A Sorry Tail: Ability, Pedagogy and Educational Reform     

Susan Hart 《British Journal of Educational Studies》1998,46(2):153-168

This paper argues that if 'reforms'of education designed to raise standards leave unquestioned the notion of fixed differential ability, then they are likely to be self-defeating. It considers alternative ways of formulating knowledge about individual differences reflected both in the literature and in classroom practice, and concludes by making a case for further research to be undertaken to establish frameworks for teaching consistent with an anti-determinist view of individual potential.  相似文献   

Effects of glucose and salts on the wearing quality of sole leather     

P.L. Wormeley  R.C. Bowker  R.W. Hart  L.M. Whitmore  J.B. Churchill 《Journal of The Franklin Institute》1919,188(4):557-558

  相似文献   

Come to Believe: How the Jesuits are Reinventing Education (Again)     

Amelia Blanton Hibner 《Christian Higher Education》2018,17(3):178-180

  相似文献   

A factorial analysis of timed and untimed measures of mathematics and reading abilities in school aged twins     

Sara A. Hart  Stephen A. Petrill  Lee A. Thompson 《Learning and individual differences》2010,20(2):63-69

The present study examined the phenotypic and genetic relationship between fluency and non-fluency-based measures of reading and mathematics performance. Participants were drawn from the Western Reserve Reading and Math Project, an ongoing longitudinal twin project of same-sex MZ and DZ twins from Ohio. The present analyses are based on tester-administered measures available from 228 twin pairs (age M = 9.86 years). Measurement models suggested that four factors represent the data, namely Decoding, Fluency, Comprehension, and Math. Subsequent quantitative genetic analyses of these latent factors suggested that a single genetic factor accounted for the covariance among these four latent factors. However, there were also unique genetic effects on Fluency and Math, independent from the common genetic factor. Thus, although there is a significant genetic overlap among different reading and math skills, there may be independent genetic sources of variation related to measures of decoding fluency and mathematics.  相似文献   

An intervention for relational and physical aggression in early childhood: A preliminary study     

Jamie M. Ostrov  Greta M. Massetti  Kirstin Stauffacher  Stephanie A. Godleski  Katie C. Hart  Kathryn M. Karch  Adam D. Mullins  Emily E. Ries 《Early childhood research quarterly》2009

A preventive intervention for reducing physical and relational aggression, peer victimization, and increasing prosocial behavior was developed for use in early childhood classrooms. Nine classrooms were randomly assigned to be intervention rooms (N = 202 children) and nine classrooms were control rooms (N = 201 children). Classroom was the unit of analysis and both observations and teacher-reports were obtained at pre and post-test. Focus groups were used to develop the initial program. The 6-week program consisted of developmentally appropriate puppet shows, active participatory sessions, passive concept activities and in vivo reinforcement periods. Preliminary findings suggest that the “Early Childhood Friendship Project” tended to reduce physical and relational aggression, as well as physical and relational victimization and tended to increase prosocial behavior more for intervention than control classrooms. Teachers and interventionists provided positive evaluations of the program and there is evidence for appropriate program implementation.  相似文献   

International perspectives on social inequalities,excellence and aspiration in education     

Caroline Sarojini Hart  Arathi Sriprakash 《International Studies in Sociology of Education》2017,26(3):229-230

  相似文献   

Towards a meta-research agenda in science and enviormental educaion     

Ian Robottom  Paul Hart 《International Journal of Science Education》2013,35(5):591-605

Abstract

This paper begins by establishing the existence of a debate in the broader educational community about the nature, meaning and significance of educational research, and its recognition that different approaches to educational research do not simply represent different strategies for data collection but rest on and express different ideologies that implicate different political attitudes among teachers, students, subject‐matters,schools, support agencies and researchers themselves. Evidence can be seen that this debate is beginning to appear in the science education literature and it is believed that the arguments can be extended.

It is argued that research in science education and environmental education needs to consider methodology in the political terms of ideology, rather than simply in the technical terms of method and technique. Some of the recent thinking about the politics of method in both science education and environmental education, is then considered briefly and a number of meta‐research questions are proffered that might focus further attention on the political theory of research in these two fields.  相似文献   

Editorial     

Paige G. Andrew  Katherine Hart Weimer 《Journal of Map & Geography Libraries》2017,13(2):145-147

  相似文献   

Hand/wrist disorders among sign language communicators     

Smith SM  Kress TA  Hart WM 《American annals of the deaf》2000,145(1):22-25

The study assessed the frequency of self-reported hand/wrist problems among sign language communicators, including interpreters, deaf or hard-of-hearing individuals, and educators. Comparisons were also made between sign language communicators and the general population regarding the frequency of medically diagnosed carpal tunnel syndrome. A survey was mailed to attendees of a national conference that focused on the quality of postsecondary educational opportunities for students with hearing deficits. Fifty-nine percent of 184 respondents reported experiencing hand/wrist problems. Twenty-six percent reported experiencing hand/wrist problems severe enough to limit the ability to work, and 18% reported a medical diagnosis of wrist tendinitis, carpal tunnel syndrome, or both. The frequency of self-reported, medically diagnosed carpal tunnel syndrome for the surveyed sign language communicators was five times the rate experienced by working Americans between ages 18 and 60 years (Tanaka, Wild, Seigman, Halperin, Behrens, & Putz-Anderson, 1995). The study supports increased emphasis on and availability of hand/wrist disorder risk reduction programs for sign language users.  相似文献   

A Tribute to William B. Stapp (1930-2001)     

Bora Simmons  Paul Hart  Harold Hungerford 《The Journal of environmental education》2013,44(4)

  相似文献