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281.
Attitudes to sign languages or language policies are often not overtly discussed or recorded but they influence deaf young people's educational opportunities and outcomes. Two qualitative studies from Scotland investigate the provision of British Sign Language as accommodation in public examinations. The first explores the views of deaf pupils and staff about the official system for face-to-face interpretation of exam papers. The second investigates a centrally translated digital paper with embedded video questions. Discussion focuses on contrasts between the USA and UK approaches to accommodations, raising issues of standardized technical terms in signed languages, the right to respond in sign, and candidate choice. 相似文献
282.
Research in Higher Education - 相似文献
283.
Brock Laschowski Cameron C. Hopkins John R. de Bruyn Volker Nolte 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(1):76-86
The deflection of rowing oar shafts subjected to a static load was investigated. Two sets of sculling oars of different design stiffness were tested at three different lengths from 2.66 to 2.70 m. Loads up to 201 N were applied to the blade end of the oar shafts, and deflections were measured at six positions along the length of the shafts. The experimental results were compared with theoretical predictions obtained by modelling the oar shafts as homogenous end-loaded cantilever beams. The results show that the oar shafts are not uniform, in contradiction to the assumed model, but rather are most compliant near the sleeves and up to 80% stiffer towards the blades. The effect of oar shaft stiffness and length on the deflection angle at the blade end of the oar shaft was at most 1.18 ± 0.01°. The measured variation of stiffness along the shaft has implications for boat propulsion and rowing performance. 相似文献
284.
285.
Jamie M. Carroll David S. Yeager Jenny Buontempo Cameron Hecht Andrei Cimpian Pratik Mhatre Chandra Muller Robert Crosnoe 《Monographs of the Society for Research in Child Development》2023,88(2):7-109
When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:
- 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum?
- 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
- 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?