Preschool Verbal and Nonverbal Ability Mediate the Association Between Socioeconomic Status and School Performance     

Sophie von Stumm  Kaili Rimfeld  Philip S. Dale  Robert Plomin 《Child development》2020,91(3):705-714

We compared the extent to which the long-term influence of family socioeconomic status (SES) on children's school performance from age 7 through 16 years was mediated by their preschool verbal and nonverbal ability. In 661 British children, who completed 17 researcher-administered ability tests at age 4.5 years, SES correlated more strongly with verbal than nonverbal ability (.39 vs. .26). Verbal ability mediated about half of the association between SES and school performance at age 7, while nonverbal ability accounted for a third of the link. Only SES, but not verbal or nonverbal ability, was associated with changes in school performance from age 7 to 16. We found that SES-related differences in school performance are only partly transmitted through children's preschool verbal abilities.  相似文献   

Students’ experiences of academic success with dyslexia: A call for alternative intervention          下载免费PDF全文

Sophie Pitt  Anita Soni 《Support for Learning》2017,32(4):387-405

This article describes a small‐scale study exploring the perspectives of five undergraduate students with dyslexia. Semi‐structured interviews were conducted in two universities in the UK. The interviews explored participants’ perceptions of their dyslexia label and how it had affected their academic success. The aim of the research was to identify facilitating factors that supported participants with dyslexia during their education. The following themes were identified: age of dyslexia identification, family support, dyslexic identity, self‐advocacy skills and learning resources. The study makes a case for an intervention for children and young people (CYP) with dyslexia that, in addition to remedial literacy support, explores self‐advocacy, thinking and study skills and facilitates positive academic self‐concepts. Future research could evaluate such an intervention for its effectiveness on CYP's social emotional well‐being and literacy skills.  相似文献   

The Journal of College Student Psychotherapy: 1985–2015     

Leighton Whitaker 《Journal of College Student Psychotherapy》2016,30(2):79-80

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大师与大师     

farfar  Sophie luo 《收藏》2015,(2):52-53

作为中法建交50周年系列活动之一及第十六届中国上海国际艺术节参展项目的"大师与大师——徐悲鸿与法国学院大家作品联展"在上海的中华艺术宫展出。"Masters and Masters——Exhibition of Artworks of Xu Beihong and French Masters"was held at China Art Museum in Shanghai as a part of the celebration of the 50th anniversary  相似文献   

Revisiting the relationship between exercise heart rate and music tempo preference     

Karageorghis CI  Jones L  Priest DL  Akers RI  Clarke A  Perry JM  Reddick BT  Bishop DT  Lim HB 《Research quarterly for exercise and sport》2011,82(2):274-284

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Teaching in an "III-Structured" Situation: The Case of Socrates     

Sophie Haroutunian-Gordon 《Educational theory》1988,38(2):225-237

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A pedagogical alliance for trust,wellbeing and the identification of errors for learning and formative assessment     

Jacqueline P. Leighton  María Clara Bustos Gómez 《教育心理学》2018,38(3):381-406

Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source – teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students’ (a) trust in the teacher, (b) well-being in the learning environment and (c) identification of confusion and errors for the purpose of learning, assessment and feedback. A sample of 101 undergraduate students was randomly assigned to either an intervention (n = 51) or control (n = 50) condition in Elementary Statistics. Results indicated that a pedagogical alliance could be created to enhance student trust in the instructor, leading students to report greater well-being and a higher number of potential areas of confusion in their understanding of new content material relative to a control group. These results have implications for formative feedback, assessments, and by extension learning outcomes.  相似文献   

The social geography of childcare: making up a middle‐class child     

Carol Vincent  Sophie Kemp 《British Journal of Sociology of Education》2004,25(2):229-244

Childcare is a condensate of disparate social forces and social processes. It is gendered and classed. It is subject to an excess of policy and political discourse. It is increasingly a focus for commercial exploitation. This is a paper reporting on work in progress in an ESRC funded research project (R000239232) on the choice and provision of pre‐school childcare by middle‐class (service class) families in two contrasting London locations. Drawing on recent work in class analysis the paper examines the relationships between childcare choice, middle‐class fractions and locality. It suggests that on the evidence of the findings to date, there is some evidence of systematic differences between fractions in terms of values, perspectives and preferences for childcare, but a more powerful case for intra‐class similarities, particularly when it comes to putting preferences into practice in the ‘making up of a middle‐class child’ through care and education.  相似文献   

Young black males: resilience and the use of capital to transform school ‘failure’     

Cecile Wright  Uvanney Maylor  Sophie Becker 《Critical Studies in Education》2016,57(1):21-34

This article addresses the idea of ‘failure’ of young black males with respect to schooling. Perceptions of black masculinity are often linked to ‘underperformance’ in the context of school academic achievement. This article addresses how young black men, by great personal effort, recover from school ‘failure’. It explores how young black men, despite negative school experiences, see possibilities for their future and how they seek to transform school ‘failure’ into personal and educational ‘success’. Low attainment combined with permanent/temporary exclusion from school does not necessarily deter young black men from pursuing their education. This low attainment is used by some to make a renewed attempt at educational progression in a different post-school learning environment. Yosso’s concept of ‘community cultural wealth’ provides an understanding of how different forms of capital are accessed by young black men to form a ‘turnaround narrative’. This article considers the complex ways in which young black males work to transform their negative school experience. Their narratives reveal a determination to succeed and the ways in which cultivation of this determination by the family, organisational/community agents promotes a sense of possibility. However, it remains to be seen how, in the UK, the cuts to vital local services and support will impact on this sense of possibility.  相似文献   

Undergraduate students’ attitudes towards mistakes in learning and academic achievement     

Jacqueline P. Leighton  Wei Tang  Qi Guo 《Assessment & Evaluation in Higher Education》2018,43(4):612-628

The objective of the present study was to better understand a relatively under-researched topic, namely, undergraduate students’ attitudes towards mistakes and how their attitudes relate to academic achievement. A series of online surveys were administered to a sample of 207 first- and second-year undergraduate students. Using structural equational modelling, a hypothesised model was proposed to evaluate the following four research questions: (1) What is the effect of students’ trust in their instructor on students’ achievement goals? (2) What is the relationship between students’ achievement goals and their attitudes towards mistakes? (3) Is students’ attitudinal behaviour towards mistakes predictive of their perception of feedback? (4) Is students’ openness to discussing mistakes (ODM) and attitudinal behaviours predictive of their academic achievement? Both direct and indirect effects were found. Direct effects indicated that students’ trust in their instructor predicted achievement goals, students’ achievement goals differentially predicted attitudes towards mistakes, students’ ODM predicted perceptions of feedback, and students’ attitudinal behaviours predicted academic achievement. Students’ trust in their instructor and achievement goals had indirect effects on students’ achievement.  相似文献