Educational attainments and household characteristics in Tanzania   总被引：1，自引：0，他引：1  

Samer Al-Samarrai  Tessa Peasgood 《Economics of Education Review》1998,17(4):395-417

This paper uses multivariate regression techniques to analyse household survey data collected in rural Tanzania in 1992 in a joint research project by TADREG (Tanzania Development Research Group) and the University of Dar es Salaam. It focuses on how household and individual characteristics affect whether or not a child goes to primary school, completes primary and attends secondary. The regression analysis clearly shows substantial intra-household differences between the way in which household characteristics affect outcomes for boys and girls, and how mothers' and fathers' influence over resource decisions differentially affect outcomes. For example, when looking at the decision as to whether to enrol in primary school, fathers' education has a greater influence on boys whereas mothers' primary education has a greater influence on girls. Furthermore, married mothers' education can increase the probability of girls enrolling in secondary school by 9.7 per cent for primary education and a further 17.6 per cent for secondary, while having no significant effect on the enrolment of boys. These results imply that mothers have a relatively stronger preference for their daughters' education and that their education affords them either increased household decision-making power or increased economic status.  相似文献   

Online submission and peer‐review systems     

Mark Ware 《Learned Publishing》2005,18(4):245-250

We report on a research study commissioned by ALPSP into the current status of online submission and peer‐review systems, the perceptions of these by authors, referees and editors, and the impact of their introduction on journals.  相似文献   

Training effects on Belgian preschool and primary school teachers’ attitudes towards the best practices for gifted children     

Carla Vreys  Gilles Ndanjo Ndungbogun  Tessa Kieboom  Kathleen Venderickx 《High Ability Studies》2018,29(1):3-22

Lack of knowledge of effective educational interventions for gifted children is a pressing problem in Belgian schools. Most preschool and primary school teachers enter the profession without any training in the best practices for gifted children. This results in many misconceptions about giftedness and gifted education and a diversity of well-intentioned but ineffective interventions in the classroom. In response to the request for help from many schools, the Belgian expertise center “Exentra” designed a professional training program for in-service teachers with the aim to increase teachers’ understanding of the characteristics and needs of gifted pupils, and help teachers develop the necessary confidence and skills to effectively teach the gifted in regular, mixed-ability classes. This study shows that the Exentra training is effective in changing teachers’ beliefs about gifted education and enhancing teachers’ knowledge, abilities, and self-esteem to effectively modify the curriculum for the more capable pupils in the classroom.  相似文献   

Differences by age and sex in the sedentary time of adults in Scotland     

Tessa Strain  Paul Kelly  Nanette Mutrie  Claire Fitzsimons 《Journal of sports sciences》2018,36(7):732-741

Previous nationally-representative research in Scotland found a j-shaped relationship between age and leisure sedentary time (ST): a decrease from young to middle-age, before rising steeply in older-age. This study investigated the effects of age and sex on weekday (including work) ST for all adults and stratified by work-status, and on weekend day ST. Differences in the relative contributions of component behaviours were also investigated. Responses from 14,367 adult (≥16 years) 2012–14 Scottish Health Survey participants were analysed using linear regressions. We found no j-shaped relationship between age and weekday ST. Instead, only 16–24 year olds reported lower levels than those over 75 years (6.6 (95% CI: 6.3–6.9) compared to 7.4 (95% CI: 7.2–7.6) hours/day; p < 0001). The j-shape was only evident in the stratified analysis amongst women not in work, and for weekend day ST for all groups. For those in work, work ST accounted for 45% of weekday ST. Television/screen ST made up over half of leisure ST on weekdays and weekend days, regardless of sex, age, or work-status. These results challenge our understanding of how ST varies by age. Interventions to reduce ST should consider differences in the relative contributions of ST behaviours by age and work-status.  相似文献   

Some Aspects of the Structure and Extent of Nursery Education in Five European Countries∗     

Tessa Blackstone 《比较教育学》1971,7(3):91-105

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Letters     

Mary Catherine Ware  Raymond W. Graf  Thomas G. Helfrich 《Educational technology research and development : ETR & D》1970,18(3):356-358

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The shape of our bodies and health: deconstructing the panopticon of separation towards an empowered dance through the world     

Molly Ware 《Cultural Studies of Science Education》2013,8(1):215-236

This paper initiates a forum for Malin Ideland and Claes Malmberg’s article titled Body talk—students’ identity construction while discussing a socioscientific issue. Ideland and Malmberg explore issues of health and body through teachers’ use of a pedagogical approach that foregrounds exploration of a socioscientific issue. This paper explores how the Panopticon of separation is embodied in the language and approaches to learning discussed and employed in Ideland and Malmberg’s article. It explores the concept of empowerment as integral to transformative learning and contrasts this to autonomy. Furthermore, it examines how educators and students can learn in ways that lead to greater health and empowerment through more ecological and connected forms of language and approaches to learning. Excerpts from Ideland and Malmberg’s article are juxtaposed with other perspectives as a means of generating edges, making differences apparent, and deconstructing the taken for granted both for the author and for Ideland and Malmberg. A feminist, poststructural approach is employed in this work as a means of embodying the uncertainty that students and educators are consistently learning to dance through with greater empowerment, which leads to improved health.  相似文献   

Student voice: Which supportive parental behaviours first-generation immigrant students in Australia find beneficial     

Fatin T. Malaeb  Vicki-Ann Ware 《British Educational Research Journal》2023,49(4):852-873

There is considerable evidence that parents/guardians play an important role in their children's education. The supportive behaviours of parents have important implications for children's learning. However, most research in this area has focused primarily on the perspectives of school leaders, teachers and parents. One area that thus remains relatively under-studied is student perspectives on what constitutes beneficial parental supports. This research explores two case studies: one with primary school students, the other with secondary students. Both studies interviewed students from former-refugee and non-English speaking backgrounds who had recently settled with their families in Australia. The students were asked to reflect on supportive behaviours of their parents/guardians relating to their education. Findings suggest that despite many barriers, parents demonstrated high levels of support for their children's education. By foregrounding student voice, this study identifies several types of parental behaviours that students find most helpful for effective learning. These include: affirmation, role-modelling, backup supports, conversations and discussions, encouragement and advice, and decision-making and problem-solving. Students’ responses suggest that slightly different sets of behaviours may be required at primary and secondary levels. This study highlights the types of supportive parental behaviours which schools could encourage, to help parents maximise the impacts of their supports for students, so these students are enabled to achieve effective learning and—more broadly—educational and career aspirations.  相似文献   

Misconceptions Yesterday,Today, and Tomorrow     

Mary J. Leonard  Steven T. Kalinowski  Tessa C. Andrews 《CBE life sciences education》2014,13(2):179-186

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Entrepreneurial orientation in turbulent environments: The moderating role of absorptive capacity     

Andreas Engelen  Harald Kube  Susanne Schmidt  Tessa Christina Flatten 《Research Policy》2014

The literature on entrepreneurial orientation (EO) has confirmed the positive relationship between EO and firm performance and that relationship's dependence on several contingencies. The present study connects the resource-based view and its dynamic capability extension to introduce absorptive capacity (ACAP) as a moderator of the relationship between EO and firm performance. This theoretically derived research model is empirically validated using survey data from 219 small and medium-sized enterprises in Germany. Our empirical findings are that ACAP strengthens the EO–performance relationship in turbulent markets.  相似文献