Les graphes de flux dans l'enseignement secondaire     

Emma Castelnuovo  Daniela  Claudio Gori-Giorgi 《Educational Studies in Mathematics》1974,5(1):467-492

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'Coming out': Gender, (hetero)sexuality and the primary school     

Emma Renold 《Gender and education》2000,12(3):309-326

Foregrounding the primary school as a key cultural arena for the production and reproduction of sexuality and sexual identities, this article goes some way to addressing what are absent from many sociological portrayals of young children and schooling. Drawing on data derived from an ethnographic exploration into children's gender and sexual identities during their final year of primary school, the article examines how dominant notions of heterosexuality underscore much of children's identity work and peer relationships. The article further illustrates how boys and girls are each subject to the pressures of compulsory heterosexuality, where to be a 'normal' girl or boy involves the projection of a coherent and abiding heterosexual self. The implications of recognising children's sexual cultures and the pressures to conform to a heterosexual culture are discussed briefly in the concluding section.  相似文献   

How Can Released State Test Items Support Interim Assessment Purposes in an Educational Crisis?     

Emma M. Klugman  Andrew D. Ho 《Educational Measurement》2020,39(3):65-69

State testing programs regularly release previously administered test items to the public. We provide an open-source recipe for state, district, and school assessment coordinators to combine these items flexibly to produce scores linked to established state score scales. These would enable estimation of student score distributions and achievement levels. We discuss how educators can use resulting scores to estimate achievement distributions at the classroom and school level. We emphasize that any use of such tests should be tertiary, with no stakes for students, educators, and schools, particularly in the context of a crisis like the COVID-19 pandemic. These tests and their results should also be lower in priority than assessments of physical, mental, and social–emotional health, and lower in priority than classroom and district assessments that may already be in place. We encourage state testing programs to release all the ingredients for this recipe to support low-stakes, aggregate-level assessments. This is particularly urgent during a crisis where scores may be declining and gaps increasing at unknown rates.  相似文献   

Teenage Kicks: Exploring cultural value from a youth perspective     

Helen Manchester  Emma Pett 《Cultural Trends》2015,24(3):223-231

In contemporary accounts of cultural value, young people's perspectives are often restricted to analyses of their encounters with formal cultural institutions or schools or to debates surrounding the cultural implications of new digital spaces and technologies. Other studies have been dominated by instrumental accounts exploring the potential economic benefit and skills development facilitated by young people's cultural encounters and experiences. In this paper we examine the findings of a nine month project, which set out to explore what cultural value means to young people in Bristol. Between October 2013 and March 2014, the Arts and Humanities Research Council “Teenage Kicks” project organised 14 workshops at 7 different locations across the city, with young people aged 11–20. Working in collaboration with a network of cultural and arts organisations, the study gathered a range of empirical data investigating the complex ecologies of young people's everyday/“lived” cultures and values. Young people's own accounts of their cultural practices challenge normative definitions of culture and cultural value but also demonstrate how these definitions act to reproduce social inequalities in relation to cultural participation and social and cultural capital. The paper concludes that cultural policy-makers should listen and take young people's voices seriously in re-imaging the city's cultural offer for all young people.  相似文献   

Teaching Assistants managing behaviour – who knows how they do it? A review of literature     

Emma Clarke  John Visser 《Support for Learning》2016,31(4):266-280

This article reflects on the specific challenges facing teaching assistants (TAs) when managing behaviour. It considers the variety of existing research into this area, and why the paucity of specific research is problematic. It discusses how difficulties in access to training, its availability, the levels of preparation for lessons, the lack of guidance on teacher and TA working relationships, all impact on the way TAs manage behaviour. The article also highlights some of the conflicts inherent within broader issues which impact, either positively or negatively, on TAs ability to manage behaviour, including TA role definition, deployment and the wider pedagogical aspects of their evolving role.  相似文献   

Using the Opinions and Lifestyle Survey to examine the prevalence and characteristics of families who home educate in the UK     

