The role of schools in explaining individuals’ subject choices at age 14     

Jake Anders  Morag Henderson  Vanessa Moulton  Alice Sullivan 《牛津教育评论》2018,44(1):75-93

Abstract

The subjects that young people study from age 14 onwards may have important consequences for their future academic and labour market outcomes. These decisions are shaped by the schools in which they find themselves. Schools also face constraints of their own. This paper explores the extent to which individuals’ decisions are affected by the school they attend and to what extent this is affected by the composition of schools in terms of academic attainment, gender, and socioeconomic background. We use multi-level variance decomposition models applied to administrative data on the subjects that young people in mainstream state-funded schools in England study between ages 14 and 16. Our results highlight the important role that constraints on schools play in subject choice decisions. We also note the particular role of attending a non-selective school within a selective schooling district.  相似文献   

‘Beyond 2015’, within the modern/colonial global imaginary? Global development and higher education     

Sharon Stein  Vanessa de Oliveira Andreotti  Rene Suša 《Critical Studies in Education》2019,60(3):281-301

Efforts to emphasize higher education’s role in development have grown in recent years, but important questions remain about the motivations and effects of these initiatives. In this paper, we employ the concept of a ‘modern/colonial global imaginary’ to consider the impact of the enduring power relations and uneven politics of knowledge in the relationship between higher education and development. Specifically, we consider the Association of Commonwealth Universities’ (ACU) ‘Beyond 2015’ campaign, which was launched in anticipation of the new UN Sustainable Development Goals. We argue that despite the ACU’s intention to provide ‘a platform for diverse voices, particularly from the global South’, the campaign was structured in a way that discouraged dissenting perspectives. More broadly, we consider available possibilities and limitations for challenging mainstream development agendas.  相似文献   

A taxonomy of emotion and cognition for student reflection: introducing emo-cog     

Marina Harvey  Chris Baumann  Vanessa Fredericks 《高等教育研究与发展》2019,38(6):1138-1153

ABSTRACT

Reflective practice can support student learning by enabling praxis: the bridging of the theory of the classroom with the students’ learning experience. Students’ written reflections are the most common mode for practising and documenting reflection. Available typologies for coding the level of student written reflections focus on the cognitive domain. The coding of student reflection data from four locations (Australia, Denmark, Hong Kong and South Korea; n?=?760) revealed that the focus on the cognitive domain could not capture the role and contribution of the affective domain of reflection for learning. This study conceptualises and presents our new two-domain emo-cog taxonomy, together with empirical evidence to substantiate a new way of thinking about reflection for learning. Emo-cog identifies multiple levels of affective responses along with traditional cognitive reflections. Emotions are found to make a significant contribution to student reflections. Learning is clearly a matter of head and heart.  相似文献   

The politics of English in Puerto Rico’s public schools by Jorge R. Schmidt     

Vanessa Z. Mari 《Journal of Latinos & Education》2016,15(1):66-67

  相似文献   

The Hit & Turn Tennis Test: An acoustically controlled endurance test for tennis players     

Alexander Ferrauti  Vanessa Kinner  Jaime Fernandez-Fernandez 《Journal of sports sciences》2013,31(5):485-494

Abstract

This study was conducted to validate and evaluate the “Hit & Turn Tennis Test”, an acoustically progressive on-court endurance test for tennis players. Ninety-eight competitive tennis players (53 males, 45 females) of different age groups participated in the study. For validation, the adult male players completed three Hit & Turn tests, one on a clay court and two on a carpet surface, a tennis-specific ball machine test and an incremental treadmill run in a randomized order. A stronger correlation between maximal performance (r = 0.81, P < 0.01) and maximal oxygen uptake (r = 0.96, P < 0.01) was observed between the Hit & Turn test and the ball machine test, than between the Hit & Turn test and the treadmill test. For test–retest, we found a significant correlation between maximal performance on the same (r = 0.83, P < 0.01) and on different surfaces (r = 0.74, P < 0.01). During test evaluation, maximal performance was higher in males than in females (P < 0.01) and increased by consecutive age group in boys (P < 0.01) but not in girls (P = 0.97). In conclusion, Hit & Turn maximum test performance can be recommended as a valid and reliable indicator for tennis-specific endurance.  相似文献   

Factors contributing to lifelong science learning: Amateur astronomers and birders          下载免费PDF全文

M. Gail Jones  Elysa Nicole Corin  Thomas Andre  Gina M. Childers  Vanessa Stevens 《科学教学研究杂志》2017,54(3):412-433

  相似文献   

Delivering NEET policy packages? A decade of NEET policy in England     

Jo Hutchinson  Vanessa Beck  Tristram Hooley 《Journal of Education & Work》2016,29(6):707-727

This article explores the way in which government policy shapes the lives of young people who are not in education, employment or training (NEET). In particular it examines how the concept of NEETs is set within a specific infrastructure and discourse for managing and supporting young people. The article provides a brief history of the NEET concept and NEET initiatives, before moving on to scrutinise the policies of the Coalition Government. A key distinction is made between those policies and practices that seek to prevent young people becoming NEET from those that seek to re-engage those who are NEET. It is argued that the Coalition has drawn on a similar active labour market toolkit to the previous Labour administration, but that this has been implemented with fewer resources and less co-ordination. It concludes that there is little reason to believe that Coalition policy will be any more successful than that of the previous government, and some reason to be concerned that it will lead to young people becoming more entrenched within NEET.  相似文献   

Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups     

Nina Schünemann  Nadine Spörer  Vanessa A. Völlinger  Joachim C. Brunstein 《Instructional Science》2017,45(4):395-415

The goal of this research was to highlight the role social regulatory processes play in making students’ teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher’s role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students’ reading comprehension achievements. Because previous research (Schünemann et al. in Contemp Educ Psychol 38:289–305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students’ collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students’ interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback.  相似文献   

Cash,competition, or charity: international students and the global imaginary     

Sharon Stein  Vanessa Oliveira de Andreotti 《Higher Education》2016,72(2):225-239

  相似文献   

The Role of the Mass Media in the Integration of Migrants     

Vanessa Christoph 《Mind, Brain, and Education》2012,6(2):97-107

The media have a profound effect on the worldview of their consumers and should be carefully considered in matters of immigration. Often, migrants are portrayed through a negative lens by the media and most usually as a homogenous group rather than as individuals. This article examines the portrayal of migrants in one particular context (Germany) and questions what the best ways would be for handling these negative images, especially but not only in education systems. The author concludes that perhaps the combination of viewing migrants as individual people, rather than as a homogenous group, as well as more positive media portrayal of migrant people, would lead to a more positive representation of migrants in society.  相似文献