Introduction     

Angela Dresselhaus  Lila A. Ohler  Kristen Wilson  Leigh Ann DePope 《期刊图书馆员》2017,72(1-4):1-2

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Enacting silence: Residual categories as a challenge for ethics,information systems,and communication     

Susan Leigh Star  Geoffrey C. Bowker 《Ethics and Information Technology》2007,9(4):273-280

Residual categories are those which cannot be formally represented within a given classification system. We examine the forms that residuality takes within our information systems today, and explore some silences which form around those inhabiting particular residual categories. We argue that there is significant ethical and political work to be done in exploring residuality.  相似文献   

Hazardous occupations, illness, and schooling     

J. Paul Leigh 《Economics of Education Review》1981,1(3):381-388

This initial study of the direct and indirect effects of schooling and direct effects of occupational hazards on health uses a recursive model involving choice of occupation that depends on schooling. Although the model represents only one possible conceptualization and the data on health are not the most desirable, evidence is found that occupational hazards have a strong influence on health independent of education and earnings. In addition, it is found that schooling has no direct effects on work hours lost due to illness and no indirect effects through choice of a safe job. The unimportance of schooling in affecting health may be partially explained by the limited sample which includes only blue-collar employees in very risky occupations.  相似文献   

Development and validation of the preschool learning behaviors scale     

Paul A. McDermott  Nanette M. Leigh  Marlo A. Perry 《Psychology in the schools》2002,39(4):353-365

This article presents the design, national standardization, and validation of the Preschool Learning Behaviors Scale (McDermott, Green, Francis, & Stott, 2000). A normative sample (N = 100) of 3‐ to 5–1/2‐year‐olds was configured to the U.S. Census, wherewith factor analyses yielded distinct and reliable dimensions of Competence Motivation, Attention/Persistence, and Attitude Toward Learning. The solution was invariant in an independent national sample (N = 170) and generalizable across child sex, age, ethnicity, and parent education level. Three‐week stability and interobserver agreement were supported with a local Head Start sample (N = 52). Bivariate and canonical correlations demonstrated validity convergence with indices of social skills, divergence from behavior problems, and substantial independence from cognitive ability. Implications and future research are considered. © 2002 Wiley Periodicals, Inc.  相似文献   

Education and Development: Measuring the Social Benefits: Walter W. McMahon; Oxford University Press, New York, 1999, pp. xiv + 299, Price U.S. $55 cloth     

Professor J. Paul Leigh   《Economics of Education Review》2001,20(6)

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High technology and performance technology     

Doug Leigh 《Performance Improvement》2004,43(2):1-4

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Performance improvement: More than just bettering the here‐and‐now     

Ryan Watkins  Doug Leigh 《Performance Improvement》2001,40(8):10-15

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Brokering and bridging knowledge in health and physical education: a critical discourse analysis of one external provider’s curriculum     

Leigh Sperka  Eimear Enright  Louise McCuaig 《Physical Education & Sport Pedagogy》2018,23(3):328-343

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Needs assessment—a digest,review, and comparison of needs assessment literature     

Ryan Watkins  Douglas Leigh  William Platt  Roger Kaufman 《Performance Improvement》1998,37(7):40-53

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Correlates of psychosocial adjustment in deaf adolescents with and without cochlear implants: a preliminary investigation     

Leigh IW  Maxwell-McCaw D  Bat-Chava Y  Christiansen JB 《Journal of deaf studies and deaf education》2009,14(2):244-259

The number of children who have received cochlear implants (CIs) has increased dramatically in the past two decades. In view of potential concerns about their psychosocial adjustment, our aim was to assess the effect of implants on the adolescents' psychosocial functioning among a group of 57 deaf adolescents with and without CIs, using published and validated measures completed by the adolescents themselves, their parents, and teachers. Adolescents with CI tended to be more hearing acculturated, whereas those without CI tended to be more Deaf acculturated. Despite some differences in background characteristics between the two groups, there were no differences between them on the psychosocial variables assessed in this study, regardless of the reporting sources. Rather than having a direct effect on the psychosocial outcomes assessed in this study, it is through the mediating effect of acculturation and school setting that CI status exerts an influence over many of this study's outcomes. Recommendations for future research are made in light of our findings.  相似文献