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71.
ABSTRACTOne of the aims of the European Protocol in Preventive Conservation (EPICO) research programme was to implement a simple and flexible assessment method applicable to the majority of historic houses. We present results to verify statistical methods for the application in the assessment of heterogeneous in collections historic houses. For a collection with less than five hundred objects, a complete inventory by two people is possible, in order to collect information about the objects and their condition. A sample is representative when it has the same characteristics as the population studied. In the case of a very small population it is difficult to obtain representative results: here the sample should be almost equal to the total population. Therefore significant work must be done prior to assessment to properly identify the characteristics of the mother population. In the absence of sufficient representativeness, the results obtained from a sample cannot be generalized to the population being studied. 相似文献
72.
Amani Malahat Nazifi Morteza Sorkhabi Nadia 《European Journal of Psychology of Education - EJPE》2020,35(1):49-72
European Journal of Psychology of Education - Early adolescent girls’ (6th grade) academic achievement was examined using parenting styles as predictors and parent involvement and early... 相似文献
73.
Nadia Edmond 《Discourse: Studies in the Cultural Politics of Education》2019,40(4):587-604
ABSTRACTRecent policy emphasis on market mechanisms to drive up the performance of education systems has resulted in rising fees and increased competition in higher education in England, and in the creation of different types of self-governing state-funded schools run independently of municipal authority in compulsory schooling. University sponsorship of Charter Schools in the US raises issues which this article examines in relation to university sponsorship of academies in England. The article provides a quantitative overview of university sponsorship of academies over the last decade and explores how the policy context has shaped the discursive construction of sponsorship by the institutions concerned. Different patterns of sponsorship linked to institutional position and differentiated discourses of ‘sponsorship’ consistent with ‘academic entrepreneurship’ are identified. The discursive function of sponsorship is argued to extend to a legitimation of the policy itself reflected in increasing government pressure on universities to sponsor academies. 相似文献
74.
There is an increasing interest in the role of peers in facilitating the social interaction skills of pupils with autism spectrum disorder through peer-mediated interventions (PMI). Several reviews provide promising evidence for the effectiveness of this approach; however, there has been limited consideration of the range of outcome foci and methods used to evaluate PMI. The purpose of the current review is to provide an overview of methods used to evaluate the impact of PMI and illuminate key examples of innovative practice. Database and web searches were conducted between July and August 2015 to identify PMI studies published between 2000 and 2015. Ten studies met criteria for inclusion. The review found that although measuring the outcome of PMI at the level of target pupils has been a focus, less attention has been given to exploring the experiences of participants; the impact on peers and the extent to which PMI can truly be implemented within an educational context. Implications for future methods of evaluating PMI are discussed. 相似文献
75.
Nadia Leroy Pascal Bressoux Phillippe Sarrazin David Trouilloud 《European Journal of Psychology of Education - EJPE》2007,22(4):529-545
According to self-determination theory, when teachers establish an autonomy supportive climate in the classroom, students
demonstrate high levels of self-determination and are intrinsically motivated. The aim of this study was to identify factors
leading teachers (N=336) to report that they create such a climate. We conducted a path analysis in order to examine the respective
roles of teachers’ implicit theories, their seniority, and their perceptions of pressures at work. We also attempted to find
out whether these personal and contextual variables have a direct influence or are mediated by teachers’ self-efficacy. Our
first finding was that a theory of academic ability as a fixed trait caused a drop in the teachers’ reported support for autonomy.
On the other hand, the belief that academic abilities can be improved through students’ own efforts indirectly favored an
autonomy supportive climate by acting positively on the teachers’ self-efficacy. Also, seniority had a significant positive
effect on autonomy support that was direct, but was also mediated by self-efficacy. Finally, perceived pressures had a negative
impact on reported autonomy support, but their influence was also mediated by self-efficacy. 相似文献
76.
The aim of the present study was to investigate how bullying incident participant roles and moral reasoning relate to each other in adolescents. To do so, we examined sociomoral judgments about hypothetical bullying incidents and moral disengagement in adolescents identified as bullies, defenders of the victim and passive bystanders. Six-hundred and twenty-six high school students (13- to 15-years-old) took part in this study and 131 were assigned a specific bullying incident participant role through peer nomination. Findings reveal that defenders of the victim show greater and more uniform moral sensibility than did both bullies and passive bystanders. Sociomoral reasoning helped differentiate between both bully subtypes (bully-leaders and bully-followers) and passive bystander beyond displaying greater moral disengagement than defenders did. 相似文献
77.
Jacqueline Pistorello Trevor N. Coyle Nadia Samad Locey Joseph C. Walloch 《Journal of College Student Psychotherapy》2017,31(1):30-42
This is a commentary on the article by Paul D. Polychronis, “Changes Across Three Editions of The Suicidal Patient: Clinical and Legal Standards of Care: Relevance to Counseling Centers,” published in this issue of the Journal of College Student Psychotherapy. 相似文献
78.
Charland Patrick Deslandes Martineau Marion Gadais Tegwen Arvisais Olivier Turgeon Nadia Vinuesa Valérie Cyr Stéphane 《Prospects》2021,51(1-3):313-330
PROSPECTS - Education is going through a period of crisis related to the SARS-CoV-2 pandemic that most probably will follow a continuum organized into distinct phases: emergency, recovery,... 相似文献
79.
Issues concerning the relevance of the human and social capital theories in further education and particularly in the inclusion of disabled people are highlighted. Data are drawn from an ongoing ethnographic study into the experiences of disabled students in two further education colleges. Extracts from 12 focus group discussions with 70 students as well as fieldnotes from observation of courses and other college activities are used to map out the pathways by which the participants entered and progressed through the college and the courses they undertook. Also explored is the significance of the college experience in the student's lives and the extent it has succeeded in enhancing their degree of social inclusion. 相似文献
80.