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Beckett C Maughan B Rutter M Castle J Colvert E Groothues C Kreppner J Stevens S O'connor TG Sonuga-Barke EJ 《Child development》2006,77(3):696-711
Cognitive outcomes at age 11 of 131 Romanian adoptees from institutions were compared with 50 U.K. adopted children. Key findings were of both continuity and change: (1) marked adverse effects persisted at age 11 for many of the children who were over 6 months on arrival; (2) there was some catch-up between ages 6 and 11 for the bottom 15%; (3) there was a decrease of 15 points for those over 6 months on arrival, but no differentiation within the 6-42-month range; (4) there was marked heterogeneity of outcome but this was not associated with the educational background of the adoptive families. The findings draw attention to the psychological as well as physical risks of institutional deprivation. 相似文献
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David Beckett 《Asia Pacific Education Review》2008,9(1):21-30
Professional practice can be conceptualised holistically, and in fact during the 1990s the ‘Australian model’ of integrated
or holistic competence emerged empirically. This piece outlines that story, and then develops a more rigorous conceptual analysis
of what it is to make competent practical judgements, through inferences, in context-specific and accountable ways (such as
to one’s peer group of professionals, or to the public). Current research interest in the Schonian swamp-like messiness of
judgements (e.g. in clinical medicine) is drawn upon to advance a new epistemology of practice, which takes seriously the
‘know how’ of real work situations, as the basis for a revival of Aristotelianphronesis.
Part 2 of this paper is based on Beckett (2004). Quotations are data from a UTS project on professionals’ workplace learning,
directed by Paul Hager and David Beckett (2000-1). 相似文献
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Growth Theory Reconsidered 总被引：1，自引：0，他引：1
Kelvin Beckett 《Journal of Philosophy of Education》1985,19(1):49-54
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The problem of student discipline disproportionately affects urban schools with large numbers of low income and ethnic minority students. Research over the past 35 years however has consistently shown that discipline policies that are understood and accepted by teachers, students, and parents and consistently enforced by school officials, correlate with lower levels of student disruption. The important role that urban school districts can play in building consensus in support of student discipline policies has not been well documented. But increased levels of student mobility in large urban areas, and increased diversity among the families served by urban districts, highlight the need for district-wide codes of behavior that provide schools with a range of discipline programs that serve the needs of their particular communities. The purpose of this article is to demonstrate how the process of developing and implementing a district-wide code of student behavior in Cincinnati played an important role in reducing disruptive behaviors leading to student suspension and expulsion. By involving all stakeholders in the development of its policies, and by responding to the concerns of all stakeholders in the range of programs it offered, the Cincinnati Public Schools was able to build consensus across socioeconomic and ethnic lines and make its code of behavior effective. On the basis of the evidence presented, it is argued that urban school districts can play a more active role in the area of student discipline. By developing and implementing district-wide codes of behavior that are understood and accepted by teachers, students, and parents, and consistently enforced by school officials, urban districts can lay the foundation on which schools can build healthy learning communities. Dr. Lionel H. Brown holds Bachelors, Masters, and Doctoral degrees from the University of Cincinnati. Dr. Brown is retired from the Cincinnati Public Schools (CPS) where he served as a teacher, vice-principal, principal, and Deputy Superintendent. His responsibilities in the role of CPS Deputy Superintendent included the Department of Curriculum and Instruction, the Office of Student Discipline, and the Office of Student Affairs. Dr. Brown is currently an Assistant Professor in the Division of Educational Studies, College of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, Ohio. His research and teaching interests include urban education, alternative education, and programs for Black males.Dr. Kelvin S. Beckett holds Bachelors and Masters degrees from the University of British Columbia, Canada and a Doctoral degree from the University of London, United Kingdom. He is an Adjunct Lecturer in the Division of Educational Studies, College of Education, Criminal Justice, and Human Services, University of Cincinnati, Cincinnati, Ohio. His teaching and research interests include urban education and alternative education. 相似文献
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Angharad E. Beckett 《British Journal of Sociology of Education》2014,35(6):856-875
This article discusses findings from an Economic and Social Research Council-funded study exploring non-disabled children’s ideas about disability. This represents the first in-depth sociological investigation of children’s ideas about disabled people as members of wider society. Data are presented from focus group discussions with children aged 6–7 and 10–11. The article draws upon William H. Sewell Jr’s theorizing of structure and agency and, in particular, employs his concept of ‘cultural schemas’. The article explores non-disabled children’s enactment of various cultural schemas relating to disability and argues that although they are capable of questioning, even transforming, schemas, they are primarily engaged in enacting a series of ‘hegemonic’ schemas that maintain their privileged position as non-disabled people. The article concludes by urging schools and educationalists to do more to encourage non-disabled children to think differently and positively about disabled people. 相似文献
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David Beckett 《Studies in Continuing Education》2013,35(2):130-142
Learning in, and from, the workplace has moved centre‐stage. In this paper, arguments and insights from the humanities, in particular philosophical psychology, are developed to show that generic, higher‐order human qualities are demanded and cultivated by managerial work. What was traditionally regarded as a great epistemological divide between high‐status intrinsic education, and low‐status instrumental training (with work‐based knowledge in the latter area) is now dissolving. New workforce requirements of creativity and initiative are now regarded as essential to an evolving national and international enterprise culture. Close analysis of the psychology of decision‐making reveals both a paradox and a powerful metaphor for a more appropriate model of workplace knowledge. 相似文献