Debt: the reality of student life   总被引：1，自引：0，他引：1  

Peter McCarthy  Robin Humphrey 《Higher Education Quarterly》1995,49(1):78-86

During the 1980s, a political consensus developed concerning the need to increase participation in higher education (Walker and Wright, 1990). How to finance this increase, however, was a matter of contention. While successive Conservative governments demonstrated a commitment to increasing the number of students, this aim was subordinate to their central concern of controlling public expenditure, which meant they were not prepared to meet the cost of expansion totally from the public purse. As a consequence, alternative ways of financing students were introduced which, as this paper will demonstrate, have led to a higher education system subsidized by student debt.  相似文献   

An Examination of Change in Teacher Self-Efficacy Beliefs in Science Education Based on the Duration of Inservice Activities     

Roberts  J. Kyle  Henson  Robin K.  Tharp  Barbara Z.  Moreno  Nancy P. 《Journal of Science Teacher Education》2001,12(3):199-213

Journal of Science Teacher Education -  相似文献   

Rethinking the telecommunication infrastructure: The new “black box”     

Robin Mansell 《Research Policy》1990,19(6)

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Commonly done but not socially accepted? Phubbing and social norms in dyadic and small group settings     

Robin Leuppert 《Communication Research Reports》2020,37(3):55-64

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Teachers' education, classroom quality, and young children's academic skills: results from seven studies of preschool programs   总被引：10，自引：0，他引：10  

Early DM  Maxwell KL  Burchinal M  Alva S  Bender RH  Bryant D  Cai K  Clifford RM  Ebanks C  Griffin JA  Henry GT  Howes C  Iriondo-Perez J  Jeon HJ  Mashburn AJ  Peisner-Feinberg E  Pianta RC  Vandergrift N  Zill N 《Child development》2007,78(2):558-580

In an effort to provide high-quality preschool education, policymakers are increasingly requiring public preschool teachers to have at least a Bachelor's degree, preferably in early childhood education. Seven major studies of early care and education were used to predict classroom quality and children's academic outcomes from the educational attainment and major of teachers of 4-year-olds. The findings indicate largely null or contradictory associations, indicating that policies focused solely on increasing teachers' education will not suffice for improving classroom quality or maximizing children's academic gains. Instead, raising the effectiveness of early childhood education likely will require a broad range of professional development activities and supports targeted toward teachers' interactions with children.  相似文献   

Sex differences in adolescent depression: stress exposure and reactivity models     

Hankin BL  Mermelstein R  Roesch L 《Child development》2007,78(1):279-295

Stress exposure and reactivity models were examined as explanations for why girls exhibit greater levels of depressive symptoms than boys. In a multiwave, longitudinal design, adolescents' depressive symptoms, alcohol usage, and occurrence of stressors were assessed at baseline, 6, and 12 months later (N=538; 54.5% female; ages 13-18, average 14.9). Daily stressors were coded into developmentally salient domains using a modified contextual-threat approach. Girls reported more depressive symptoms and stressors in certain contexts (e.g., interpersonal) than boys. Sex differences in depression were partially explained by girls reporting more stressors, especially peer events. The longitudinal direction of effects between depression and stressors varied depending on the stressor domain. Girls reacted more strongly to stressors in the form of depression.  相似文献   

Supporting the education and well-being of children who are looked-after: what is the role of the virtual school?     

Drew  Helen  Banerjee  Robin 《European Journal of Psychology of Education - EJPE》2019,34(1):101-121

The Children and Families Act (2014) placed a statutory responsibility on local authorities in the UK to establish a virtual school headteacher with the role of championing the education of all children looked-after within that authority. The current research was designed to illuminate how virtual schools are currently supporting educational outcomes for children looked-after, not only through educational interventions, but also through supporting broader psychological factors that might impact on attainment such as attachment, relationships and mental health. Virtual school headteachers from 29 local authorities completed an online survey about the services they provided to three target groups—children looked-after, foster carers and schools—with a particular focus on the transition years from primary to secondary school, which have been identified as being a difficult time for children looked-after. Using inductive thematic analysis, four overarching themes to service provision were identified: enhanced learning opportunities, specific transition support, well-being and relationships, and raising awareness. Direct work, interprofessional working and the development of supportive environments, particularly guided by attachment theory, were identified as important areas of practice. Practice is discussed in relation to resilience and ecological systems theory and suggestions for future research are identified.

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Systems model and individual simulations of training strategies in elite short-track speed skaters     

Thibaut Méline  Ludovic Mathieu  Fabio Borrani  Robin Candau 《Journal of sports sciences》2019,37(3):347-355

This study aimed to evaluate the effect of simulated training strategies on performance potential in elite short-track speed skaters. Training load and field-based criterion performances from fifteen athletes (10 males, 5 females) were collected over a 3-month training period and the relationship between training loads and performance was computed with a variable dose-response model using a genetic algorithm. Individual simulations of tapers preceded or not preceded by an overload training (OT) were assessed. We obtained a significant correlation between actual and modelled performances (R² = 0.76 ± 0.07). Regarding model parameters, no significant difference was found between males and females but the time to recover performance tended to be lower in females. Simulations in which the taper parameters were free highlighted that an exponential or a step taper were the most effective for increasing performance compared to a linear taper (p < 0.05). Optimal exponential taper duration after OT was 10.7 ± 2.4d and the optimal load reduction was 75.9 ± 3.7%. OT intensity had the greatest influence on the predicted performance, followed by OT duration, taper decay, and to a lesser extent load reduction during taper and taper duration. Thus, a variable dose-response systems model allows the evaluation of different taper strategies and their potential effect on performance changes.  相似文献   

Learning disabled and emotionally disturbed: Will the labels affect teacher planning?     

C. Robin Boucher  Stanley L. Deno 《Psychology in the schools》1979,16(3):395-402

Teachers' conception and use of the terms “learning disability” and “emotional disturbance” was investigated in two studies to determine the implications for developing educational programs. In Study I, experienced teachers in a special education certification program categorized 106 child characteristics as LD, ED, or both LD and ED. In Study II, in-service teachers specified annual achievement goals and extent of regular class placement for the same child bearing either the LD or ED label. Results from Study I showed that the majority of child characteristics were considered by teachers to be relevant to either LD or ED labels. A subset of 23 characteristics was significantly related to one or the other label—LD characteristics representing academic and health/development areas, and ED characteristics representing psychological and behavioral areas. In Study II, teachers recalled the ED label significantly more often than the LD label, but did not specify significantly different goals or regular class participation for the child under the two labeling conditions. The findings support the conclusion that teachers can treat the LD and ED constructs as mutually exclusive when eligibility for special service is the decision, and as mutually inclusive when program-planning decisions are made.  相似文献   

Reviews of Educational Films     

Robin Brenneman Associate Editor for Educational Film Reviews 《Multicultural Perspectives》2016,18(4):206-208

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