Correlation of inductive and deductive logical reasoning to college physics achievement     

Morris A. Enyeart  Dale Baker  Dave Vanharlingen 《科学教学研究杂志》1980,17(3):263-267

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Relative efficiency among South African universities: A data envelopment analysis     

Brian Taylor  Geoff Harris 《Higher Education》2004,47(1):73-89

Based on a sample of ten of the country's 21public universities, this article examines therelative efficiency of South Africanuniversities between 1994 and 1997 using DataEnvelopment Analysis. After outlining thenature and limitations of the technique, aseries of seven models were tested. Each used aconsolidation of the annual output of graduatesand research as the output variable and testedthis against various input variables. A highdegree of consistency and stability was found.Differences in efficiency during the four yearperiod were studied and the article concludeswith a discussion of four factors which appearcentral in explaining differences in efficiencybetween universities.  相似文献   

Changing their minds: the social dynamics of school leaders' learning     

Jenny Reeves Corresponding author  Eileen Turner  Brian Morris  Christine Forde 《Cambridge Journal of Education》2005,35(2):253-273

This paper questions whether a focus on individual development is appropriate when it comes to attempting to change professional practice. Based on a study of the conceptual development of candidates on the Scottish Qualification for Headship Programme (SQH), the paper examines evidence from detailed case studies of the learning of some of the students. These were constructed using the reflective commentaries written by the candidates at the end of each year and the outcomes of semi‐structured interviews to explore their experiences of the course and what they felt they had learned as a result. The evidence indicated that there was a complex dynamic involved in learning to change practice where the conceptual development of individuals was closely related to their experience of enacting new behaviours in the social setting of the workplace. The sense that candidates made of school leadership and management was shaped and embedded in their social experience. Change and development on their part was closely bound to the capacity and willingness to change on the part of others.  相似文献   

The vitality of institutions     

Brian Cane 《Higher Education》1984,13(4):451-459

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Nine years after child sexual abuse   总被引：7，自引：0，他引：7  

Swanston HY  Plunkett AM  O'Toole BI  Shrimpton S  Parkinson PN  Oates RK 《Child abuse & neglect》2003,27(8):967-984

OBJECTIVE: During 1988-1990, 103 children presented to Child Protection Units (CPU) at two children's hospitals in Sydney, Australia. Nine years later, the psychological adjustment of these young people (mean age=19.1 years, SD=3.4 years; range=14-25 years) was compared with that of non-abused young people of similar age and gender to assess group differences and examine potential risk factors. METHOD: At intake, data on the nature of the index sexual abuse, demographics and the family environment were collected by clinicians. A comparison group, of similar age and gender, was selected from schools in the catchment area of the CPUs. Six years after presentation for the abuse, records of the statutory child protection authority were checked to determine any further notifications for abuse and/or neglect. Nine years after intake, 49 of the abused young people and 68 of the non-abused young people and/or their parents were interviewed and assessed. RESULTS: The sexually abused young people performed more poorly than non-abused young people on psychometric tests of depression (p=.001), self-esteem (p<.001), anxiety (p<.001), behavior (Child Behavior Checklist: p=.01; Youth Self Report: p=.01; Young Adult Self Report: p<.001), and despair (p=.001). They were also more likely to have a history of bingeing (p=.002), self-inducing vomiting (p=.02), smoking cigarettes (p=.01), and using amphetamines (p=.002), ecstasy (p=.002) and cocaine (p=.004). Potential risk factors were in two groups, family and child. Family factors: family functioning, parental drug/alcohol problems, mother's sexual abuse history, mother's depression and socio-economic status. Child factors: despair and hopefulness, number of negative life events, ratings of their father's care, previous notifications for child sexual abuse and placements in out-of-home care by the statutory child protection authority. In the presence of other risk factors, child sexual abuse was a significant predictor of self-esteem, behavior and bingeing. CONCLUSIONS: Rather than focusing only on the individual's child sexual abuse, treatment may also need to address the family's functioning and the individual's feelings of despair.  相似文献   

Parental support, psychological control, and behavioral control: assessing relevance across time, culture, and method   总被引：1，自引：0，他引：1  

Barber BK  Stolz HE  Olsen JA 《Monographs of the Society for Research in Child Development》2005,70(4):1-137

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Worlds apart? A review of international surveys of educational achievement involving England: David Reynolds and Shaun Farrell. Office for Standards in Education, HMSO, London. 1996. ISBN 0 11 350085 8, 66 pp., £8.95     

Paul Morris 《International Journal of Educational Development》1997,17(4):475-476

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Hirsch and Dewey on democracy and education     

Brian Hendley 《Interchange》1989,20(1):53-60

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Editorial     

Betty Collis  Brian Samways 《Education and Information Technologies》1996,1(1):1-4

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The second deficit: An investigation of the independence of phonological and naming-speed deficits in developmental dyslexia     

Maryanne Wolf  Alyssa Goldberg O'Rourke  Calvin Gidney  Maureen Lovett  Paul Cirino  Robin Morris 《Reading and writing》2002,15(1-2):43-72

An increasing body of dyslexia researchdemonstrates, in addition to phonologicaldeficits, a second core deficit in theprocesses underlying naming speed. Thehypothesized independence of phonologicalawareness and naming-speed variables inpredicting variance in three aspects of readingperformance was studied in a group of 144severely-impaired readers in Grades 2 and 3. Stepwise regression analyses were conducted onthese variables, controlling for the effects ofSES, age, and IQ. Results indicated thatphonological measures contribute more of thevariance to those aspects of reading skill thatinvolve decoding or word attack skills;naming-speed measures contribute more to skillsinvolved in word identification. Subtypeclassification findings were equally supportiveof the independence of the two deficits: 19%of the sample had single phonological deficits;15% had single naming-speed deficits; 60% had double-deficits; and 6% could not be classified. The implications of these findingsfor diagnosis and intervention are discussed.  相似文献