Public perception of child sexual abuse: who is to blame?     

Daro D 《Child abuse & neglect》2002,26(11):1131-1133

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Season-of-birth bias in association football     

Simmons C  Paull GC 《Journal of sports sciences》2001,19(9):677-686

In this longitudinal study, we assessed the frequency of birth dates for boys selected for the Football Association National School. Birthdays were divided into three periods of the year: January to April, May to August and September to December. We compared data over a 5 year period and concluded that there is indeed a bias towards selecting older children. Furthermore, analysis of separate data revealed a shift of bias when comparing two different start dates, namely September and January. Our findings show that the youngest children from the January start date (born September to December) are selected significantly more often than the youngest children from the September start date (born May to August). Interestingly, even when the influence of body mass was reduced, the selection bias towards the older players remained.  相似文献   

HUMAN DEVELOPMENT: SOME CONDITIONS FOR ADULT FAITH AT AGE THIRTY     

Henry C. Simmons C.P. 《Religious education (Chicago, Ill.)》2013,108(6):563-572

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A Good Read: Which SEN Books do Primary School Teachers Find Influential     

Philip Garner  & Deborah Robinson 《British Journal of Special Education》2000,27(2):87-92

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The role of special schools for children with profound and multiple learning difficulties: is segregation always best?     

Ben Simmons  Phil Bayliss 《British Journal of Special Education》2007,34(1):19-24

The education of young people with profound and multiple learning difficulties continues to raise challenges and controversies. In this article, Ben Simmons, an ESRC funded PhD student and research assistant, and Phil Bayliss, programme director for the masters degree in special education and disability, both based in the School of Education and Lifelong Learning at the University of Exeter, describe their research into provision for pupils with profound and multiple learning difficulties in a special school in the south west of England. Their work, based in an interpretivist, qualitative approach, set out to illuminate issues relating to the inclusion of pupils with profound and multiple learning difficulties. The findings presented here suggest that the school, in spite of its strong reputation, struggled significantly to provide appropriate learning experiences for pupils with profound and multiple learning difficulties. Ben Simmons and Phil Bayliss discuss the need for improved staff development opportunities focused on enhancing current levels of knowledge and skills. They conclude by calling for a reappraisal of the established view that special schools necessarily provide the best learning environment for pupils with profound and multiple learning difficulties.  相似文献   

Data assemblages,sentient schools and digitised health and physical education (response to Gard)     

Deborah Lupton 《Sport, Education and Society》2015,20(1):122-132

Michael Gard raises some important issues in his opinion piece on digitised health and physical education (HPE) in the school setting. His piece represents the beginning of a more critical approach to the instrumental and solutionist perspectives that are currently offered on digitised HPE. Few commentators in education, health promotion or sports studies have begun to realise the extent to which digital data surveillance and analytics are now encroaching into many social institutions and settings and the ways in which actors and agencies in the digital knowledge economy are appropriating these data. Identifying what is happening and the implications for the concepts of selfhood, body and social relations, not to mention the more specific issues of privacy and the commercialisation and exploitation of personal data, requires much greater attention than these issues have previously received in the critical social research literature. While Gard has begun to do this in his article, there is much more to discuss. In this response, I present some discussion that seeks to provide a complementary commentary on the broader context in which digitised HPE is developing and manifesting. Whether or not one takes a position that is techno-utopian, dystopian or somewhere in between, I would argue that to fully understand the social, cultural and political resonances of digitised HPE, such contextualising is vital.  相似文献   

Harnessing health information to foster disadvantaged teens' community engagement,leadership skills,and career plans: a qualitative evaluation of the Teen Health Leadership Program     

Alla Keselman  Einas A. Ahmed  Deborah C. Williamson  Janice E. Kelly  Gale A. Dutcher 《Journal of the Medical Library Association》2015,103(2):82-86

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A Synthesis of the Effects of Correctional Education on the Academic Outcomes of Incarcerated Adults     

Deborah K. Reed 《Educational Psychology Review》2015,27(3):537-558

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Required Collaborative Work in Online Courses: A Predictive Modeling Approach          下载免费PDF全文

Marlene A. Smith  Deborah L. Kellogg 《Decision Sciences Journal of Innovative Education》2015,13(4):563-581

This article describes a predictive model that assesses whether a student will have greater perceived learning in group assignments or in individual work. The model produces correct classifications 87.5% of the time. The research is notable in that it is the first in the education literature to adopt a predictive modeling methodology using data collected via a designed experiment. All subjects experienced both a collaborative and an individual assignment, thus mitigating uncontrolled external factors in the measurement of differences in perceived learning. The exploratory nature of the work prompted the use of Partial Least Squares Regression for estimation. The work serves as an illustration of how predictive modeling might enlighten those in educational and academic settings.  相似文献   

Adult outcomes of sustained high-quality early child care and education: Do they vary by family income?     

Andres S. Bustamante  Eric Dearing  Henrik Daae Zachrisson  Deborah Lowe Vandell 《Child development》2022,93(2):502-523

Experimental research demonstrates sustained high-quality early care and education (ECE) can mitigate the consequences of poverty into adulthood. However, the long-term effects of community-based ECE are less known. Using the 1991 NICHD Study of Early Child Care and Youth Development (n = 994; 49.7% female; 73.6% White, 10.6% African American, 5.6% Latino, 10.2% Other), results show that ECE was associated with reduced disparities between low- and higher-income children's educational attainment and wages at age 26. Disparities in college graduation were reduced the more months that low-income children spent in ECE (d = .19). For wages, disparities were reduced when children from low-income families attended sustained high-quality ECE (d = .19). Findings suggest that community-based ECE is linked to meaningful educational and life outcomes, and sustained high-quality ECE is particularly important for children from lower-income backgrounds.  相似文献