Conceptualizing impact in academic development: finding a way through     

Anna Jones  Simon Lygo-Baker  Sharon Markless  Bart Rienties  Roberto Di Napoli 《高等教育研究与发展》2017,36(1):116-128

This paper explores the notion of impact in the context of academic development programs and considers how it can be described and understood. We argue that impact has a range of meanings and academic development programs such as graduate certificates have a broad group of stakeholders and hence the impact is different for each group depending on how the program aims and objectives are defined and understood. In finding a way through the difficulties of evaluating impact in academic development we point to the importance of clearly conceptualizing the notion of impact, a careful identification of the assumptions underpinning any program and an understanding of who academic development will benefit and how. We suggest that impact in academic development cannot be understood without taking account of the range of possible impacts and the difficulty of attributing simple cause and effect to a complex environment.  相似文献   

Characteristics of Effective In‐service Programmes and Activities: results of a Dutch survey     

Margriet Van Tulder  Simon Veenman 《Educational studies》1991,17(1):25-48

The goal of this study is to determine which features effective in‐service activities must have, and to what extent designers of in‐service activities take these features into account. The study is also directed at the relationship between these features of in‐service activities and their implementation and impact characteristics. On the basis of a Delphi‐study, a survey was carried out among teachers, principals, in‐service education and training (INSET) trainers and school counsellors. This article presents the data gathered on programme participants’ and trainers’ opinions and beliefs about effective in‐service and about implementation and impact characteristics. The study also examines the extent of the oft reported critical comments on in‐service activities. In spite of extensive criticism about the value of in‐service education, most participants are positive about the design and execution of the activities. However, INSET has to be closely watched for effectiveness, especially where it concerns applicability and functionality. This is generally judged to be insufficient.  相似文献   

Knowing about language—Some evidence from readers     

Che Kan Leong Ph.D.  Simon Sheh M.Ed. 《Annals of dyslexia》1982,32(1):147-161

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The Influence of Emotional Reaction on Help Seeking by Victims of School Bullying     

Simon C. Hunter  Mark G. Borg 《教育心理学》2006,26(6):813-826

Research has begun to focus on how victims of school bullying cope, but there is still little understanding of why pupils will cope in one particular way and not another. This paper aimed to examine the effects of gender, stage of schooling, frequency of victimisation, and different emotions (anger, vengeance, self‐pity, indifference, and helplessness) upon the social support that children report using. Questionnaires were completed by 6,282 Maltese schoolchildren between 9 and 14 years of age. Analyses revealed that specific patterns of emotion and victimisation predict pupil reports of using certain sources of social support. Results are discussed in relation to possible intervention, future research needs, and implications for the theoretical framework used.  相似文献   

Categorizing and promoting reversibility of mathematical concepts     

Martin A. Simon  Melike Kara  Nicora Placa  Hakan Sandir 《Educational Studies in Mathematics》2016,93(2):137-153

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READING PASSAGES     

Simon 《今日中学生》2007,(16):24-25

His father wants to go there, too.Li Ming was going to visit an island in summer holi-days. He was talking with his father."Dad, we are going to visit anisland next Monday. Do you agree with us? "  相似文献   

Effects of support on stress and burnout in school principals     

Simon Beausaert  Dominik E. Froehlich  Christelle Devos  Philip Riley 《Educational research; a review for teachers and all concerned with progress in education》2016,58(4):347-365

Background: More than ever before, school principals are dealing with stress and burnout, resulting from increasing role demands and decreasing decision latitude and autonomy. Following the Demand–Support–Constraints model, reasons for stress and burnout can be found in the lack of social support in the environment.

Purpose: This longitudinal study investigates whether changes in social support from colleagues, supervisors and/or the broader community affect levels of principal stress and burnout.

Sample: Approximately 26% of Australia’s school principals took part (N = 3572): primary (n = 2660) and secondary (n = 912) spread across all Australian states and territories. Age ranged between 46 and 55 years, and mean leadership experience was 12 years.

Design and methods: Since stress and burnout are psychological phenomena that develop over time, a longitudinal approach was adopted. Data were collected across four waves, spread over four years, from 2011 to 2014.

Results: It was found that social support predicts decreased stress and in turn burnout in school principals, however differences were found according to the type of social support. The data provide strong evidence for a positive effect of stress on burnout (e.g. the more stress at time 2, the more burnout in principals at time 3) and partial support for indirect negative effects of social support on burnout (e.g. the more support from colleagues at time 2, the less burnout in principals at time 3). However, we also found two instances of positive effects of social support from the broader community on burnout. This suggests that the more support principals receive from the broader community, the more likely they are to show burnout symptoms. This might be explained as the ‘the downside of empathy’, where principals who are strongly supported by their community might also feel more connected to that community. When their community is struggling, they are probably struggling as well.

Conclusions: The findings highlight the positive impact the wider school community can play in providing supplementary professional support to the principal. Unbundling or repackaging the job responsibilities with an administrative team that shares the leadership of the school, could be part of the solution.  相似文献   

Associations of child sexual and physical abuse with obesity and depression in middle-aged women     

Rohde P  Ichikawa L  Simon GE  Ludman EJ  Linde JA  Jeffery RW  Operskalski BH 《Child abuse & neglect》2008,32(9):878-887

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Associations of Number Line Estimation With Mathematical Competence: A Meta‐analysis          下载免费PDF全文

Michael Schneider  Simon Merz  Johannes Stricker  Bert De Smedt  Joke Torbeyns  Lieven Verschaffel  Koen Luwel 《Child development》2018,89(5):1467-1484

The number line estimation task is widely used to investigate mathematical learning and development. The present meta‐analysis statistically synthesized the extensive evidence on the correlation between number line estimation and broader mathematical competence. Averaged over 263 effect sizes with 10,576 participants with sample mean ages from 4 to 14 years, this correlation was r = .443. The correlation increased with age, mainly because it was higher for fractions than for whole numbers. The correlation remained stable across a wide range of task variants and mathematical competence measures (i.e., counting, arithmetic, school achievement). These findings demonstrate that the task is a robust tool for diagnosing and predicting broader mathematical competence and should be further investigated in developmental and experimental training studies.  相似文献   

Working-class Men's Constructions of Masculinity and Negotiations of (Non)Participation in Higher Education     

Louise Archer  Simon D. Pratt  David Phillips 《Gender and education》2001,13(4):431-449

This article draws on discussion group data collected with 64 ethnically diverse working-class men who were predominantly not participating, or planning to participate, in higher education. The article identifies how the men drew on various discourses of masculinity in their arguments for and against higher education participation, and discusses potential implications of these discourses upon working-class men's continued underrepresentation in higher education. Analysis also highlights how the men's various constructions were framed/constrained by their locations within multiple, interlocking systems of inequality. Questions are raised with regard to future widening participation initiatives.  相似文献