Editorial — culture and the media industry     

Lucy Küng 《媒体管理杂志》2013,15(3):168-170

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Discovering the More: Reading Wright's,Colette's,and Cather's Texts as Philosophy of Education     

Virginia Worley  Stacy Otto  Lucy E. Bailey 《Educational Studies A Journal of the American Educational Studies Association》2013,49(2):192-223

Rather than using literary texts to evidence an analytic argument, within this piece we read Julia McNair Wright's (US, 1840–1902), Sidonie-Gabrielle Colette's (France, 1873–1954), and Willa Cather's (US, 1873–1947) texts through theoretical lenses that expose their educational meaning and value and that create conversation among them concerning girls’ and women's educations. While we do not claim that one can generalize these women's works and lessons to every life, we contend that these women and the literary products they created offer girls and women powerful lessons about resistance, subversion, and nurturing one's intellect, lessons that in some ways transcend class and race in particular. First, we define and explain Bruner's concept of the more using Rosenblatt, Gallagher, and Gardner's theories and findings to illuminate his concept. Next, we identify and examine three themes that emerge across these authors’ texts—subverting through the everyday, becoming one's own steward, and moving from survival to self-actualization. Establishing these themes first in Wright's texts, we then use them to frame Colette's and Cather's fiction and support these themes by focusing on one lesson that emerges from each author's work(s). Finally, we ask what one might learn about educating girls and women from these texts and others whose educative meaning and value remain hidden.  相似文献   

Personalised learning: lessons to be learnt     

Vaughan Prain  Peter Cox  Craig Deed  Jeffrey Dorman  Debra Edwards  Cathleen Farrelly  Mary Keeffe  Valerie Lovejoy  Lucy Mow  Peter Sellings  Bruce Waldrip  Zali Yager 《British Educational Research Journal》2013,39(4):654-676

Personalised learning is now broadly endorsed as a key strategy to improve student curricular engagement and academic attainment, but there is also strong critique of this construct. We review claims made for this approach, as well as concerns about its conceptual coherence and effects on different learner cohorts. Drawing on literature around differentiation of the curriculum, self‐regulated learning, and ‘relational agency’ we propose a framework for conceptualising and enacting this construct. We then report on an attempt to introduce personalised learning as one strategy, among several, to improve student academic performance and wellbeing in four low SES regional secondary schools in Australia. We report on a survey of 2407 students’ perceptions of the extent to which their school provided a personalised learning environment, and a case study of a programme within one school that aimed to apply a personalised approach to the mathematics curriculum. We found that while there were ongoing challenges in this approach, there was also evidence of success in the mathematics case.  相似文献   

The Performance of Eyewitnesses with Intellectual Disabilities on Photographic Identification Line-ups     

Rachel Wilcock  Lucy Henry 《International Journal of Disability, Development & Education》2013,60(1):44-52

Despite the large number of people with intellectual disabilities (ID) and the fact they are more likely to be victims and witnesses of crime, only two published studies have investigated their performance on identification line-up parades. In the present study we examined the identification performance of adults with and without ID on both a perpetrator-present and a perpetrator-absent photographic line-up. In addition, we investigated factors that could explain any potential difficulties with identification performance, such as face recognition performance (as measured by a standardised test), eyewitness confidence, understanding of the purpose of a line-up, and memory for non-biased line-up instructions. In comparison with typical adults, participants with ID demonstrated poorer performance across both perpetrator-present and perpetrator-absent photographic line-ups, yet were more confident in the accuracy of their responses. In addition they had poorer face recognition performance, were less likely to understand the purpose of the line-up, and were less likely to remember the non-biased line-up instructions. This pattern of difficulties is discussed in relation to the development of future research and interventions.  相似文献   

Biomechanical characteristics of handballing maximally in Australian football     

Lucy Parrington  Kevin Ball  Clare MacMahon 《Sports biomechanics / International Society of Biomechanics in Sports》2014,13(4):307-319

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Adaptive Parenting Among Low-Income Black Mothers and Toddlers’ Regulation of Distress     

Erika L. Bocknek  Patricia A. Richardson  Lucy McGoron  Hasti Raveau  Iheoma U. Iruka 《Child development》2020,91(6):2178-2191

Parenting differs in purpose and strategy according to cultural background (Brooks-Gunn & Markman, 2005; Iruka, LaForett, & Odom, 2012). The current study tests a unique latent factor score, Adaptive Parenting, that represents culturally-relevant, positive parenting behaviors: maternal coping with stress through reframing, maternal scaffolding of toddlers’ learning during a low-stress task, and maternal commands during a high-stress task. Participants were Black mothers (N = 119; M_age = 27.78) and their 24- to 30-month-old toddlers. Families were part of a broader study examining family resilience among urban, low-income young children and their families. Results demonstrate that the proposed variables align on a single factor and positively predict toddlers’ emotion regulation. Findings are discussed in the context of Black culturally-specific parenting processes.  相似文献   

Does correction for guessing reduce students’ performance on multiple‐choice examinations? Yes? No? Sometimes?     

Lucy R. Betts  Tracey J. Elder  James Hartley  Mark Trueman 《Assessment & Evaluation in Higher Education》2009,34(1):1-15

Multiple‐choice (MC) examinations are becoming increasingly popular in higher education because they can be used effectively to assess breadth of knowledge in large cohorts of students. This present research investigated psychology students’ performance on, and experiences of, MC examinations with and without correction for guessing. In Study 1, data were collected from two cohorts of students across three psychology MC examinations. The results revealed that students scored higher, and left fewer questions unanswered, when there was no correction for guessing. Furthermore, when the correction for guessing was removed from the theory MC examination, students who were told there was no correction for guessing did better than those told there was a correction. In addition, there was limited evidence of gender differences, with female students performing significantly better on one MC examination than males. In Study 2, a further set of first‐year psychology students reported their experiences of correction for guessing on open‐book and closed‐book MC examinations. Students reported feeling less anxious and more confident on the open‐book MC examination. The findings of both of these studies have implications for instructors deciding whether or not correction for guessing is appropriate, and for the advice to be given to students preparing for MC examinations.  相似文献   

Diversifying Science: Underrepresented Student Experiences in Structured Research Programs   总被引：1，自引：0，他引：1  

Sylvia Hurtado  Nolan L. Cabrera  Monica H. Lin  Lucy Arellano  Lorelle L. Espinosa 《Research in higher education》2009,50(2):189-214

Targeting four institutions with structured science research programs for undergraduates, this study focuses on how underrepresented students experience science. Several key themes emerged from focus group discussions: learning to become research scientists, experiences with the culture of science, and views on racial and social stigma. Participants spoke of essential factors for becoming a scientist, but their experiences also raised complex issues about the role of race and social stigma in scientific training. Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of “doing science” in these programs.  相似文献   

Instructional leadership specifications for school executives: A preliminary validation study     

Ben M. Harris  Lucy Wilson 《Journal of Personnel Evaluation in Education》1991,5(1):21-30

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Student perceptions of a positive climate for learning: a case study     

Alexia Gillen  Angela Wright  Lucy Spink 《Educational Psychology in Practice》2011,27(1):65-82

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