Selectivity,admissions and intakes to ‘comprehensive’ schools in London,England   总被引：2，自引：0，他引：2  

Anne West  Audrey Hind 《Educational studies》2006,32(2):145-155

This study focuses on admissions criteria used for ‘comprehensive’ secondary schools in London, UK. It was found that schools whose admissions were controlled by the local authority were more likely to report giving priority to children with medical/social needs and special educational needs than were schools that controlled their own admissions; the latter were more likely to report the use of various potentially ‘creaming’ criteria. There was also more ‘selectivity’ among London comprehensive schools with autonomy over admissions, with higher proportions using potentially selective admissions criteria than in the rest of England. Moreover, it was found that schools with responsibility for their own admissions had lower proportions of pupils with special educational needs and obtained higher scores in public examination ‘league tables’ than schools whose admissions were controlled by the local authority. The findings suggest that some schools, although nominally ‘comprehensive’, appear to restrict access to certain groups of pupils.  相似文献   

Incorporating Comprehensive Counselling and Guidance Models into School Curricula in Sub-Saharan Africa     

John M. Kiweewa  Brandon A. Knettel  Melissa M. Luke 《International journal for the advancement of counseling》2018,40(2):133-147

There is an increasing body of evidence demonstrating the psychological and social challenges that afflict school-age children in sub-Saharan Africa. In spite of widespread calls to provide counselling and guidance services in schools, efforts at expanding these services remain fragmented and under-resourced. Grounded in both empirical and theoretical literature, this article calls for integration of counselling and guidance through a whole-school approach. Utilizing critical aspects of child and adolescent developmental theory, we summarize the current state of counselling and guidance in the region, evaluate attempts at integration, and propose adoption of a comprehensive guidance and counselling model into school curricula.  相似文献   

The Influence of Education Major: How Diverse Preservice Teachers View Pseudoscience Topics     

Susan Carol Losh  Brandon Nzekwe 《Journal of Science Education and Technology》2011,20(5):579-591

Pseudoscience beliefs (e.g., astrology, ghosts or UFOs) are rife in American society. Most research examines creation/evolution among liberal arts majors, general public adults, or, infrequently, middle or high school science teachers. Thus, research truncates the range of ersatz science thinking and the samples it studies. We examined diverse beliefs, e.g., extraterrestrials, magic, Biblical creation, and evolution, among 540 female and 123 male future teachers, including 325 elementary education majors. We study how these cognitions related to education major and, because popular media often present pseudoscience “information”, student media use. Future elementary educators most often rejected evolution and endorsed “creationism” or Intelligent Design. Education majors held similar beliefs about astrology, UFO landings, or magic. Compared with other education students, elementary education majors watched less news or science television and read fewer popular science magazines. However, religious and media variables explained more variation in creation/evolution beliefs than education major. We discuss implications of our findings for elementary school science education and how teacher educators may be able to affect pseudoscience beliefs among their elementary education students.  相似文献   

Sexual References and Consequences for Heterosexual,Lesbian, Gay,and Bisexual Characters on Television: A Comparison Content Analysis     

Bradley James Bond  Brandon Miller  Jennifer Stevens Aubrey 《Mass Communication and Society》2019,22(1):72-95

A content analysis was conducted to examine sexual references and consequences among lesbian, gay, bisexual (LGB), and heterosexual characters on television. The sample was composed of programs portraying an LGB lead or reoccurring character. Results showed that heterosexual and LGB characters engaged in sexual talk and behavior in similar contexts. When discussing LGB sexualities, however, heterosexual characters were disproportionately likely to make jokes; LGB characters were disproportionately likely to discuss coming out. LGB characters depicted in sexual references were more likely to be in dialogue with a heterosexual character than another LGB character. Sexual consequences were more common for heterosexual characters than LGB characters. No gender differences existed in frequency of sexual references or consequences among LGB characters, evidence that the sexual double standard found in previous research may not apply to LGB characters. Results are discussed in terms of potential effects of exposure.  相似文献   

Improving online social presence through asynchronous video     

Jered Borup  Richard E. West  Charles R. Graham 《The Internet and Higher Education》2012,15(3):195-203

Online learning has become a reality for many students in higher education. Unfortunately, something that has also become a reality is a sense of isolation in online courses, and Moore (1980) has warned that students' sense of distance can threaten their ability to learn. The community of inquiry framework (Garrison, Anderson, & Archer, 2000) has provided insight into ways that online interactions can improve students' and instructors' social presence and learning. Emerging video technologies may be able to improve these interactions and thus more easily support the development of communities of inquiry. In this study we interviewed students in three distinct courses using different video-based instructional strategies. A large majority of students indicated feeling that the video-based communication made their instructors seem more real, present, and familiar, and that these relationships were similar to face-to-face instruction. Video communication impacted students' social presence in similar ways, although to a lesser degree than they believed it impacted instructor social presence. We conclude with discussion for future research and practice.  相似文献   

An investigation of gender differences in Holland’s circumplex model of vocational personality types in South Africa     

Mintram  Kersha  Morgan  Brandon  de Bruin  Gideon P. 《International Journal for Educational and Vocational Guidance》2020,20(2):293-310

International Journal for Educational and Vocational Guidance - We investigated (a) the fit and structural equivalence of Holland’s model of six vocational personality types in a sample of...  相似文献   

Academic Communities of Engagement: an expansive lens for examining support structures in blended and online learning     

Borup  Jered  Graham  Charles R.  West  Richard E.  Archambault  Leanna  Spring  Kristian J. 《Educational technology research and development : ETR & D》2020,68(2):807-832

Educational technology research and development - In this article we share the Academic Communities of Engagement (ACE) framework, which describes a student’s ability to engage affectively,...  相似文献   

Toward functional expertise through formal education: identifying an opportunity for higher education     

Swan  Richard H.  Plummer  Kenneth J.  West  Richard E. 《Educational technology research and development : ETR & D》2020,68(5):2551-2568

In this paper, we synthesize research on the nature and development of expertise to propose a developmental model that describes four main areas of expert knowledge: procedural, conditional, and conceptual knowledge, along with knowledge generation. We propose that these types of expert knowledge map onto and promote the development of four types of expert performance: procedural, functional, adaptive, and generative expertise. Further, we propose that expertise develops in terms of a fluency dimension consisting of execution, repertoire, and automaticity. We propose that this model highlights a potential opportunity for educators and instructional designers to target the appropriate level of expertise through teaching specific knowledge types in progression and providing practice and feedback to improve fluency. At a minimum, graduates would possess a degree of functional fluency and be better able to enter the workforce. Being aware of the need, and also knowing how, to conditionalize their own knowledge should also accelerate their continued acquisition of expertise throughout their career.

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Reflections from the Introduction of Blogs and RSS Feeds into a Preservice Instructional Technology Course   总被引：1，自引：0，他引：1  

Richard E. West  Geoff Wright  Bruce Gabbitas  Charles R. Graham 《TechTrends》2006,50(4):54-60

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The impact of higher education on adult students in Australia     

Leo H. T. West  Terry Hore 《Higher Education》1989,18(3):341-352

This article is part of a study of the impact of higher education on aspects of the employment of a national sample of adult students (25 and over) who enrolled in higher education in Australia in 1978. The study shows that from the point of view of employment these adult students drew much benefit from their higher education. Females tended to benefit more than males. A further article in a later issue will consider for the same group the impact of higher education on the person.  相似文献