Cohesion,citizenship and coherence: schools’ responses to the British values policy     

Carol Vincent 《British Journal of Sociology of Education》2019,40(1):17-32

This paper explores how teachers respond to the requirement to promote ‘fundamental British values’ (FBV) to their pupils. It offers a preliminary analysis of data drawn from interviews with teachers and (mostly lesson) observations in schools. It argue that, first, the policy cannot be understood without a consideration of the multi-layered context in which it is being enacted in schools. Second, it locates the policy to promote FBV as a liberal nationalist one and considers some of the problematic issues that arise from this philosophy. Third, it turns to schools and teachers to consider their reactions and responses. It is concluded that teachers and schools in this research often did attempt to neutralize potentially exclusionary readings of the policy and were effective in absorbing the requirement to promote British values. However, doubt is cast on the policy’s ability to meet its aims and the paper also raise concerns about the limited amount of time given to pupils’ engagement with the values.  相似文献   

Flipping the Coin: Towards a Double-Faced Approach to Teaching Black Literature in Secondary English Classrooms     

Vincent Price 《Changing English: An International Journal of English Teaching》2017,24(1):53-66

Critiquing two approaches that English teachers use to teach Black, or African-American, literature in the secondary classroom – one that centralises races and the other that ignores it – this article proposes a hybrid approach that combines both. This double-faced approach recognises the culturally specific themes that give the text and the Black author their unique voice while also recognising commonalities that bridge the text to others – despite the race of the authors. To demonstrate the feasibility of the double-faced approach, the article concludes with an examination of three texts through the lens of this ‘race both matters and doesn’t matter’ perspective.  相似文献   

Book review     

Wade L. Devlin-Scherer 《Educational Assessment, Evaluation and Accountability》1992,6(1):91-93

  相似文献   

Failure to block control by a relevant stimulus     

Vincent M. LoLordo  W. J. Jacobs  Donald D. Foree 《Learning & behavior》1982,10(2):183-192

Pigeons were trained to depress a treadle in the presence of a discriminative stimulus, either a tone or illumination of red houselights, in order to obtain access to grain or avoid electric shock. In avoidance training, the auditory discriminative stimulus yielded faster acquisition than did the visual one. In appetitive training, the visual discriminative stimulus yielded faster acquisition than the auditory one. Experiments 2 and 3 used these stimuli in Kamin’s (1969) blocking design. In Experiment 2, when the pigeons were trained to depress a treadle in the presence of tone to obtain grain and then red light was added as the redundant stimulus, the light acquired stimulus control over treadlepressing; blocking was not observed. In Experiment 3, when the pigeons were trained to depress a treadle in the presence of red light to avoid electric shock and then tone was added as the redundant stimulus, the tone acquired stimulus control over treadle-pressing. Again, blocking was not observed. The implications of these results for several models of stimulus control are discussed.  相似文献   

Emergency trials 'by popular consent     

Kiernan V 《New scientist (1971)》1995,148(2002):6

  相似文献   

The role of letter knowledge and phonological awareness in young Braille readers     

Fiona Barlow&#x;Brown  Vincent Connelly 《Journal of Research in Reading》2002,25(3):259-270

Research into sighted children’s reading shows that letter recognition skill predicts phonological awareness skill. Congenitally–blind children do not receive exposure to environmental print and do not generally learn to recognise written letters of the alphabet prior to schooling in Braille. A cross–sectional analysis revealed that blind children with no knowledge of written letters or written words showed no ability at measures of phonological awareness. Blind children with knowledge of written letters and no written words showed much increased phonological awareness scores and blind children with knowledge of written letters and written words scored higher still on phonological awareness measures. It was concluded that letter learning is a major contributor to the development of phonological awareness in blind children. It suggests key similarities in the underlying processes of reading development across two different populations using different modalities to learn to read.  相似文献   

Promoting university–industry collaboration in Malaysia: stakeholders’ perspectives on expectations and impediments     

Norzaini Azman  Morshidi Sirat  Vincent Pang  Yew Meng Lai  Anantha Raman Govindasamy  Wardatul Akmam Din 《Journal of Higher Education Policy & Management》2019,41(1):86-103

University–Industry Collaboration (UIC) has been identified as an essential item on Malaysia’s agenda for transforming itself into knowledge and innovation-based economy. However, despite the efforts, most initiatives have had limited results. This paper reports on an explorative study that sought to understand the contemporary realities of UIC in the Malaysian context. In particular, the study identified the expectations and impediments to UIC, from the perspectives of three groups of stakeholders – the academics, the industry players and policymakers. The findings reveal a number of barriers, including cultural differences, perceived lack of academic expertise and reputation, an inadequacy of institutional policies and regulations, lack of trust, issues of intellectual property rights, and the lack of an appropriate reward system. This paper concludes by proposing policy recommendations and strategies that could be used by the government, university, and the industry to promote further and foster university-industry collaborative opportunities and initiatives.  相似文献   

The distributive effects of public junior college availability     

Vincent Tinto 《Research in higher education》1975,3(3):261-274

This paper presents the results of a study to determine the effect of the presence of a public junior college in a community upon the types of colleges attended by high school graduates of that community. Results of multivariate cross-tabular analysis of the college destinations of over 8,000 1966 Illinois high school seniors of different sex, ability, and social-status backgrounds living in 25 different communities, suggest that the local availability of a public junior college serves largely to alter patterns of college-going by substituting attendance locally for attendance elsewhere in a manner inversely related to social status. More importantly, results also suggest that among lower- and middle-status persons the substitution is such as to replace attendance at nonlocal four-year colleges with attendance locally at the public junior college.  相似文献   

The Paraprofessional Alternative     

Patrick F. Feehan  Susan L. Wade 《Journal of Career Development》1998,25(2):149-157

  相似文献   

Modes of reasoning in explanations in Australian eighth-grade mathematics textbooks     

Kaye Stacey  Jill Vincent 《Educational Studies in Mathematics》2009,72(3):271-288

Understanding that mathematics is founded on reasoning and is not just a collection of rules to apply is an important message to convey to students. Here we examined the reasoning presented in seven topics in nine Australian eighth-grade textbooks. Focusing on explanatory text that introduced new mathematical rules or relationships, we classified explanations according to the mode of reasoning used. Seven modes were identified, making a classification scheme which both refined and extended previous schemes. Most textbooks provided explanations for most topics rather than presenting “rules without reasons” but the main purpose appeared to be rule derivation or justification in preparation for practise exercises, rather than using explanations as thinking tools. Textbooks generally did not distinguish between the legitimacies of deductive and other modes of reasoning.  相似文献