The Effect of School Sponsorship on Academic Achievement: a comparison of Catholic,Protestant and government secondary schools in Zaire     

Yvonne E. Sheline  George J. Papagiannis  Sydney R. Grant 《比较教育学》1984,20(2):223-236

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Evaluating the outcomes of a school based Theraplay® project for looked after children     

Yvonne J. Francis  Kim Bennion  Sarah Humrich 《Educational Psychology in Practice》2017,33(3):308-322

Research shows that Looked After Children (LAC) may experience emotional instability which can reduce their capacity to engage with education. This study evaluates an attachment based therapeutic Theraplay® intervention designed to bridge the gap between the emotional well-being of LAC and their engagement in education. Twenty LAC between the ages of five to 11 from nine schools participated in the project over eight months. The mixed method study used a repeated measures design. Strengths and difficulties questionnaires were used pre- and post-intervention; semi-structured interviews with teaching staff were conducted and children’s views were gathered. Quantitative results show a reduction in the children’s total strengths and difficulties stress scores post-intervention. Qualitative feedback shows noticeable changes in the children’s relationship skills, confidence and engagement with education. The complexities of supporting LAC in education and implications for educational psychology practice are explored.  相似文献   

Neighborhood and family influences on educational attainment: results from the Ontario child health study follow-up 2001   总被引：3，自引：0，他引：3  

Boyle MH  Georgiades K  Racine Y  Mustard C 《Child development》2007,78(1):168-189

This study uses multilevel models to examine longitudinal associations between contextual influences (neighborhood and family) assessed in 1983 in a cohort of 2,355 children, 4-16 years of age, and educational attainment in 2001. Variation in educational attainment in 2001 attributable to between-neighborhood and between-family differences was 8.17% and 36.88%, respectively. The final model explained 33.64% of the variance in educational attainment, with unique variances of 14.53% for neighborhood and family-level variables combined versus 10.94% for child-level variables. Among the neighborhood and family-level variables, indicators of status (5.29%) versus parental capacity/family process (4.03%) made comparable predictions to attainment while children from economically disadvantaged families did not benefit educationally from living in more affluent areas.  相似文献   

Instituting Change in Early Childhood Education: Recent Developments in Singapore   总被引：1，自引：0，他引：1  

Marjory Ebbeck  Yvonne Yoke Yin Chan 《Early Childhood Education Journal》2011,38(6):457-463

In an effort to improve preschool education, the Singapore government has embraced the need for change by identifying needed policies related to preschool education. These changes require teachers to rethink their approach to learning and teaching. A proposed tool suggested in this paper that may help facilitate curriculum change is the use of pedagogical documentation. This paper examines some impact, implications and challenges for adopting such a tool with the stakeholders in Singapore.  相似文献   

Encouraging a Culture of Research in Practicing Teachers in Singapore     

Marjory Ebbeck  Yvonne Yoke Yin Chan  Hoi Yin Bonnie Yim 《Early Childhood Education Journal》2011,39(5):355-364

Upgrading the status of early childhood teaching and improving job satisfaction are areas of concern to practitioners, policy makers and other stakeholders in the early childhood field. Ways to upgrade practicing teachers, including their involvement in research, is an on-going challenge. This paper reports on a research in Singapore where a sample of practicing teachers was asked about their views on practitioner research. The interviews focused on the possible challenges faced by practitioners in implementing practitioner inquiry research. In addition, the participants discussed changes that can be made to support practitioner inquiry research in early childhood settings in Singapore.  相似文献   

Back to Basics-Rediscovering the Fundamentals of Effective EFL Methodology（Ⅱ）     

Yvonne Griffiths 《通化师范学院学报》2008,(5)

(continued from last Issue)4.Production PhaseThe first and most serious problem is that many classescurrently have NO‘free’production phase,where learnershave the opportunity to use new and/or recycled language increative ways.In this phase,as in the practice phase,it isimperative that students are given enough time to think andrecall what they have learnt and to review the language they  相似文献   

Role of maturity timing in selection procedures and in the specialisation of playing positions in youth basketball     

Sanne Cornelia Maria te Wierike  Marije Titia Elferink-Gemser  Eveline Jenny Yvonne Tromp  Roel Vaeyens  Chris Visscher 《Journal of sports sciences》2015,33(4):337-345

