Judicious imitation: children differentially imitate deterministically and probabilistically effective actions     

Schulz LE  Hooppell C  Jenkins AC 《Child development》2008,79(2):395-410

Three studies look at whether the assumption of causal determinism (the assumption that all else being equal, causes generate effects deterministically) affects children's imitation of modeled actions. These studies show even when the frequency of an effect is matched, both preschoolers (N = 60; M = 56 months) and toddlers (N = 48; M = 18 months) imitate actions more faithfully when modeled actions are deterministically rather than probabilistically effective. A third study suggests that preschoolers' (N = 32; M = 58 months) imitation is affected not just by whether the agent's goal is satisfied but also by whether the action is a reliable means to the goal. Children's tendency to generate variable responses to probabilistically effective modeled actions could support causal learning.  相似文献   

Re‐thinking case study: notes from the second Cambridge Conference     

Clem Adelman  David Jenkins  Stephen Kemmis 《Cambridge Journal of Education》1976,6(3):139-150

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Special education and the regular education initiative: basic assumptions   总被引：2，自引：0，他引：2  

J R Jenkins  C G Pious  M Jewell 《Exceptional children》1990,56(6):479-491

The regular education initiative (REI) is a thoughtful response to identified problems in our system for educating low-performing children, but it is a not a detailed blueprint for changing the system. Educators must achieve consensus on what the REI actually proposes. The authors infer from the REI literature five assumptions regarding the roles and responsibilities of elementary regular classroom teachers, concluding that these teachers and specialists form a partnership, but the classroom teachers are ultimately in charge of the instruction of all children in their classrooms, including those who are not succeeding in the mainstream. A discussion of the target population and of several partnership models further delineates REI issues and concerns.  相似文献   

REVIEW SYMPOSIUM     

Dr Priscilla Chadwick  Marie Parker‐Jenkins  Ivan Reid 《British Journal of Sociology of Education》2007,28(4):519-528

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Practical independent research projects in science: a synthesis and evaluation of the evidence of impact on high school students     

Judith Bennett  Lynda Dunlop  Kerry J. Knox  Michael J. Reiss  Rebecca Torrance Jenkins 《International Journal of Science Education》2018,40(14):1755-1773

Practical independent research projects (IRPs) are a feature of school science in a number of countries. To assess the impact of IRPs on students, a systematic review of the literature was undertaken. Thirty-nine papers met the review inclusion criteria, reporting on work from twelve countries. The review indicates that IRPs are often associated with wider initiatives such as authentic science, problem-based learning, and project-based learning. There is considerable variability in the nature of IRP work in relation to focus, models of provision, assessment, the involvement of external partners such as universities and employers, and funding, and this diversity affects judgements on the quality of the evidence base on impact. The majority of the research reviewed explored areas such as conceptual understanding, motivation to study science once it is no longer compulsory and attitudes to science, and the development of practical skills. Benefits were identified in relation to the learning of science ideas, affective responses to science, views of pursuing careers involving science, and development of a range of skills. Studies focusing on traditionally under-represented groups indicated that such students felt more positive about science as a result of undertaking IRPs. The review findings indicate that further work is needed to enhance the quality of the available evidence, to consider the ways in which IRPs can be validly assessed, to explore more fully the potential benefits for traditionally under-represented groups, and to explore more fully the potential longer-term benefits of participation in IRPs at high school level.  相似文献   

Self‐help in research and development relating to assessment: a case study     

Mantz Yorke  Peter Evanson  Chris Haines  Don Jenkins  Peter Knight 《Assessment & Evaluation in Higher Education》2004,29(4):389-399

This article briefly chronicles nearly a decade of research and development activity undertaken in the area of assessment by a group of committed volunteers, ‘The Student Assessment and Classification Working Group’ (SACWG). However, greater attention is given to demonstrating what a self‐help approach can achieve in respect of research and development in higher education, and to identifying the factors that contribute to success in this respect. It is suggested that the approach has transfer value, provided that certain conditions are met.  相似文献   

Specialized instruction within general education: a case study of one elementary school.     

J R Jenkins  N Leicester 《Exceptional children》1992,58(6):555-563

This study examined how classroom teachers in one elementary school approached the problem of designing specialized instruction for students with reading problems. We asked 12 teachers to rate their confidence in designing effective interventions and then to diagnose a student's reading problem, select an intervention, and implement it. Teachers were moderately confident about their ability to design effective interventions; but some teachers expressed doubts about how to proceed. Their approach to intervention differed somewhat from that of special education resource teachers. Some teachers experienced considerable difficulty in implementing the interventions they selected.  相似文献   

Love,loss, and seeking: maternal deprivation and the quest     

Sue Jenkins 《Children‘s Literature in Education》1984,15(2):73-83

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Discourse appropriation and category boundary work: casual teachers in the market     

Jennifer Charteris  Kathryn Jenkins  Marguerite Jones  Michelle Bannister-Tyrrell 《Discourse: Studies in the Cultural Politics of Education》2017,38(4):511-529

With the increasing casualisation of the teacher labour force, there is little written on the experiences of casual teachers and the challenges they face in brokering professional identities within constantly shifting and uncertain work contexts. Being a category bound casual teacher (a product of category boundary work) is a complex subject position. The aim of this article is to advance our understandings of the identity work inherent in casual relief teachers (CRTs) performativity. Anti-essentialist theories support this exploration of CRT subjectivities and processes of discourse appropriation. Using collective biography methodology as re-storied memory work, this article speaks back to neoliberal politics of casualisation. The stories draw attention to how both experienced practitioners and newly graduated teachers might ‘do’ category boundary work within the complexity of school politics as they navigate the uncertainty of gaining and maintaining employment in the Education market.  相似文献   

Structural marginalisation,othering and casual relief teacher subjectivities     

Jennifer Charteris  Kathryn Jenkins  Michelle Bannister-Tyrrell  Marguerite Jones 《Critical Studies in Education》2017,58(1):104-119

Produced through market relations of neoliberal managerialism, teacher subjectivities are becoming progressively commodified. With the increasing casualisation of the teaching workforce, the well-being and status of casual relief teachers (CRTs) can be seen as an area of concern, at risk of ‘flexploitation’. More than just a convenient labour pool, CRTs operate on the margins of school communities, a space fraught with a range of issues. In many instances, CRTs experience less job satisfaction; less rapport with students and colleagues and less access to school information, professional development, resources and teaching materials. This article draws on a positioning theory to frame the discursive production of CRT selves within the neoliberal milieu. It offers a detailed analysis of collective biographies that explore narrative formations of casual teaching. Schooling discourse is replete with metaphorical language that frames teacher positioning, and a range of existing metaphors in CRT literature highlight their vulnerability in particular. Rather than offering an analysis that addresses casual teacher performance as a problem to be solved, this article proposes that the relationship between ‘structural marginalisation and the ‘othering’ that CRTs can experience is associated with the politics of market-related performativity.  相似文献