排序方式： 共有61条查询结果，搜索用时 15 毫秒
31.
Steve Strand 《牛津教育评论》2013,39(2):223-245
There are long-standing achievement gaps in England associated with socio-economic status (SES), ethnicity and gender, but relatively little research has evaluated interactions between these variables or explored school effects on such gaps. This paper analyses the national test results at age 7 and age 11 of 2,836 pupils attending 68 mainstream primary schools in an ethnically diverse inner London borough. The groups with the lowest educational achievement and poorest progress were both Black Caribbean and White British low SES pupils. White British middle and high SES pupils made substantially more progress than White British low SES pupils, significantly increasing the SES gap over time. However low and high SES Black pupils made equally poor progress age 7–11. School effects on pupil progress were large, but there was no evidence of differential school effectiveness in relation to SES, ethnicity or gender. Low SES pupils in the more effective schools performed significantly better than high SES pupils in the less effective schools, but all pupils (both low and high SES) benefit from attending the more effective schools and so these schools do not eliminate the SES gap. The limits to change that may be achieved by schools alone are discussed. 相似文献
32.
Marte Høiby 《Journalism Practice》2020,14(1):67-83
ABSTRACTIn this study, I examine the perilous conditions facing Filipino journalists covering the Mindanao region, focusing on differences in threats and dangers faced by those who are local to the region and those parachuting in from Manila. Using a qualitative approach, I have conducted one group interview with two local and two non-local journalists, and five in-depth one-to-one interviews with journalists and expert sources, in 2017. The study additionally draws on interviews with fourteen Filipino journalists and editors from 2014. The journalists perceive that safety differ depending on whether they are local to the conflict they cover or not. Safety issues are significant for the ways in which they operate in the field and decisions they make. Extra-judicial killings and impunity for perpetrators committing crimes against journalists perpetuate dangerous conditions particularly for local journalists, while kidnapping for ransom is among the greatest threats perceived by non-local journalists. In situations which non-local journalists can retreat, their local counterparts stay behind and face reprisals. Ethics is imperative to safety particularly for local journalists. Safety training should be tailored to and differentiate between security challenges. Collaboration between local and non-local journalists may improve their safety altogether, but media organisations must adequately compensate both. 相似文献
33.
Marciana Popescu Virginia Strand Ineke Way Cheryl Williams-Hecksel Robert Abramovitz 《Journal of Teaching in Social Work》2017,37(1):36-54
Social workers encounter trauma in a majority of the populations they serve. It is therefore essential to train social work students to understand the impact of trauma, to assess trauma history and symptoms, and to effectively intervene with children and families. This article presents 3 qualitative research narratives that provide an in-depth analysis of factors contributing to successful implementation of an innovative trauma-informed educational model. The narratives identify common themes related to student knowledge and field readiness; personal and system context; organizational leadership; and vision, training, and partnerships/collaborations. 相似文献
34.
This article addresses how methodological approaches relying on video can be included in literacy research to capture changing literacies. In addition to arguing why literacy is best studied in context, we provide empirical examples of how small, head‐mounted video cameras have been used in two different research projects that share a common aim: understanding the complex ways in which literacy is a part of school practices. The complexity of literacy practices taking place in classrooms, where students draw on a number of texts for a variety of purposes and different literacy discourses co‐exist in the same setting, poses a serious challenge for those who wish to study literacy in educational settings. The methodology presented in this article is our attempt to meet this challenge. Our approach relies on using video equipment in innovative ways to capture multiple perspectives, involving research participants in the data collection process and the early stages of analysis, and analysing video data with digital coding software. These methods are combined to obtain a more systematic and detailed insight into the contexts in which literacy takes place. 相似文献
35.
This article investigates the relationship between grading fairness and university students’ dropout intentions. Our focus is on the extent to which students assess the grading procedures as fair from a procedural justice perspective. We distinguish between control-related and validity-related aspects of procedural justice. The fairness of grading procedures is incorporated into a rational choice model on educational decision-making. We theorize that students consider questions of procedural justice in determining their chances of success. Thus, unfair grading practices lead to an increased risk of the students developing dropout intentions. Further, we investigate the relationship between students’ socioeconomic characteristics and procedural justice. Data from the first wave of the CampusPanel are used (n = 1393). Results show that dropout intentions are significantly affected by evaluations of procedural justice. Further, there is evidence that students with low parental socioeconomic status as well as students with an immigrant background are especially prone to exhibit dropout intentions when confronted with low procedural justice. 相似文献
36.
