Languages,cultural capital and school choice: distinction and second-language immersion programmes     

Simone Smala  Jesus Bergas Paz  Bob Lingard 《British Journal of Sociology of Education》2013,34(3):373-391

This paper argues that languages, increasingly marginalised in schools in English-speaking countries, are gaining ‘elitist’ ground as part of the ‘value-added’ marketisation of schools and parents’ desire for their children to gain ‘positional goods’ through schooling. In arguing our case, the paper draws on survey and other data derived from second-language immersion programmes in two Queensland secondary schools, where key learning areas such as mathematics and science are taught through the medium of another language. As a corollary, we also argue that some schools – in our case, government schools – are using their immersion programmes as markers of distinction in a period of post-comprehensive schooling and emerging school markets, which includes both government and non-government schools. There is also a global policy context to such programmes in respect of countries such as Spain, China and Germany supporting the teaching of their respective languages in nations around the world.  相似文献   

The relational antecedents of project-entrepreneurship: Network centrality, team composition and project performance   总被引：1，自引：0，他引：1  

Simone Ferriani  Gino Cattani  Charles Baden-Fuller 《Research Policy》2009,38(10):1545-1558

The relational antecedents of project-based enterprises have not yet received systematic investigation. These ventures are typically created by individual freelancers who are usually embedded in networks of collaborative relationships that convey the information and resources required to carry out new projects. Using a relational perspective of entrepreneurial discovery and team composition, we analyze the performance determinants of project-entrepreneurs, namely the individuals who are responsible for launching and carrying out those projects. We argue that project-entrepreneurs’ performance is related to their degree of centrality within the social network, and their familiarity with the selected project-team as captured by the distribution of ties among team members. We test our hypotheses within the Hollywood Film Industry over the period 1992–2003. The findings point to the existence of diminishing returns to centrality and performance benefits from assembling teams that combine old-timers and newcomers. The theoretical contributions and implications of the study are discussed.  相似文献   

The impact of high school exit exams on graduation rates and achievement     

Katherine Caves  Simone Balestra 《The Journal of educational research》2018,111(2):186-200

The authors examined the short- and long-term effects of high school exit exams (HSEEs) on graduation rates and achievement using an interrupted time series approach. There is a positive overall effect of HSEE introduction for graduation rate trends, which is heterogeneous over time. HSEEs have a negative impact on graduation rates in the year of introduction and briefly after, which is short lived and becomes positive (but not statistically significant) over the long term. There is also a preintervention negative effect, suggesting that high schools prepare for the HSEE before introduction. There are no effects for achievement, possibly due to the lack of meaningful cross-state achievement data. The findings are robust to the inclusion of states that do not have HSEEs as a control group and also robust to controlling for No Child Left Behind introduction.  相似文献   

Book Reviews     

Lyn Wilkinson  Simone Smala  Lyn Kerkham 《The Australian Educational Researcher》2004,31(1):113-119

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The educational cost of philosophical suicide: What it means to be lucid     

Simone Thornton 《Educational Philosophy and Theory》2019,51(6):608-618

The struggle to become lucid is at the heart of The Myth of Sisyphus. To understand the absurd is to understand that the fit between our conception of the world and the world itself is fraught with uncertainty; lucidity is the elucidation of the absurd. To be lucid is to revolt against the type of certainty that leads to suffering; to revolt against philosophical suicide. Camus teaches us the intellectual humility that stays hands; there is no reasoning that justifies suffering. If it is granted that the ability to recognise and respond to our own and others suffering is an important part of being human, and the task of education is to develop humans, then lucidity, in so far as it holds promise for the development of such an ability, has the potential to contribute positively to education.  相似文献   

How effort towards challenge is depicted in stories for young children: an Indonesian study     

Suprawati  Maria N.  Volet  Simone  Pino-Pasternak  Deborah 《Asia Pacific Education Review》2020,21(2):325-338

Asia Pacific Education Review - This study examined the nature of effort towards challenge in stories recommended for young children in Indonesian schools. One hundred and nine stories with...  相似文献   

Beurteilereffekte bei der Messung von Unterrichtsqualität     

Dipl.-Päd. Marcus Pietsch  Dr. Simone Tosana 《Zeitschrift für Erziehungswissenschaft》2008,11(3):430-452

In the external evaluation of schools the technique of classroom observation belongs to the methodological standard repertoire. Nevertheless the measurement of quality of classroom teaching based upon selected lesson sequences, which are as a rule inspected only briefly, is fraught with a lot of methodological problems. Therefore it is relevant for a substantiated quality assurance to reveal problems in the measurement of quality of classroom teaching due to an implementation of adequate empirical methods. This is made possible by using the generalizability theory and the many-facet Rasch model. Analyses based upon data of the Hamburg school inspection point out that by using an appropriate data collection procedure rater effects in classroom observations turn out comparatively low at about nine percent of total variance. Furthermore analyses prove that it is insufficient to simply quantify the agreement among raters by using global reliability measures, but that it is necessary to check up on intra rater consistency for getting valid and in this way reliable results from classroom observations for the practice.  相似文献   

When Do Pictures Help Learning from Expository Text? Multimedia and Modality Effects in Primary Schools     

Simone Herrlinger  Tim N. Höffler  Maria Opfermann  Detlev Leutner 《Research in Science Education》2017,47(3):685-704

Adding pictures to a text is very common in today’s education and might be especially beneficial for elementary school children, whose abilities to read and understand pure text have not yet been fully developed. Our study examined whether adding pictures supports learning of a biology text in fourth grade and whether the text modality (spoken or written) plays a role. Results indicate that overall, pictures enhanced learning but that the text should be spoken rather than written. These results are in line with instructional design principles derived from common multimedia learning theories. In addition, for elementary school children, it might be advisable to read texts out to the children. Reading by themselves and looking at pictures might overload children’s cognitive capacities and especially their visual channel. In this case, text and pictures would not be integrated into one coherent mental model, and effective learning would not take place.  相似文献   

Cultural and Multicultural Perspectives on Learning and Motivation     

Simone Volet 《Asia Pacific Journal of Education》1999,19(2):9-14

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Modelling and coaching of relevant metacognitive strategies for enhancing university students' learning     

Simone E. Volet   《Learning and Instruction》1991,1(4)

Recent developments in strategy instruction research suggest that learning in a particular discipline is enhanced by guiding students through the development of content-relevant metacognitive strategies. The potential of such an instructional approach for university settings is discussed in this paper, and is supported with evidence from an experimental field study. The study, conducted with 28 experimental and 28 matched control students over 13 weeks of an introductory computer science course, involved (a) students' development of a metacognitive strategy relevant for computer programming, (b) modelling and coaching procedures with complete explanations about strategy use, and (c) a socially supportive learning context. The instructional method had significant short-term and long-term effects on students' cognitive and affective learning outcomes.  相似文献