The experience of school in Scotland, 1970s to 1990s     

Lindsay Paterson 《British Educational Research Journal》2020,46(6):1171-1192

Reforms to secondary schooling in the 20th century are most commonly discussed in relation to structures—the extension of secondary education to all students in the first half of the century, and the ending of selection into different kinds of school after the 1960s. Yet reformers also sought to give students a more satisfactory experience of school. Understanding statistically the changing experience which students had of secondary school following the reforms of the 1960s requires a lengthy time series of survey data collected contemporaneously and the capacity to link that information to evidence on attainment and on demographic factors such as sex and socio-economic status. Data from a unique series of such surveys in Scotland is used to investigate whether secondary schools became more humane in this period, whether students were more engaged with their schooling, and whether they thought that schools prepared them for life after they left. The conclusions are that the long-term aspirations of reformers to make schooling more satisfactory for students were broadly achieved. There were indeed improvements of experience and sentiment of these kinds, and they extended to students at all levels of attainment, to both sexes, and to all levels of socio-economic status.  相似文献   

Convergence of views: Self‐perceptions of African American and White kindergartners     

William Strein  Tracy Simonson  Lindsay Vail 《Psychology in the schools》1999,36(2):125-134

As the second in a series of studies concerning the development of kindergartners' self‐perceptions, this study examined the effects of the kindergarten experience on self‐perceptions of African American and White students as they progressed through their kindergarten year. Using a countywide sample of 209 children in 31 classrooms, the study incorporated in vivo observations of teachers' verbal behavior and self‐perception data from the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children. Results indicate that the kindergarten experience had an equalizing effect on the self‐perceptions of African American and White children, although self‐perceptions of cognitive competence were initially lower for African American children than for their White counterparts. Teachers' verbal interactions with children were not affected by the child's race, at least when different achievement levels were taken into account. © 1999 John Wiley & Sons, Inc.  相似文献   

Potential mediating pathways through which sports participation relates to reduced risk of suicidal ideation     

Taliaferro LA  Rienzo BA  Miller MD  Pigg RM  Dodd VJ 《Research quarterly for exercise and sport》2010,81(3):328-339

Suicide ranks as the third leading cause of death for American youth. Researchers examining sport participation and suicidal behavior have regularly found inverse relationships. This study represents the first effort to test a model depicting potential mechanisms through which sport participation relates to reduced risk of suicidal ideation. The participants were 450 undergraduate students. Measures assessed participants' involvement in university-run sports and other activities; frequency of physical activity; and perceived social support, self-esteem, depression, hopelessness, loneliness, and suicidal ideation. Regression analyses confirmed a path model and tested for mediation effects. Vigorous activity mediated relationships between sport participation and self-esteem and depression; and self-esteem and depression mediated the relationship between vigorous activity and suicidal ideation. Social support mediated relationships between sport participation and depression, hopelessness, and loneliness; and each of these risk factors partially mediated the relationship between social support and suicidal ideation. However no variable fully mediated the relationship between sport participation and suicidal ideation. This study provides a foundation for research designed to examine pathways through which sport participation relates to reduced risk of suicidal behavior.  相似文献   

Damascene scholars during the Fātimd period: An examination of ‘Ali b. ‘Asākir's ta'Rikh Madinat Dimashq     

James E. Lindsay 《Al-Masaq: Islam & the Medieval Mediterranean》1994,7(1):35-75

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The conceptual foundations of contemporary relativity theory : John Cowperthwaite Graves. 361 pages,diagrams, 6x9 in. Cambridge,Mass., M.I.T. Press, 1971. Price $15.00 (approx. £5·75).     

R.Bruce Lindsay 《Journal of The Franklin Institute》1973,296(1):75

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Child care and low-income children's development: direct and moderated effects     

Votruba-Drzal E  Coley RL  Chase-Lansdale PL 《Child development》2004,75(1):296-312

A large literature has documented the influence of child care on young children's development, but few studies have examined low-income children in community care arrangements. Using data from Welfare, Children, and Families: A Three-City Study (N = 204), this study examined the influence of child care quality and the extent of care on low-income children's (ages 2-4 years) cognitive and socioemotional development over time. Higher levels of child care quality were modestly associated with improvements in children's socioemotional development, and extensive hours in child care were linked to increases in children's quantitative skills and decreases in behavior problems. Analyses suggest that child care quality may be particularly salient for subgroups of children from low-income families.  相似文献   

Editorial invité:Problèmes de l’évaluation du niveau de base     

Sheila Wolfendale  Geoff Lindsay 《Journal of Research in Reading》1999,22(1):8-13

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Modifying faculty roles to institutionalize continuing professional education     

William Toombs  Carl Lindsay  Gary Hettinger 《Research in higher education》1985,22(1):93-109

New functions in the university often begin as satellites, marginal to the core of the academic disciplines and the faculty. With success they seek to institutionalize those functions sometimes by incorporating them into the faculty role pattern. This study examined the receptivity across a university faculty to the role changes associated with continuing education for established professionals. Working with mid-career practitioners may offer an unusual degree of intellectual stimulus and affinity to faculty members. Respondents evaluated the importance of a set of role behaviors, some traditional, some new. Application of multiple discriminant analysis to these ratings identified agreement on several basic values along with four subcultural groupings based on views of applied knowledge and the degree of relationship to an established profession.  相似文献   

Developing a material-dialogic approach to pedagogy to guide science teacher education     

Lindsay Hetherington  Rupert Wegerif 《师资教育杂志》2018,44(1):27-43

Abstract

Dialogic pedagogy is being promoted in science teacher education but the literature on dialogic pedagogy tends to focus on explicit voices, and so runs the risk of overlooking the important role that material objects often play in science education. In this paper we use the findings of a teacher survey and classroom case study to argue that there is a gap in the way that science teachers think about the role of materials and that this could be addressed by changes in the theory base of teacher training, augmenting the current constructivist and dialogic theory with the addition of new materialism in the form of Barad’s ‘Agential Realism’. Our findings suggests that science teachers do not regularly explicitly consider the relationship between the material resources they deploy and the dialogic learning taking place. We argue that science teacher training and professional development should pay more attention to the material-dialogic relationships in the learning that emerges in science classrooms.  相似文献   

Adding a Statistical Wrench to the “Toolbox”     

Stephen L. DesJardins  Nathan K. Lindsay 《Research in higher education》2008,49(2):172-179

This paper demonstrates a formal statistical test that can be used to help researchers make decisions about alternative statistical model specifications. This test is commonly used by researchers who would like to test whether adding new variables to a model improves the model fit. However, we demonstrate that this formal test can also be employed when alternative representations of variables or constructs are considered for inclusion in a regression. An empirical example is provided using information from a widely cited US Department of Education report. Substantively, we find evidence that an alternative representation of an important policy variable would have been a better fit to the data than the index that was used in the analysis conducted in the report.

Stephen L. DesJardinsEmail:

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