Demand for private supplementary tutoring: conceptual considerations, and socio-economic patterns in Hong Kong   总被引：3，自引：0，他引：3  

Mark Bray  Percy Kwok   《Economics of Education Review》2003,22(6):611-620

Despite the fact that in some parts of the world private supplementary tutoring is a huge industry with far-reaching economic, social and educational implications, the topic has been neglected by educational researchers. This paper focuses on the nature and determinants of demand for private supplementary tutoring. It first draws on literature from a wide range of countries to identify some conceptual considerations, and then presents data on socio-economic patterns of demand for tutoring in Hong Kong. It highlights the complexity of the topic, and calls for further detailed research in multiple settings.  相似文献   

Distance learners' interactions with text while studying     

Percy Marland  William Patching  Ian Putt  Robyn Putt 《Distance Education》1990,11(1):71-91

This paper reports part of an investigation into how tertiary‐level distance students use and learn from textual materials during actual study sessions. Methods used provided biographical data on students and students' perceptions of their study approaches and access to the moment‐by‐moment thinking of students during study. Close‐ups of students at work provided by analysis of these data were not flattering. They revealed that students were satisficers, processed text at a rate consistent with a surface approach, avoided in‐text questions and activities wherever possible and made limited use of aspects of the text's access structure. Reasons for the poorer‐than‐expected study performances are considered as well as ways of improving text design to enhance the quality of learning.  相似文献   

Safe spaces? A social-ecological perspective on student perceptions of safety in the environment of the school canteen     

Paul Horton  Camilla Forsberg 《Educational research; a review for teachers and all concerned with progress in education》2020,62(1):95-110

ABSTRACT

Background Research suggests that negative peer interactions that compromise student safety and wellbeing often occur in spaces at school that are not easily visible, not adequately monitored, overcrowded and/or relatively unstructured. In a large online survey conducted in Swedish schools by the anti-bullying organisation, Friends, a small proportion of students indicated that they felt unsafe in the school canteen and responded to a question about why they felt unsafe there. As the canteen is often reported to be a space where negative peer interactions, such as harassment, bullying and other forms of school violence, occur, but little is known about why negative peer interactions occur there, we were particularly interested in exploring why some students perceived their school canteen to be an unsafe space.

Purpose Taking a social-ecological perspective, our aim was to investigate why students reported feeling unsafe in the environment of the school canteen.

Method In order to investigate this question, we analysed 1,547 responses from students in Swedish schools in grades 3–6 (ages 9–12). The responses were from the anti-bullying organisation Friends’ online questionnaires from 2011 to 2016. In the responses, students who indicated that they felt unsafe in the school canteen explained why they felt this way. Data were analysed qualitatively, using a six-step thematic approach.

Findings The analysis identified four key themes: Space constraints, Time restrictions, The risk of social blunders and The negative actions of others. We discuss the findings in terms of the macrosystem, exosystem, mesosystem and microsystem.

Conclusions In matters of student safety and wellbeing, we argue that it is not only important to consider the social context, but also how that context is interconnected with environmental and structural elements.  相似文献   

Promoting basic arithmetic competence in early school years–using a response to intervention model     

Helena Roos  Linda Fälth  Lena Karlsson  Camilla Nilvius  Heidi Selenius  Idor Svensson 《Journal of Research in Special Educational Needs》2023,23(4):313-322

This study investigated whether mathematics education based on a multi-tiered response to intervention (RTI) model can support students' arithmetic competence in primary schools in Sweden. The intent was to identify and support students at risk of failure. In this study, 113 students participated in the intervention, and 30 students participated in the control group. Both groups were followed from Grade 1 to the end of Grade 2 and compared. During the first semester in Grade 1, all students were taught basic addition and subtraction with explicit instructions in Tier 1. Those who did not respond to Tier 1 after one semester were provided support within Tier 2 during the second semester. The same was repeated in grade 2 and the students that did not respond to Tier 2 were supported within Tier 3. At the end of Grade 2, students in the intervention group performed significantly higher on the basic arithmetic competence in the number range 1–9 than the control group. No significant difference was found in a test measuring basic arithmetic competence in the number range 10–19. This study shows that using multi-tiered RTI might be sufficient to identify and support students at risk in early arithmetic competence.  相似文献   

Interference of medical contrast media on laboratory testing     

Giuseppe Lippi  Massimo Daves  Camilla Mattiuzzi 《Biochemia medica : ?asopis Hrvatskoga dru?tva medicinskih biokemi?ara / HDMB》2014,24(1):80-88

The use of contrast media such as organic iodine molecules and gadolinium contrast agents is commonplace in diagnostic imaging. Although there is widespread perception that side effects and drug interactions may be the leading problems caused by these compounds, various degrees of interference with some laboratory tests have been clearly demonstrated. Overall, the described interference for iodinate contrast media include inappropriate gel barrier formation in blood tubes, the appearance of abnormal peaks in capillary zone electrophoresis of serum proteins, and a positive bias in assessment of cardiac troponin I with one immunoassay. The interference for gadolinium contrast agents include negative bias in calcium assessment with ortho-cresolphthalein colorimetric assays and occasional positive bias using some Arsenazo reagents, negative bias in measurement of angiotensin converting enzyme (ACE) and zinc (colorimetric assay), as well as positive bias in creatinine (Jaffe reaction), total iron binding capacity (TIBC, ferrozine method), magnesium (calmagite reagent) and selenium (mass spectrometry) measurement. Interference has also been reported in assessment of serum indices, pulse oximetry and methaemoglobin in samples of patients receiving Patent Blue V. Under several circumstances the interference was absent from manufacturer-supplied information and limited to certain type of reagents and/or analytes, so that local verification may be advisable to establish whether or not the test in use may be biased. Since the elimination half-life of these compounds is typically lower than 2 h, blood collection after this period may be a safer alternative in patients who have received contrast media for diagnostic purposes.  相似文献   

PARTICIPATION OF OLDER PEOPLE IN LEARNING ACTIVITIES IN THE UNITED KINGDOM     

Keith Percy 《Educational gerontology》2013,39(2):133-150

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A new theory of plate springs     

David Landau  Percy H. Parr 《Journal of The Franklin Institute》1918,186(6):699-721

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A new theory of plate springs     

David Landau  Percy H. Parr. 《Journal of The Franklin Institute》1919,187(1):65-97

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Reviews     

K. A. Percy  George Psacharopoulos  Johan P. Olsen  Michalina Vaughan  Leslie Purdy  K. C. Mukherjee  Max Streit  D. J. Hounsell  Marvin W. Peterson 《Higher Education》1974,3(4):473-478

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The brightness-difference sensibility of the eye under various brightness of test-fields and surroundings     

Percy W. Cobb 《Journal of The Franklin Institute》1915,180(2):235-237

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