This study investigated the role of maturity timing in selection procedures and in the specialisation of playing positions in youth male basketball. Forty-three talented Dutch players (14.66 ± 1.09 years) participated in this study. Maturity timing (age at peak height velocity), anthropometric, physiological, and technical characteristics were measured. Maturity timing and height of the basketball players were compared with a matched Dutch population. One-sample t-tests showed that basketball players were taller and experienced their peak height velocity at an earlier age compared to their peers, which indicates the relation between maturity timing and selection procedures. Multivariate analysis of variance (MANOVA) showed that guards experienced their peak height velocity at a later age compared to forwards and centres (P < .01). In addition, positional differences were found for height, sitting height, leg length, body mass, lean body mass, sprint, lower body explosive strength, and dribble (P < .05). Multivariate analysis of covariance (MANCOVA) (age and age at peak height velocity as covariate) showed only a significant difference regarding the technical characteristic dribbling (P < .05). Coaches and trainers should be aware of the inter-individual differences between boys related to their maturity timing. Since technical characteristics appeared to be least influenced by maturity timing, it is recommended to focus more on technical characteristics rather than anthropometric and physiological characteristics.  相似文献   

Attitudes to the Teaching of History and the use of Creative Skills in Japan and England: a comparative study     

Yvonne Larsson  Martin Booth  Richard Matthews 《Compare》1998,28(3):305-314

Students in Cambridgeshire comprehensive schools and in Yamanashi junior high schools aged between 12 and 13 years were given the same questionnaires which explored their views on the nature of history and their experience of history teaching methods. They undertook a test on the creative use of four historical pictures dealing with life for black South Africans in the 1970s, a topic which none had studied at school. The English National Foundation for Educational Research non‐verbal test of intelligence was also administered. In spite of the fact that the use of sources and empathetic historical thinking do not form part of the Japanese historical curriculum, the Japanese students did not perform significantly worse than the English, for whom the interrogation of sources and the deployment of creative thinking are a normal part of the history curriculum. If Japanese teachers want to make a change in their students’ attainment in history, there will be no alteration until there is a change in attitude about the nature of history, the way it is taught and the manner in which is is assessed.  相似文献   

Getting to grips with "interactivity": helping teachers assess the educational value of CD-ROMs   总被引：1，自引：0，他引：1  

Frances Aldrich  Yvonne Rogers  & Mike Scaife 《British journal of educational technology : journal of the Council for Educational Technology》1998,29(4):321-332

Many commercial CD-ROMs are now being marketed as suitable for home and school use, increasingly promoted as covering the National Curriculum. However, such promises are failing to be realised because many CD-ROMS are poorly constructed, consisting simply of a mishmash of images, sounds and video that offer little more than light entertainment. The aim of this paper is to provide guidance on assessing the added value of educational CD-ROMs compared with traditional materials by explicating more the notion of interactivity as it pertains to learning.  相似文献   

The Use of Dynamic Assessment by Educational Psychologists in the UK     

Ruth Deutsch  Yvonne Reynolds 《Educational Psychology in Practice》2000,16(3):311-331

Training in Dynamic Assessment (DA) was rarely available in the UK until 1994. This is the first study to explore the outcomes of its availability in terms of the practice of DA and perceptions about it among educational psychologists (EPs). One hundred and nineteen EPs, who had taken positive steps to inform themselves about DA by undertaking some degree of training or by joining a DA interest group, were surveyed to explore the extent of their initial training in DA, subsequent use of it and issues of implementation. Overall, the 88 responses (74%) received suggest, among those surveyed, widespread awareness of DA as a model of cognitive assessment and positive attitudes to it, coupled with a low level of implementation. The low level of use was frequently attributed to insufficient training in DA, to lack of time due to other assessment priorities, often set by the local education authority, and to lack of the ongoing expert support felt to be necessary to maintain use of a demanding form of assessment. The authors take the position that the EP's repertoire would be enriched by improved knowledge of and training in DA. The research raises important issues for cognitive assessment and raises the broader question whether there is a need for the more proactive involvement of educators in enhancing the cognitive functioning of children.  相似文献