Hartmut Ehrig und Martin Gro?e-Rhode 《Informatik - Forschung und Entwicklung》2001,16(2):110-117
Zusammenfassung. Der Softwareanteil in technischen Systemen bekommt einen immer h?heren Stellenwert. Für einen durchg?ngigen und wartbaren
Entwurf der Software sind Spezifikationstechniken erforderlich, die von ingenieurwissenschaftlichen Ablaufbeschreibungen bis
zu (objektorientierten) Softwaremodellen reichen. Wesentlich ist dabei, solche Techniken zu integrieren, um zu einem durchg?ngigen
Systemmodell zu gelangen. Dies ist Gegenstand des DFG-Schwerpunktprogramms „Integration von Techniken der Softwarespezifikation
für ingenieurwissenschaftliche An- wendungen”, in dem Ingenieure und Informatiker in vierzehn Forschungsprojekten gemeinsam
an der Entwicklung integrierter Methoden zur Softwarespezifkation vornehmlich in den Bereichen Produktionsautomatisierung
und Verkehrsleittechnik arbeiten. In diesem Artikel geben wir einen überblick über die Ergebnisse der ersten zwei Jahre des
Schwerpunktprogramms und dessen Ziele für den weiteren Verlauf von vier Jahren.
相似文献
37.
Steve Strand 《British Educational Research Journal》2011,37(2):197-229
This paper reports an analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students from the nationally representative Longitudinal Study of Young People in England. The mean attainment gap in national tests at age 14 between White British and several ethnic minority groups was large, more than three times the size of the gender gap, but at the same time only about one‐third of the size of the social class gap. Socioeconomic variables could account for the attainment gaps for Black African, Pakistani and Bangladeshi students, but not for Black Caribbean students. Further controls for parental and student attitudes, expectations and behaviours indicated minority ethnic groups were on average more advantaged on these measures than White British students, but this was not reflected proportionately in their levels of attainment. Black Caribbean students were distinctive as the only group making less progress than White British students between age 11 and 14 and this could not be accounted for by any of the measured contextual variables. Possible explanations for the White British–Black Caribbean gap are considered. 相似文献
38.
Who benefits from homework assignments? 总被引：1，自引：0，他引：1
Marte Rønning 《Economics of Education Review》2011,30(1):55-64
Using Dutch data on pupils in elementary school this paper is the first empirical study to analyze whether assigning homework has a heterogeneous impact on pupil achievement. Addressing potential biases by using a difference-in-difference approach, I find that the test score gap is larger in classes where everybody gets homework than in classes where nobody gets homework. More precisely pupils belonging to the upper part of the socioeconomic scale perform better when homework is given, whereas pupils from the lowest part are unaffected. At the same time more disadvantaged children get less help from their parents with their homework. Homework can therefore amplify existing inequalities through complementarities with home inputs. 相似文献
39.
Gro Ellen Mathisen Kolbjorn S. Bronnick 《International Journal of Educational Research》2009,48(1):21-29
This study examined the effects of creativity training on creative self-efficacy. We developed a creativity course based on social cognitive theory. The course was conducted in two formats: a five-day course and a condensed one-day course. Samples consisted of students and municipality employees (five-day course), and special education teachers (one-day course). Students from a mathematics and statistics course constituted a control group. We measured creative self-efficacy before and after the intervention, and self-efficacy improved significantly for both the five-day and the one-day courses, while the control group showed no changes in creative self-efficacy. Self-efficacy levels increased significantly for both students and municipality employees. A follow-up assessment two months after completing the five-day course showed no decline in creative self-efficacy. 相似文献
40.
Stephen M. Cullen Mairi‐Ann Cullen Geoff Lindsay Steve Strand 《British Educational Research Journal》2013,39(6):1025-1043
Family policy was a key component of the ‘New’ Labour government's family, social and education policy, and a wide range of family focused initiatives and interventions designed to ‘support’ families and improve individual, family and social outcomes were introduced. The post‐May 2010 coalition government's family policy exhibits key elements of policy continuity. There have been strong, class‐based critiques of this approach to social policy, which have argued that policies were informed by a project to recreate the working class. A key English family policy initiative, the Parenting Early Intervention Programme (PEIP) ran from September 2006–March 2011. The national evaluation of the PEIP was a large scale combined methods study of the implementation of parenting programmes in all local authorities in England, and forms the evidential base of this article which was built upon the completion, by participating parents, of three standardised pre and post parenting course questionnaires (N = 4446). A sample of 133 participating parents was also interviewed using semi‐structured interview schedules. The evidence from the PEIP evaluation showed the heterogeneous class nature of the PEIP cohorts, which over the roll‐out of the initiative, incorporated a larger number of middle class parents. In addition, the qualitative data indicated that parents had strongly positive participant perceptions of PEIP courses, characterised by ‘mutual reach’, and did not experience the courses in classed terms.The evidence from the quantitative and qualitative data collected for the national evaluation suggests that it is difficult to conceptualise the PEIP, as an example of the Labour government's family policy, in class terms—such an approach requires, at the least, major qualification. 相似文献