The reaction between hydrogen selenide,formaldehyde, and secondary amines     

Arthur H. Binz  Francis E. Reinhart  Harry C. Winter 《Journal of The Franklin Institute》1940,229(3):398

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BOOK REVIEWS     

Chris Francis  Chris Gayford 《Environmental Education Research》2008,14(1):91-95

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Memoir of Dr. Thomas P. Jones     

Francis Fowler 《Journal of The Franklin Institute》1890,130(1):1-7

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Certain points in the development and practice of modern American locomotive engineering     

Francis E. Galloupe 《Journal of The Franklin Institute》1877,103(2):106-113

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The simultaneous production of educational achievement and popularity: How do some pupils accomplish it?   总被引：3，自引：0，他引：3  

Becky Francis  Christine Skelton  Barbara Read 《British Educational Research Journal》2010,36(2):317-340

In spite of research showing that pupils—particularly boys—tend to experience tension between high academic achievement and popularity with peers at school, some pupils continue to maintain simultaneous production of both. This article focuses on a sample of 12–13 year‐old pupils, identified as high achieving and popular, to examine classroom subjectivities, with attention to their practices around gender and educational achievement. Data are drawn from a qualitative study funded by the Economic and Social Research Council, which involved observation of classes at nine different co‐educational state schools in England, and interviews with 71 high‐achieving pupils, including 22 that were identified as high achieving and popular. The study findings belie the notion that high‐achieving pupils necessarily jeopardise their social standing with classmates. However, it also demonstrates the importance of embodiment and even essential attributes in productions of subjectivity that successfully ‘balance’ popularity and achievement. Nevertheless, high‐achieving and popular pupils are shown to undertake significant identity work, employing particular gendered performances and practices in order to maintain this simultaneous production.  相似文献   

Randomizing multiple contingency components to decrease disruptive behaviors and increase student engagement in an urban second‐grade classroom     

Chele McKissick  Renee O. Hawkins  Francis E. Lentz  Jennifer Hailley  Shannon McGuire 《Psychology in the schools》2010,47(9):944-959

Disruptive behaviors displayed in the classroom interfere with learning by taking time away from academic instruction. This study investigated the effects of randomizing components within an interdependent group contingency for group disruptive behavior and engagement levels of 26 students in a second‐grade classroom in an urban Midwestern school. Using a multiple‐baseline‐across‐settings design, baseline levels of group disruptive behavior and engagement were compared to intervention levels across three different class periods. Results suggest that the intervention decreased levels of disruptive behavior and increased levels of student engagement. Benefits of randomizing components within an interdependent group contingency are discussed as well as limitations to this study and suggested areas of future research. © 2010 Wiley Periodicals, Inc.  相似文献   

Talking back to power: snowballs in hell and the imperative of insisting on structural explanations     

Becky Francis  Valerie Hey 《Gender and education》2009,21(2):225-232

This viewpoint explores and shares our experience of ‘doing’ feminism in the context of its apparent ‘demise’. We were recently invited to attend an event at the Cabinet Office, to ‘discuss the impact aspirations and expectations within the community have on the educational achievement of young people in deprived areas’. The seminar was entitled, ‘Expert Seminar with the Minister for the Cabinet Office: Community Aspirations and Educational Attainment’. Appalled, both at the grammar (!), and the deficit account implications underpinning the Cabinet Office Invitation, we made contact with one another, and agreed that we would attend the seminar with the specific intention of challenging this discursive premise. We seek to use this Viewpoint to reflect on the experience in relation to academic activism and ‘speaking back’, as well as to take the opportunity to re‐state a few of the key points that detonate the deficit discourse in relation to the educational attainment of working‐class pupils.  相似文献   

In Pursuit of School Ethos   总被引：2，自引：0，他引：2  

Caitlin Donnelly 《British Journal of Educational Studies》2000,48(2):134-154

The purpose of this paper is to examine the linkages and relationships between the officially prescribed school ethos and that which emerges from social interaction. Qualitative data drawn from one Grant-Maintained-Integrated and one Catholic primary school in Northern Ireland show how school ethos, defined as the observed practices and interactions of school members, often departs considerably from school ethos defined as those values and beliefs which the school officially supports. On the basis of the data it is argued that much of what we understand of school ethos is superficial and contradictory. With this in mind the paper concludes by presenting a new angle on ethos which, when taken in conjunction with the other perspectives, further enhances our understanding of how schools work.  相似文献   

Genre effects on higher education students' text reading for understanding     

Hazel Francis  Susan Hallam 《Higher Education》2000,39(3):279-296

This study provides empirical support for the proposalthat student learning in higher education is affectednot only by prior subject knowledge and by approachesto learning but also by ability to deal with textgenre. It first explores how 22 higher degreestudents on a course in education understood selectedtext extracts from different genres when reading attheir own pace under conditions expected to promotethorough understanding. After reading a text eachstudent wrote answers to a set of questions abouttheir reading and understanding of the text. Intape-recorded discussion with another reader of thesame text they then looked for similarities anddifferences between their responses. They laterreported on their feelings about the task and text. Understandings were found to vary between readers ofthe same text, difference being largely attributed bythe students to difficulty with the language andstructure of the texts in terms which pointed to thegenre. Considerable anxiety about difficulty anddifference in understanding was partly allayed throughdiscussion, but understanding was not much furthered. Most students felt that more work on the texts wouldbe fruitful.In a second part of the study a further 39 studentsfrom a new intake to the same course were asked abouttext types in their recommended and actual coursereading. The types they reported as most frequentlyrecommended were also felt to be the most difficultfor reasons to do with text genre. They were alsothose from which the earlier text extracts had beendrawn. Theoretical and practical issues arediscussed.  相似文献   

The Benefits of Growing Up in Rural England: A study among 13-15-year-old females     

Leslie J. Francis 《Educational studies》1999,25(3):335-341

A sample of 5535 Year 9 and Year 10 female pupils, aged between 13 and 15 years attending state-maintained secondary schools throughout England completed a scale of attitude toward their local area, together with the short form Junior Eysenck Personality Questionnaire. The data demonstrate that young people living in the countryside are more likely than young people living in other environments to perceive their local area as a safe place in which to live and grow.  相似文献