Shaping the self through education: exploring the links between educational identity statuses,appraisals of control and value,and achievement emotions     

McKay  Samuel  Freeman  Earl  Skues  Jason L.  Wise  Lisa 《European Journal of Psychology of Education - EJPE》2022,37(4):1285-1305

European Journal of Psychology of Education - Educational identity is a central domain of development for emerging adults enrolled in higher education. The purpose of this study was to explore the...  相似文献   

Front Row Seats: What We've Learned from the National Literacy and Numeracy Strategies in England     

Lorna Earl  Nancy Watson  Nancy Torrance 《Journal of Educational Change》2002,3(1):35-53

As the OISE/UT team has followed the literacyand numeracy reforms in England, they have beenexamining them in relation to large-scalereform using a model that considers both thepolicy levers and the local challengesassociated with any attempt to change schoolson a massive scale. In this paper, the authorsdescribe their findings from the first twoyears of what will be a four-year project. Theyconclude that the National Strategies forLiteracy and Numeracy have made significantchanges in primary education throughout Englandin a remarkably short period of time. Thechanges, however, are not yet deep-seatedenough to continue without consistent pressureand support. The next phase of NLS and NNSreform is crucial because it involves deepeningthe teaching practices in classrooms andschools, ensuring that other areas of thecurriculum are progressing apace and, attendingto the generic aspects of the broader structureof the profession.  相似文献   

An assessment of the extent to which subject variation between the Arts and Sciences in relation to the award of a First Class degree can explain the ‘gender gap’ in UK universities     

Ruth Woodfield  Sarah Earl‐Novell 《British Journal of Sociology of Education》2006,27(3):355-372

There is a widely recognised national trend for girls to outperform boys at all levels of compulsory schooling. With few exceptions, however, most recent research has reported that, in relation to academic performance at university, men are proportionately over‐represented at the First Class level. A number of general hypotheses have been put forward to explain this phenomenon, including those that assume gender‐linked differences in cognitive and/or personality traits. A smaller proportion of research has given explanatory primacy to the broad subject area studied. More specifically, it has been alleged that the over‐representation of men within the First bracket is largely a function of a ‘compositional effect’ whereby men achieve proportionately more Firsts as there are more of them within the First‐rich Sciences. Based upon analysis of 1,707,408 students graduating between 1995 and 2002, this paper seeks to provide the most comprehensive exploration, to date, of this effect. It confirms that a substantial proportion of the ‘gender gap’ can be explained with reference to the male propensity to take degrees in first‐rich disciplines.  相似文献   

Future School Administrators' Perceptions of the School Counselor's Role     

Trey Fitch  Earl Newby  Victor Ballestero  Jennifer L. Marshall 《Counselor Education & Supervision》2001,41(2):89-99

The authors examined the perceptions of future school administrators regarding the role of the school counselor. The study was designed to assist counselor educators and school counselors in identifying potential barriers that could interfere with establishing comprehensive developmental counseling programs that are supervised by principals and superintendents. Future administrators rated crisis intervention, assisting with transitions, and personal counseling as the most important duties of school counselors; however, some respondents identified administrative and disciplinary duties as significant ones for the counselor.  相似文献   

Longitudinal Dynamic Analyses of Depression and Academic Achievement in the Hawaiian High Schools Health Survey Using Contemporary Latent Variable Change Models     

John J. McArdle  Fumiaki Hamagami  Janice Y. Chang  Earl S. Hishinuma 《Structural equation modeling》2013,20(4):608-629

The scientific literature consistently supports a negative relationship between adolescent depression and educational achievement, but we are certainly less sure on the causal determinants for this robust association. In this article we present multivariate data from a longitudinal cohort-sequential study of high school students in Hawai‘i (following McArdle, 2008; McArdle, Johnson, Hishinuma, Miyamoto, & Andrade, 2001). We first describe the full set of data on academic achievements and self-reported depression. We then carry out and present a progression of analyses in an effort to determine the accuracy, size, and direction of the dynamic relationships among depression and academic achievement, including gender and ethnic group differences. We apply 3 recently available forms of longitudinal data analysis: (a) Dealing with incomplete data—We apply these methods to cohort-sequential data with relatively large blocks of data that are incomplete for a variety of reasons (Little & Rubin, 1987; McArdle & Hamagami, 1992). (b) Ordinal measurement models (Muthén & Muthén, 2006)—We use a variety of statistical and psychometric measurement models, including ordinal measurement models, to help clarify the strongest patterns of influence. (c) Dynamic structural equation models (DSEMs; McArdle, 2008). We found the DSEM approach taken here was viable for a large amount of data, the assumption of an invariant metric over time was reasonable for ordinal estimates, and there were very few group differences in dynamic systems. We conclude that our dynamic evidence suggests that depression affects academic achievement, and not the other way around. We further discuss the methodological implications of the study.  相似文献   

Self-Ideal Discrepancy and the Correlates Sex and Academic Achievement     

Earl L. Mccallon 《Journal of Experimental Education》2013,81(4):45-49

There is little opportunity for the individual student to speak in class. The ratio of speaking time to the time of other language activities is improper. The speaking time of the individual can be prolonged many times over in a 2-way communication model, based on the principle of paired learning with planned partner rotation and the teacher acting as a supervisor with special functions. This communication model provides the individual learner with a maximum of speaking time under controlled conditions.  相似文献   

Speech training in Texas colleges     

Earl C. Bryan 《Quarterly Journal of Speech》2013,99(2):261-269

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Three Stages of a School'S Moral Development     

Earl Schwartz 《Religious education (Chicago, Ill.)》2013,108(1):106-118

Through alternating waves of popular enthusiasm and disillusionment with formal development programs, the Talmud Torah of St. Paul Day School has persisted in its commitment to moral education. A review of the Day School's own stages of development and the development of its ethics curriculum over the past fifteen years may prove useful to other schools considering a similar commitment.  相似文献   

Oral interpretation and growth of personality     

Earl E. Fleischman 《Communication quarterly》2013,61(1):4-8

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Children’s food maps: using social mapping to understand school foodscapes     

Lexi Earl 《Ethnography and Education》2018,13(4):508-528

This paper discusses the use of mapping as part of an ethnographic research project exploring food experiences in primary schools. Whilst the main data collection instrument was participant observation, the project made use of a creative social mapping activity. Towards the end of fieldwork, children were asked to draw maps of the food spaces at school. This paper discusses how the creation of the maps and simultaneous conversations that took place both around the maps’ construction and in relation to questions asked revealed particular knowledges and spatial perspectives of children’s food experiences. This paper argues that the appearance of certain spaces on the maps caused me to re-evaluate my understanding of the foodscapes at school. This paper concludes by highlighting some of the challenges encountered but argues that the mapping activity provided a wealth of additional information. This paper shows the importance of including children’s perspectives when examining questions of spatiality.  相似文献