Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks     

Edward A. Silver  Lawrence M. Clark  Hala N. Ghousseini  Charalambos Y. Charalambous  Jenny T. Sealy 《Journal of Mathematics Teacher Education》2007,10(4-6):261-277

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Alleviating or exacerbating disadvantage: does school attended mediate the association between family background and educational attainment?     

Jenny Chesters 《教育政策杂志》2019,34(3):331-350

ABSTRACT

Opportunities for social mobility are generated by education systems designed to alleviate the effects of social origin by providing equality of opportunities and resources. The persistence of the strong association between socioeconomic status (SES) and child’s educational achievement and attainment suggests that social origin continues to play an integral role in the educational outcomes of successive generations of Australians. Sociologists draw on a range of theoretical perspectives to explain this association including Bourdieu’s cultural and social capital theories. Using data collected by the Longitudinal Survey of Australian Youth 2009 (LSAY09) project, I examine the associations between student SES, school SES and two outcome variables: Programme for International Student Assessment (PISA) score and university enrolment. The results indicate that low SES students attending high SES schools perform better on PISA tests than low SES students attending low SES schools. After controlling for PISA score, low SES students were less likely than their high SES peers to enrol at university. Furthermore, students attending low SES schools were less likely than their peers attending high SES schools to enrol at university, net of their individual SES and their PISA scores.  相似文献   

Residential school placements and disabled children: the contrasting views of local education authorities and of parents     

Jenny Morris  David Abbott  Linda Ward 《Journal of Research in Special Educational Needs》2002,2(1)

Despite government commitment to the inclusion of children with special educational needs in mainstream schools, significant numbers of disabled children are placed in residential special schools. In the face of a distinct lack of information about the numbers or needs of these children, or about their experiences of living away from home at residential schools, the authors carried out research to examine why disabled children went to residential school, and their experiences of being there. This article focuses on the circumstances leading to a residential school placement, and the decision-making process from the point of view of local education authorities, and of parents. The paper reveals wide variations in the use of residential schools by local authorities, and conflicting views between and within authorities on the suitability of such placements. Parents' experiences are characterised by a lack of support in making very difficult decisions about the best place for their child to be, and a decision-making process dominated by delays, lack of information and conflict.  相似文献   

Prospective relations among victimization, rejection, friendlessness, and children's self- and peer-perceptions   总被引：1，自引：0，他引：1  

Salmivalli C  Isaacs J 《Child development》2005,76(6):1161-1171

This study investigated the prospective links between three forms of peer adversities (i.e., victimization, rejection, and lack of reciprocated friendships) and children's perceptions of themselves and of their peers. The sample consisted of 212 children (107 boys and 105 girls, 11-13 years) recruited from four primary schools and followed up for a period of one year. The results showed that a negative self-perception was a risk factor for the development of all forms of peer adversities. Of the three forms of peer adversities assessed, victimization and rejection had an influence on children's peer perceptions. None of the peer adversities predicted changes in self-perceptions. The results partially support a transactional model between children and their environments.  相似文献   

Technoference: Parent Distraction With Technology and Associations With Child Behavior Problems          下载免费PDF全文

Brandon T. McDaniel  Jenny S. Radesky 《Child development》2018,89(1):100-109

Heavy parent digital technology use has been associated with suboptimal parent–child interactions, but no studies examine associations with child behavior. This study investigates whether parental problematic technology use is associated with technology‐based interruptions in parent–child interactions, termed “technoference,” and whether technoference is associated with child behavior problems. Parent reports from 170 U.S. families (child M_age = 3.04 years) and actor–partner interdependence modeling showed that maternal and paternal problematic digital technology use predicted greater technoference in mother–child and father–child interactions; then, maternal technoference predicted both mothers’ and fathers’ reports of child externalizing and internalizing behaviors. Results suggest that technological interruptions are associated with child problem behaviors, but directionality and transactional processes should be examined in future longitudinal studies.  相似文献   

For Me or Not for Me? Fragility and Risk in Mature Students' Decision‐Making   总被引：2，自引：0，他引：2  

Pat Davies  & Jenny Williams 《Higher Education Quarterly》2001,55(2):185-203

Drawing on a research project which investigated the recent decline in mature student recruitment to higher education in the UK, this article explores the decision-making process among samples of potential and new mature entrants to nine case study higher education institutions. It compares the emphasis in public policy on higher education as a private investment with the understandings and interpretations of individuals in the act of applying for entry. It concludes that while at a generalised level mature learners believe that the private return on investment will be high, at a personal level the concepts of fragility and risk are more pertinent to understanding the complexity of their decision-making process, particularly for those over 25 years of age.  相似文献   

Love is not enough     

Jenny W. Klein 《Early Childhood Education Journal》1973,1(2):37-40

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EDITORIAL     

Mary Briggs  Suzanne Carrington  Chris Coates  Mary Doveston  Anthony Feiler  Cath Gristy  Elaine Hall  Jenny Hankey  Jane Holford  Marie Howley  Mary Kellett  Jackie Lown  Elspeth McCartney  Diane Montgomery  Melanie Nind  Sue Pearson  Richard Rose  Geoff Tennant  Kate Wall  Philip Garner 《Support for Learning》2009,24(1):3-4

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Open plan primary schools: findings and implications of a national inquiry     

Neville Bennett  Jenny Andrae  Philip Hegarty  Barbara Wade 《Education 3-13》2013,41(1):45-50

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Pairing Verbatim Theatre and Theatre of the Oppressed to Provoke Startling Empathy     

Pamela Baer  Jenny Salisbury  Tara Goldstein 《The Educational forum》2013,77(4):418-431

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