Corrigendum to “Higher Education Policy: Why hope for Quality when rewarding Quantity?” [Research Policy Volume 49, Issue 8(2020) /104083]     

Alice Civera  Erik E. Lehmann  Stefano Paleari  Sarah A.E. Stockinger 《Research Policy》2021,50(2):104168

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Spatial Thinking in Practice: A Snapshot of teacher's Spatial Activity Use in the Early Years' Classroom     

Katie A. Gilligan-Lee  Alice Bradbury  Charlotte Bradley  Emily K. Farran  Jo Van Herwegen  Dominic Wyse  Laura A. Outhwaite 《Mind, Brain, and Education》2023,17(2):107-116

Spatial thinking predicts Science, Technology, Engineering, and Mathematics achievement, yet is often absent from educational policy. We provide benchmarks of teachers' usage and perceptions of spatial activities in practice in the reception classroom (first year of primary school). In this questionnaire study of educational professionals working in the reception classroom in England (N = 104), we found that spatial and numeracy activities were perceived as significantly less important, and were reportedly completed significantly less often, than literacy or life skills. Despite the lower perceived importance of spatial skills in curriculum guidance in England, rates of reported spatial activity use were encouragingly high and were broadly comparable to those of numeracy. Teachers had moderate anxiety levels for both spatial and mathematics domains. The findings highlight a need to elevate teachers' understanding of the importance of developing children's early spatial and numeracy skills, which may begin with efforts to reduce spatial and mathematics anxiety.  相似文献   

Social origins,school type and higher education destinations     

Alice Sullivan  Samantha Parsons  Richard Wiggins  Anthony Heath  Francis Green 《牛津教育评论》2014,40(6):739-763

To what extent and why do social origins matter for access to higher education, including access to elite universities? What is the role of private and selective schooling? This paper uses the 1970 British Cohort Study (BCS70) to analyse the trajectories of a generation currently in early middle age. We find that the influence of social origins, especially parental education, remains when both a wide range of cognitive measures and school attainment are controlled. Attending a private school is powerfully predictive of gaining a university degree, and especially a degree from an elite institution, while grammar schooling does not appear to confer any advantage.  相似文献   

The Impact of Neighborhood,Family, and Individual Risk Factors on Toddlers’ Disruptive Behavior     

Amy E. Heberle  Yolanda M. Thomas  Robert L. Wagmiller  Margaret J. Briggs‐Gowan  Alice S. Carter 《Child development》2014,85(5):2046-2061

Disadvantaged neighborhoods confer risk for behavior problems in school‐aged children but their impact in toddlerhood is unknown. Relations between toddlers’ disruptive behavior and neighborhood disadvantage, family disadvantage, violence or conflict exposure, parent depressive symptoms, and parenting behavior were examined using multilevel, multigroup (girl–boy) models. Participants were 1,204 families (mean child age = 24.7 months). Unique associations between disruptive behavior and all risk factors were observed, but the effect of neighborhood disadvantage was negligible when all of the more proximal factors were accounted for. The results suggest both that children in disadvantaged neighborhoods are at greater risk of behavior problems than children in nondisadvantaged neighborhoods and that optimal prevention/intervention work with these children will attend to proximal risk factors.  相似文献   

Making the Intentional Decision to Use an Effective Curriculum to Promote Children’s Learning     

Alice Frazeur Cross  Michael Conn-Powers 《Early Childhood Education Journal》2014,42(6):361-366