Emma Smith  Jeanette Nelson 《Educational studies》2015,41(3):312-325

This paper has two aims, first to examine the feasibility of using an omnibus survey to estimate the prevalence and characteristics of families who home educate and secondly to provide an empirical contribution to recent research on home education in the UK. Because there is no statutory requirement for families who home educate to register with the Local Authority, there are no nationally representative data on the prevalence and characteristics of the home educating population in this country. Therefore gathering data from a fully randomised sample of home educating families would be prohibitively expensive. In this study we used a national omnibus survey to collect data on the homeschooling experiences of over 6000 households from across the UK, of whom 52 were found to have engaged in homeschooling. Our findings estimate that around 1% of families with dependent children have home educated either on a full or part-time basis. Provision of home education was often episodic and reflects the diversity of the home educating population. While the findings presented here largely confirm previous work on home education in the UK, other work tends to be based largely in the home educating community and often lacks a comparison with the general population. Using an omnibus survey like the Opinions and Lifestyle Survey enables researchers to gather data from a nationally representative sample of a small and diverse social group.  相似文献   

Can creative podcasting promote deep learning? The use of podcasting for learning content in an undergraduate science unit          下载免费PDF全文

Mark Pegrum  Emma Bartle  Nancy Longnecker 《British journal of educational technology : journal of the Council for Educational Technology》2015,46(1):142-152

This paper examines the effect of a podcasting task on the examination performance of several hundred first‐year chemistry undergraduate students. Educational researchers have established that a deep approach to learning that promotes active understanding of meaning can lead to better student outcomes, higher grades and superior retention of knowledge over time. We attempted to promote such an approach by setting a task that involved student collaboration, contextualisation of content, and communication through new media, specifically creative podcasting. Examination results were used as a source of empirical evidence of changes in understanding and retention that occurred for students who completed this task. In comparing results across 2 years on similar questions related to the podcasting topics, we found a statistically significant improvement after introduction of the podcasting task on the questions related to one of the topics on which students had actively created their own podcasts (“acids & bases”), but not on the other (“oxidisation and reduction”). Improved learning outcomes in the form of better understanding and retention over time in at least one case suggest that under some circumstances creative podcasting may indeed help to promote a deep learning approach.  相似文献   

Determining optimal trial size using sequential analysis     

Paul Geoffrey Taylor  Kwee-Yum Lee  Raul Landeo  Damien Michael O'Meara  Emma Millett 《Journal of sports sciences》2015,33(3):300-308

When characterising typical human movement profiles, the optimal number of trials analysed for each participant should ensure a stable mean. Sequential analysis is one method able to establish the number of trials to stability by assessing a moving point mean against a set bandwidth. As the total trial number determining this bandwidth is selected arbitrarily, the effect of applying different total trial numbers on the results of sequential analysis was investigated. Twenty participants performed 30 trials of overarm throwing, and sequential analyses were applied to three dimensional (3-D) kinematic data over 10, 20 and 30 trial numbers. We found a total of 20 to be the preferred trial number for sequential analyses. Erroneous results were produced consistently by 10 trial number groups, while moving point means were statistically unchanged after the 10th trial. Subsequently, sequential analyses were applied to 20 trials to establish trials to stability in discrete and time series elements of the 3-D kinematic data. The results suggest that a trial size between 13 and 17 provides stable means for overarm throwing kinematics.  相似文献   

Taking library instruction into the online environment: one health sciences library's experience     

Susan C. Smith  Emma C. O'Hagan 《Journal of the Medical Library Association》2014,102(3):196-200

In 2012, an academic health sciences library serving a large research university and medical center introduced synchronous online training for a diverse group of users, including clinicians, researchers, faculty, and distance students. Participants in these “Express Training” classes completed two surveys to assess their experiences. Survey results indicated classes were well received but revealed some areas for improvement. Included are issues that should be considered when implementing online library instruction to meet the diverse needs of academic health sciences library users. Given the popularity of online training among on-campus and distance users, it will be continued and expanded.  相似文献   

BOOK REVIEWS     

Allyson Jule  Carole Leathwood  Emma Rawlins  Emma Renold  Heather Pennington  Mary Klein 《Gender and education》2007,19(4):535-548

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