 《Mass Communication and Society》2018,21(1):71-93

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Introduction from Your New Editors     

Philip Rosenbaum  Ryan D. Weatherford 《Journal of College Student Psychotherapy》2016,30(2):77-78

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Count Me In! Ideas for Actively Engaging Students in the Inclusive Classroom – By Michael Shevlin and Richard Rose     

David Ryan 《Support for Learning》2011,26(1):43-43

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International trends and national contexts in religious education     

Vivienne Marie Baumfield 《British Journal of Religious Education》2015,37(1):1-3

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The value of intellectual styles     

Ceri Ann Roberts 《Educational Psychology in Practice》2018,34(3)

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A Meta-Analysis of Single-Case Research on Mathematics Word Problem-Solving Interventions for English Learners with Learning Disabilities and Mathematics Difficulties     

Qingli Lei  Rose A. Mason  Yan Ping Xin  John L. Davis  Marie David  Catharine Lory 《Learning disabilities research & practice》2020,35(4):201-217

This single-case meta-analysis is the first to provide a quantitative synthesis of the published literature on mathematics word problem-solving intervention studies for English learners with learning disabilities and mathematics difficulties. A total of ten single-subject studies were included for analysis. The current study investigated the magnitude of the effect of mathematics interventions targeting the improvement of students’ mathematics word problem-solving performance, and analyzed variables that moderated this effect. Results indicate a moderate overall effect size of 0.81 (95% CI [0.71, 0.90]) on word problem-solving performance for English learners with learning disabilities and mathematics difficulties. Moderator variables such as the implementer of the interventions, instructional focus, and word problem-solving content significantly moderated the mathematics intervention effects.  相似文献   

Editorial Statement     

Ryan Flessner 《The Educational forum》2017,81(1):1-2

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Between a rock and a hard place? The dilemma of the religious educator     

Vivienne Marie Baumfield 《British Journal of Religious Education》2017,39(2):119-121

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Science textbooks for lower secondary schools in Brunei: issues of gender equity     

Ann G. Elgar 《International Journal of Science Education》2013,35(7):875-894

This paper is concerned with issues affecting equity in science education for girls and boys. In the paper the results of an investigation into the recently published (1998–2000) series of textbooks entitled Lower Secondary Science for Brunei Darussalam are presented. In the first part of the paper, background issues of continuing gender inequality in science education and of the nature and scope of textbook analyses are outlined. Then the representation of males and females in both illustrations and text in the Bruneian textbooks is discussed. From this analysis a picture emerges of the extent to which science is portrayed as a pursuit of equal appropriateness for both boys and girls. The paper concludes with a consideration of the implications of the findings presented within the wider context of gender and education in Brunei.  相似文献   

Assessment in special schools: national early assessment procedures and pupils attending special schools in England     

Ann Lewis  Geoff Lindsay  Emma Phillips 《欧洲特需教育杂志》2013,28(2):141-153

An implicit assumption that fostering inclusion means having shared systems encompassing the needs of all children is evident in many aspects of policy development over the past decade. Reflecting this, the implementation of ‘baseline assessment’ schemes (i.e. testing at around age 5 years) is a statutory requirement on all state-maintained special and mainstream schools in England since 1998. Our argument is that the enthusiasm for commonality has obscured the need to question the value and validity of baseline assessment schemes for children with special educational needs (and possibly some others such as children having English as an additional language). We illustrate this position with reference to data from our recent study on baseline assessment in England. The study encompassed survey data from a national sample of 982 schools, of which 107 were special schools. Between them, these special schools used 42 different baseline assessment schemes. Comparisons between our mainstream and special school respondents indicated that there were similarities in the nature and perceived value of the schemes used. However, special schools were less satisfied with their schemes. We suggest that a reappraisal of the nature and purpose of baseline assessment for pupils with special educational needs warrants greater critical debate. Without this, there is a danger that a stress on commonality, veiling an inclusion orthodoxy, will ultimately be counterproductive.  相似文献