This study investigated the extent to which early education classrooms across Indiana implemented evidence-based practices and how well the classrooms of different types of early education programs in our state compared with one another. Evidence-based effective curricula increase children’s learning compared to those that are not effective. This article addresses the question: “Are the curricula used by the teachers effective?” The 81 participating classrooms included 28 in licensed child care centers, 27 in Head Start, and 26 in public school prekindergarten. Of the 81 classrooms, 80 teachers responded to the question: “What curriculum or curricula do you use in your classroom?” We used a three-step process to determine whether each response named a curriculum based on the Head Start definition; whether studies of the curriculum met the What Works Clearinghouse (WWC) guidelines for being evidence-based; and if the WWC reviews identified the curriculum as effective in increasing children’s learning. Findings revealed that only 2 of 80 responding teachers used a curriculum determined by WWC to be effective. Other teachers used curricula that did not meet the Head Start definition, used curricula that did not meet the WWC standards for evidence, or used curricula with evidence but that were ineffective. These findings suggest that administrators and teachers should opt for a curriculum determined to be effective and to choose whether the curriculum will be math- or literacy-based since no comprehensive curriculum has been determined to be effective. A challenge for implementation is that the WWC has shown only five curricula to be effective.  相似文献   

The Foodborne Outbreak Challenge—Using Experiential Learning to Foster Interdisciplinary Training Among Students on Foodborne Disease Outbreak Investigations          下载免费PDF全文

Alice E. White  Katherine R. Sabourin  Elaine Scallan 《Journal of Food Science Education》2018,17(2):60-65

The Integrated Food Safety Centers of Excellence aim to develop novel learning methods to educate and train the future public health workforce to investigate foodborne outbreaks. The Foodborne Outbreak Challenge (FOC) was a one‐day event hosted by the Colorado Integrated Food Safety Center of Excellence at the Colorado School of Public Health. The FOC incorporated experiential, problem‐based, and interdisciplinary pedagogies from case studies, simulation exercises, and public health case competitions, to deliver a novel learning experience that met the training needs of a multidisciplinary foodborne outbreak response team with diverse skills sets. The event received positive feedback, and participants demonstrated knowledge gain. Event materials are available for other institutions to use.  相似文献   

Scandal or sex crime? Gendered privacy and the celebrity nude photo leaks     

Alice E. Marwick 《Ethics and Information Technology》2017,19(3):177-191

In 2014, a large archive of hacked nude photos of female celebrities was released on 4chan and organized and discussed primarily on Reddit. This paper explores the ethical implications of this celebrity nude photo leak within a frame of gendered privacy violations. I analyze a selection of a mass capture of 5143 posts and 94,602 comments from /thefappening subreddit, as well as editorials written by female celebrities, feminists, and journalists. Redditors justify the photo leak by arguing the subjects are privileged because they are celebrities; that the celebrities are at fault for failing to appropriately protect their information; and that the only person ethically responsible for the leak is the hacker. The popular press primarily took a feminist perspective, linking the photo leak to institutionalized sexism and misogyny. I argue that the Reddit participants frame the privacy violations within a context of geek masculinity, in which references to masturbation and pornography and casually misogynist language are used to signify a normative masculine self. Privacy violations are de-emphasized when the victims are women and gender or feminist concerns are rejected. Entitlement to viewing women’s bodies and male sexual desire are prioritized over ethical concerns over privacy violations. The paper contributes to understanding how privacy violations are normatively gendered and reinforced by gender inequality.  相似文献   

Head start children''s conceptions of and expectations for their future schooling   总被引：1，自引：0，他引：1  

Carol Seefeldt  Alice Galper  Kristin Denton 《Early childhood research quarterly》1997,12(4):387-406

This study examined children's conceptions of and expectations for their future schooling, determined whether participation in a Transition Demonstration could affect these, and explored how these are related to children's academic achievement. Two cohorts, 151 former Head Start children completing kindergarten, and 171 children completing Head Start, were assessed. Two major themes in children's conceptions of school emerged: play and the cognitive or learning environment. Children realistically talked about the work of school becoming less play centered, more difficult, and more centered on academics as they moved from grade to grade. Children in the Demonstration group in both cohorts gave significantly more responses to the questions than those in the Comparison. Children's expectations for their future schooling were optimistic. There were several small but significant correlations between children's conceptions and expectations for school and their academic achievement as measured by subtests of the Wood-cock-Johnson-R.  相似文献   

A multifaceted view of the land of fire and ice     

Watt  Laura Alice 《Metascience》2022,31(2):261-262

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