Linking School Effectiveness Knowledge and School Improvement Practice: Towards a Synergy   总被引：2，自引：1，他引：1  

David Reynolds  David Hopkins  Louise Stoll 《School Effectiveness & School Improvement》2013,24(1):37-58

A survey is undertaken of the ‘paradigms’ of the academic communities of school effectiveness and school improvement researchers, practitioners and scholars. It is argued that the two ‘paradigms’ are very different, and that this has hindered the improvement of educational practice. Examples are given of programmes which are a ‘blend’ of the two different approaches, and detail is given as to how the school effectiveness and school improvement communities can meet the knowledge needs necessary for improving the quality of schooling.  相似文献   

Chi-Square Tests of Association and Goodness of Fit from Proportions and Percentages     

Kenneth D. Hopkins 《Journal of Experimental Education》2013,81(4):352-355

Formulas are derived for computing the chi-square statistic from proportions or percentages, both for tests of goodness of fit and association. The advantages of the new formulas are: (1) computation is conceptually more congruent with the hypothesis being tested; (2) interpretation is facilitated (expected frequencies and discrepancies in frequencies are a function of sample size, whereas expected proportions and corresponding discrepancies are not); and (3) computation is facilitated in contingency tables since expected proportions do not need to be determined separately for each cell.  相似文献   

Creating sites of community education and democracy: Henry Morris and the Cambridgeshire village colleges. A reflection 90 years on from their inception     

Neil Hopkins 《British Educational Research Journal》2020,46(5):1099-1110

This article investigates the work of Henry Morris (1889–1961), in particular his ideas on the Cambridgeshire village colleges. It is now 90 years since the first of these was founded in Sawston in 1930, and the article aims to address the issue of whether Morris’s views on education and democracy encapsulated in the village colleges still have relevancy in the early twenty-first century. An overview of Morris’s career and the creation of the village colleges is investigated, using the work of Paul Hirst and associative democracy as a theoretical lens. It is argued that the Cambridgeshire village colleges do have some attributes of associative democracy, particularly their original emphasis as sites of local democracy and participation from voluntary bodies and private individuals. However, Morris’s role as Cambridgeshire’s Chief Education Officer (1922–1954) meant that the local state (in the guise of the County Council) played a more significant role in the village colleges than Hirst advocates for his version of associative democracy. As English primary and secondary schools turn from local authority control to academy status, Morris’s vision for local schools of and for local people is becoming increasingly compromised. The article ends with the work of Allen and Gann, both influenced by Morris, who argue for a revitalised form of comprehensive schooling and lifelong learning that again sees educational institutions as sites of grassroots democracy.  相似文献   

Infant responsivity to curvature.     

J R Hopkins  J Kagan  S Brachfeld  S Hans  S Linn 《Child development》1976,47(4):1166-1171

The reactions of 112 10-month-old male infants to the property of curvature were examined using a habituation paradigm with lever pressing as an instrumental response. 4 levels of curvature (straightt line, minimal curve, moderate curve, large curve) each served as a standard (habituation) stimulus and as a transformation stimulus in 9 separate experimental conditions. Results revealed a greater initial dishabituation of reinforced instrumental responding in those conditions crossing the curved/straight boundary; furthermore, this initial dishabituation was sustained throughout the transformation phase of the experiment in those conditions which involved changes from straight to curved, but not curved to straight. Results are interpreted as implying a special attention-recruiting value for curvature in 10-month old infants.  相似文献   

Conceptualizing relations between instructional guidance infrastructure (IGI) and teachers’ beliefs about mathematics instruction: Regulative,normative, and cultural-cognitive considerations     

Megan Hopkins  James P. Spillane 《Journal of Educational Change》2015,16(4):421-450

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Muslim students’ cultural and religious experiences in city,suburban and regional university campuses in NSW,Australia     

Adam Possamai  Kevin Dunn  Peter Hopkins  Lisa Worthington  Faroque Amin 《Journal of Higher Education Policy & Management》2016,38(6):637-648

Although there has been much research about the growing ethnic and religious diversity on university campuses across the world, relatively little is known about the religious and cultural experiences of Muslim students on university campuses in Australia. We draw upon an analysis of a questionnaire that was completed by 323 Muslim students who were studying at universities in the state of New South Wales, Australia. While we argue that these places are post-secular, we discovered that city campuses tend to be more secular than regional and suburban ones.  相似文献   

Symbolic cross-modal transfer in two species of chimpanzees     

S Savage-Rumbaugh  R A Sevcik  W D Hopkins 《Child development》1988,59(3):617-625

2 common chimpanzees and 1 pygmy chimpanzee, all of whom were proficient lexigram symbol users, were tested on symbolic cross-modal tasks. Previous cross-modal work with nonhuman primates has been limited to nonsymbolic matching tasks. None of these chimpanzees received any advance training on cross-modal tasks prior to the testing reported here. The common chimpanzees, Sherman and Austin, were tested on visual to haptic, visual-symbolic to haptic, haptic to visual-symbolic, and olfactory to visual-symbolic matching tasks. The pygmy chimpanzee, Kanzi, was tested on auditory-symbolic to pictorial and auditory-symbolic to visual-symbolic matching tasks. All subjects were able to match stimuli across the tested dimensions with no training. These results indicate that chimpanzees who have received symbol training can perform symbolic cross-modal tasks similar to those that are typically used with human subjects. These tasks require not only cross-modal associations but also the transformation of information from symbolic to representational modes.  相似文献   

Education for children with a chronic health condition: an evidence‐informed approach to policy and practice decision making     

Sanne Peters  Liza Hopkins  Tony Barnett 《British Journal of Special Education》2016,43(2):142-158

Children managing chronic health conditions face many obstacles which can impede their learning during periods of hospitalisation. In one particular hospital, a team of educators deemed it necessary to take a personalised learning approach in order to maintain students’ educational progress, namely making use of individual learning plans (ILPs). This team adopted an evidence‐informed practice (EIP) approach to the issue in order to persuade administrators of the need for change. The successful implementation of the EIP approach led to the inclusion of the ILP form in patients’ medical records, which is thought to be a first for Australia. Although EIP is regarded highly by practitioners and policy makers, there can be difficulties when implementing this approach. This study aims to identify the enabling features that permit EIP to be successfully implemented and to examine the ways in which EIP can lead to improved practice.  相似文献   

TV VS. TEACHER ADMINISTRATION OF STANDARDIZED TESTS: COMPARABILITY OF SCORES     

Kenneth D.  Hopkins D. Welty  Lefever B. R. Hopkins 《Journal of Educational Measurement》1967,4(1):35-40

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“I wanted to go here”: Adolescents’ perspectives on school choice     

Sandra Mandic  Susan Sandretto  Debbie Hopkins  Gordon Wilson  Antoni Moore  Enrique García Bengoechea 《Journal of School Choice》2018,12(1):98-122

New Zealand legislation removing school zones radically reshaped school choice, resulting in increased school stratification from parental choice frequently driven by social factors such as ethnic makeup of the school community. This article considers school choice through the eyes of 1,465 adolescents from 12 secondary schools in Dunedin (New Zealand). The most common reasons for school choice included: preference for a coeducational school, school’s facilities, positive comments from parents/students, and friends’ enrollment. Reasons for school choice differed by who was making the decision. Social factors and school programs/facilities, rather than proximity to home, influenced school choice decisions in Dunedin.  相似文献