Trait anxiety and final degree performance at the University of Oxford     

Jane Mellanby  Anna Zimdars 《Higher Education》2011,61(4):357-370

A questionnaire was administered to 1,929 applicants to Oxford University, including measures of trait anxiety, behavioural response to examinations and to breakdown in relationships. 635 of these applicants were admitted to the university and of these, 383 also responded to a questionnaire administered 4 years later, just before their final examinations. The classification (first, upper and lower second, third class) and marks in the final examinations were obtained and the relationship between the personality measures and academic performance were calculated. Women showed higher anxiety scores than men at both times of testing. Women who obtained the best (first class) degrees scored significantly higher on anxiety than those who performed less well. In contrast, there was no such difference in men. Explanations for anxiety having a facilitatory effect on academic performance of women at Oxford University are proposed.  相似文献   

Predicting First Grade Reading Performance from Kindergarten Response to Tier 1 Instruction     

Al Otaiba S  Folsom JS  Schatschneider C  Wanzek J  Greulich L  Meadows J  Li Z  Connor CM 《Exceptional children》2011,77(4):453-470

Many schools are beginning to implement multi-tier response to intervention (RTI) models for the prevention of reading difficulties and to assist in the identification of students with learning disabilities (LD). The present study was part of our larger ongoing longitudinal RTI investigation within the Florida Learning Disabilities Center grant. This study used a longitudinal correlational design, conducted in 7 ethnically and socio-economically diverse schools. We observed reading instruction in 20 classrooms, examined response rates to kindergarten Tier 1 instruction, and predicted students' first grade reading performance based upon kindergarten growth and end of year reading performance (n = 203). Teachers followed an explicit core reading program and overall, classroom instruction was rated as effective. Results indicate that controlling for students' end of kindergarten reading, their growth across kindergarten on a variety of language and literacy measures suppressed predictions of first grade performance. Specifically, the steeper the students' trajectory to a satisfactory outcome, the less likely they were to demonstrate good performance in first grade. Implications for future research and RTI implementation are discussed.  相似文献   

The complexities and challenges of regional education hubs: focus on Malaysia     

Jane Knight  Sirat Morshidi 《Higher Education》2011,62(5):593-606

The race to establish regional education hubs is a recent development in cross-border higher education. This article briefly examines the rationales and strategies used by three countries in the Middle East and three in South East Asia which are working towards positioning themselves as regional education hubs. The different approaches and purposes among the six countries highlight the need for a typology of education hubs. Three types are proposed: the student hub, the training and skilled workforce hub, and the knowledge/innovation hub. The final section of the paper takes a closer look at Malaysia??s cross-border education initiatives and its actions to establish itself as a competitive education hub in a region where Singapore and Hong Kong have similar intentions. Whether Malaysia has the ability to make a quantum leap from being a student hub to becoming a knowledge/innovation hub remains to be seen and appears to be an optimistic outlook.  相似文献   

Issues in the development of children’s centres on nursery and primary school sites     

Jane Lewis  Cathy Finnegan  Anne West 《Educational studies》2011,37(4):435-445

This paper explores the development of children’s centres in England between 2004 and 2008, focusing on the newly created centres that have been located on primary and nursery school sites. Using both an analysis of policy documents and interview data from three urban local authorities, we examine the use of premises and the differing priorities of centre staff and school heads, particularly in relation to the balance of services between early years education, childcare and family support. We also explore governance issues, focusing especially on patterns of accountability. In so doing, we also examine the tensions that exist between children’s centres located on primary and on nursery school sites and the schools themselves.  相似文献   

国内外高校图书馆用户虚假信息辨识能力培养比较研究     

江艳萍  陈晓红  Wu Jane  夏琬钧 《大学图书情报学刊》2021,39(1):23-27,43

随着互联网新媒体的迅猛发展,虚假信息随之泛滥,作为高校信息中心的图书馆有责任和义务培养用户信息辨识能力。与一些做得较好的国外高校图书馆相比,国内高校图书馆对用户辨识虚假信息能力的培养不够系统和清晰,具体培训过程的趣味性、实用性及深入性有待提高。文章通过文献和网络调研法,对国内外知名高校图书馆虚假信息辨识培养相关的研究和实践成果进行对比、分析和总结,提出提升馆员媒介与信息素养能力及开展跨学科合作、建立识别虚假信息的指南和网站、建立虚假信息辨别指标体系和培养方法体系、设计实施培养媒介与信息素养的多元实践项目、构建基于信息真假辨识能力的评价体系等五个方面建议,期以有助于我国高校图书馆完善与深化用户虚假信息辨识能力的培养。  相似文献   

Rethinking difference and sex education: from cultural inclusivity to normative diversity     

Jane Haggis 《Sex education》2014,14(1):57-66

This paper aimed to problematise what is meant by ‘difference’ and consider what such a reinterpretation might mean for methodological interventions in sex education research. Our concern is the tendency for sex education research to treat difference as a set of categories to be ‘added-on’, such as religious difference, cultural difference and sexual plurality. The danger of this is that it leaves the normative unchallenged, confirming the hegemony of the heteronormative, unraced subject. Constructing difference as an ‘add-on’ fails to address how young people locate themselves in a world in which they negotiate their sexualities through complex ‘glocal’ routes in popular and youth culture. We argue that decentring methodological strategies are required which draw on critiques made by post-colonial and decolonising methodologies. In the first section of the paper, we review the problem of difference, and how it is considered within current debates in youth and sexualities research. This frames a reflection on rethinking our own methodological practices through a consideration of two research moments. In the conclusion, we propose a metaphorical framework to scaffold a reimagining of methodological approaches to ensure that the normative is always a question mark.  相似文献   

Organization development: a practitioner's guide for OD and HR     

Jane Keep 《Action Learning: Research and Practice》2014,11(2):241-243

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Gallery One at the Cleveland Museum of Art     

Jane Alexander 《Curator: The Museum Journal》2014,57(3):347-362

How can art museums use interpretive technology to engage visitors actively in new kinds of experiences with works of art? What are the best strategies for integrating technology into the visitor experience? In 2012, the Cleveland Museum of Art responded with Gallery One, an interactive art gallery that opened to stakeholders on December 12, and went through a six‐week testing period before its public opening on January 21, 2013. Gallery One drew from extensive audience research and was part of a major building and renovation project in which CMA reinstalled and reinterpreted the entire permanent collection in new and renovated gallery spaces. The end result was an innovative and robust blend of art, technology, design, and a unique user experience that emerged through the collaboration of staff across the museum and with outside consultants.  相似文献   

Buros Bulletin     

Barbara S. Plake  Jane Close Conoley  Jack J. Kramer  Linda Ulrich Murphy 《Educational Measurement》1989,8(4):20-21

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Are books different? Marketing in the book trade Alison Baverstock Kogan Page, 1993 171pp. pb. ISBN 0–7494–0900–2     

Jane Youens 《Learned Publishing》1995,8(3):197-198

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