Bubble Trouble     

Carol Iannone 《Academic Questions》2011,24(3):258-261

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Catholic in Name Only     

Anne Hendershott 《Academic Questions》2011,24(3):376-383

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Decoding general relativity     

Daniel Kennefick 《Metascience》2011,20(1):91-93

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Concepts and interests in twentieth-century health policy     

Cecily Hunter 《Metascience》2016,25(1):71-74

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Eugenics: Then and now     

Staffan Müller-Wille 《Metascience》2011,20(2):347-349

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You Say “Myth” Like It’s a Bad Thing     

Christopher Hamlin 《Science & Education》2017,26(1-2):191-193

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<Emphasis Type="Bold">October’s</Emphasis><Emphasis Type="BoldItalic">Sumerki</Emphasis>     

David Randall 《Academic Questions》2017,30(3):365-370

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Erratum to: Who Benefits Most from a University Degree?: A Cross-National Comparison of Selection and Wage Returns in the US,UK, and Germany     

Renee Reichl Luthra  Jennifer Flashman 《Research in higher education》2017,58(8):879-879

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Clayton Childress: Under the Cover: The Creation,Production, and Reception of a Novel     

David Emblidge 《Publishing Research Quarterly》2017,33(4):497-499

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University Admissions and the Prediction of Degree Performance: an Analysis in the Light of Changes to the English Schools’ Examination System     

Ron Johnston  David Manley  Kelvyn Jones  Richard Harris  Anthony Hoare 《Higher Education Quarterly》2016,70(1):24-42

The United Kingdom's Department for Education has recently changed the nature of the AS‐level examinations normally taken by students aspiring to enter higher education degree courses one year into their post‐compulsory education. In the face of protests from universities and other institutions that this would both harm students’ progression towards the A‐level qualifications, on which entry to English universities is normally based, and make it difficult for universities determining which of their applicants were best placed to benefit from their degree courses, the Department conducted research which it claimed showed that degree outcome could be predicted as well from the results of GCSE examinations taken one year before AS‐levels as from AS‐levels themselves. This paper critiques those analyses and their conclusions showing, through a re‐analysis and extended interpretation of the Department's data, that AS‐levels provide a more reliable predictor of degree performance in 2011 than GCSEs and that many students who performed better at AS‐level than at GCSE gained a place, and performed well, at a university with high entrance standards.  相似文献