Changing boards: investigating the effects of centres changing their specifications for English GCSE     

Eva Malacova 《Curriculum Journal》2013,24(1):27-35

The awarding bodies and their regulator carry out research to maintain the equivalence of examination standards. However, some criticisms remain, suggesting that examination boards may be lowering standards in specifications (syllabuses) in order to attract more centres (schools or colleges). This article reports our investigations on whether centres that decide to change their specifications do so to a specification with a higher percentage of candidates achieving grade C and above, based on the argument that such specification is easier. Using GCSE English data for the years 2000–2003, we show that there is insufficient evidence for this assumption; instead, alternative explanations may be more plausible. We then consider whether centres that changed their specifications improve their mean level of performance more than centres that did not change. There was not enough evidence for this second assumption either.  相似文献   

A deliciously accessible introduction to quantum mechanics     

Benjamin Eva 《Metascience》2017,26(2):251-255

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Frauenquoten im Universitätsrecht – erste Erfahrungen nach der UG-Novelle 2009     

Eva Schulev-Steindl 《Zeitschrift für Hochschulrecht, Hochschulmanagement und Hochschulpolitik: zfhr》2010,9(3):67-76

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Development and initial validation of a questionnaire to assess the reading beliefs of undergraduate students: the Cuestionario de Creencias sobre la Lectura          下载免费PDF全文

Eva Lordán  Isabel Solé  Francesc S. Beltran 《Journal of Research in Reading》2017,40(1):37-56

The aim of this research was to develop a new questionnaire for exploring the reading beliefs of undergraduate students, because the only currently available instrument has conceptual and methodological limitations. The paper describes the process of developing the instrument and presents a range of psychometric data obtained from a sample of 558 Spanish undergraduates who were in the first or final year of a degree programme in psychology, language and literature or engineering. The results provide evidence of the psychometric quality of items and reveal a dual structure of two and six factors, both obtained through exploratory and/or confirmatory factor analyses. Adequate reliability based on internal consistency of the factors was also demonstrated. As a measure of criterion validity, differences in reading beliefs by gender, academic year and knowledge area were also explored. The findings support the psychometric adequacy of this new instrument developed through an exploratory piece of research. Overall, the process of constructing the instrument and the results from this study provide a framework for research and intervention, in addition to presenting a tool that both researchers and teaching staff could use in the context of reading and reading comprehension.  相似文献   

Approaches to teaching in thematic work: early childhood teachers’ integration of mathematics and art     

Camilla Björklund  Eva Ahlskog-Björkman 《International Journal of Early Years Education》2017,25(2):98-111

Thematic work that integrates different knowledge areas is considered suitable for developing young children’s knowledge and skills in early childhood education. This paper reports evidence from a survey of early childhood teachers’ work with mathematics and art integrated in thematic work. In this study, we aim to explore how teachers perceive mathematics learning and teaching integrated with art. Data for analysis were collected from a questionnaire answered by 27 early childhood teachers from Finland and Sweden. Influenced by a sociocultural theoretical framework, the analysis concerns the teachers’ expressed goals for learning and their strategies for achieving these goals. The analysis reveals qualitatively different approaches to the learning goals addressed by the teachers – process-oriented, product-oriented, development-oriented and providing awareness – which, respectively, seem to generate different meanings of mathematical learning integrated with art. This study offers an overview of teachers’ approaches to teaching mathematics and art in thematic work, and of how different approaches may influence what mathematical meaning is offered to children to explore.  相似文献   

Does First Sex Really “Just Happen?” A Retrospective Exploratory Study of Sexual Debut Among American Adolescents     

Lisa D. Lieberman  Eva S. Goldfarb  Samantha Kwiatkowski  Paul Santos 《American journal of sexuality education》2017,12(3):237-256

First sex marks a significant transition for most adolescents, yet teens often report that it was unplanned. Seventy-four college students participated in exploratory focus groups about their first sex. Although initially asked whether their first sex was spontaneous or planned, many participants revealed evidence of forethought or anticipation, signifying a third option, anticipation. This study suggests that the development and timing of sexual health messages should build on the apparent, albeit often unacknowledged, planning and thought that accompany the transition to first sex. Specifically, during the time immediately preceding first sex, young people might be particularly open to such messages.  相似文献   

Perspectives on Conceptualizing Developmentally Appropriate Sexuality Education     

Sara Silvério Marques  Eva S. Goldfarb  Julianna Deardorff  Norman A. Constantine 《American journal of sexuality education》2017,12(1):35-54

Despite recognition of the importance of a developmentally appropriate approach to sexuality education, there is little direct guidance on how to do this. This study employed in-depth interviews with experienced sexuality educators and developers of sexuality education materials to identify how this concept is understood and applied in the field. Developmentally appropriate sexuality education was conceptualized consistently across interviews to include (a) addressing developmentally relevant topics, (b) adapting content to cognitive development, (c) accommodating developmental diversity, and (d) facilitating the internalization of sexual health messages. However, these views fell short of incorporating the breadth of knowledge offered by adolescent development research.  相似文献   

The direct and indirect effect of motivation for learning on students' approaches to learning through the perceptions of workload and task complexity     

Eva Kyndt  Filip Dochy  Katrien Struyven  Eduardo Cascallar 《高等教育研究与发展》2011,30(2):135-150

The present study investigates the direct and indirect influence of motivation for learning, as understood by the self‐determination theory, on students' approaches to learning. Concerning the direct influence of motivation, results show that autonomous motivation is positively related to a deep approach to learning and negatively to a surface approach. Motivation also has an indirect effect on students' approaches to learning through the perceptions of workload and task complexity, in particular through the perception of a lack of information. The greater the extent to which students are autonomously motivated, the less they perceive that they have a lack of information and the less they are inclined to adopt a surface approach to learning.  相似文献   

Yup’ik Cosmology to School Mathematics: The Power of Symmetry and Proportional Measuring     

Jerry Lipka  Dora Andrew–Ihrke  Eva Evelyn Yanez 《Interchange》2011,42(2):157-183

This article shows how Yup’ik cosmology, epistemology, and everyday practice have implications for the teaching of school mathematics. Math in a Cultural Context (MCC) has a long–term collaborative relationship with Yup’ik elders and experienced Yup’ik teachers. Because of this long–term ethnographically–oriented relationship, the authors – both insiders and an outsider – have been able to understand the mathematical implications of everyday Yup’ik practice. As the article demonstrates, body proportional measuring and symmetry/splitting are two generative solution strategies used by Yup’ik elders in solving everyday problems. We argue that proportional measuring coupled with symmetry/splitting can provide school mathematics with an alternative pathway to the teaching of some aspects of geometry and rational number reasoning.  相似文献   

Risk factors and protective factors in relation to subjective health among adult female victims of child sexual abuse     

Jonzon E  Lindblad F 《Child abuse & neglect》2006,30(2):127-143

OBJECTIVE: To investigate the relationships between risk and protective factors and health outcome in a sample of adult females who had been victims of child sexual abuse. METHOD: Both person- and variable-oriented analyses were applied to questionnaire data from a non-clinical group of women (n = 152) reporting sexual abuse during childhood. RESULTS: Six groups with different patterns of risk and protective factors were found by cluster analysis. Two groups (Good Coping and Support Compensation) had significantly better health than expected in spite of severe abuse. Self-esteem and social support were strong predictors of health in the regression models. CONCLUSION: The relationships between risk and protective factors and health may be different in different groups of victims of child sexual abuse. Self-esteem was closely related to health outcome displaying the importance of this concept in clinical practice. Availability of resources seems to be more important for health outcomes than the amount of risk factors.  相似文献