A very English revolution: the impacts of co-residence at the University of Oxford     

Dennis A. Ahlburg  Brian P. McCall 《History of education》2020,49(5):682-706

ABSTRACT

This paper examines the impacts of co-residence (admitting women to men’s colleges and men to women’s colleges) at the University of Oxford beginning in the 1970s. Co-residence increased the representation of women undergraduates at Oxford to near parity with men; the representation of women in academic positions rose but not as substantially as that of women undergraduates and postgraduates and today women comprise still only a third of academics in the colleges of the university; the fellowships of the former female colleges became genuinely mixed, the fellowships of the former male colleges more slowly; women are less likely to be appointed head of a former men’s college than are men to be appointed head of a former women’s college; the quality of Oxford undergraduates rose with the increased number of female undergraduates; and the quality of undergraduates in the former male colleges rose at the expense of the female colleges.  相似文献   

The nature and correlates of underachievement among elementary schoolchildren in Hong Kong   总被引：2，自引：0，他引：2  

McCall RB  Beach SR  Lau S 《Child development》2000,71(3):785-801

This study investigated for the first time several characteristics of underachievement in a large sample of Hong Kong elementary schoolchildren. More males were identified as underachievers than females, but the ratio was substantially less than the two-to-one rate typically found in the American literature. The stability and persistence of underachievement increased during the elementary school years, and the stability of underachievement tended to be higher in subject matter that was relatively more difficult, which varied with gender. Underachievement became more specific to particular academic subjects rather than more general across the elementary grades. Parents and teachers, but not the children themselves, perceived that underachievers were more capable than same-grade nonunderachievers (who score lower on ability tests), although this awareness is more likely directed at male than female underachievers, which has been observed in other samples. In grades 1-4, teachers provided extra mentoring, communications, and support to underachievers. Thereafter, underachievers became more disruptive, impatient, and aggressive in school and perhaps at home. At that point, teachers became less supportive, offered less extra mentoring, and applied greater behavioral control over underachievers. Underachieving children also perceived that their parents became less supportive and used more discipline in grades 5-6 relative to grades 3-4. These correlates of underachievement suggests the existence of a syndrome of underachievement that separates underachievers from children who have the same grades but lower mental ability.  相似文献   

A Survey to Determine the Status of Soccer for Women in Colleges and Universities of the South,Combined with a Survey of Methods of Teaching Soccer     

Elisebeth Conn  Helen Pendergast  Margaret McCall Chairman 《Research quarterly for exercise and sport》2013,84(4):66-69

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Rejoicing and Despairing: Dealing with Feminist Pedagogy in Teacher Education     

Ava L. McCall 《Teaching Education》2013,24(2):59-69

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Four Categories are Better Than Two     

Storrs McCall 《Metascience》2007,16(1):121-125

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What’s Working in Working Memory Training? An Educational Perspective     

Thomas S. Redick  Zach Shipstead  Elizabeth A. Wiemers  Monica Melby-Lervåg  Charles Hulme 《Educational Psychology Review》2015,27(4):617-633

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Are the Yo-Yo intermittent recovery test levels 1 and 2 both useful? Reliability,responsiveness and interchangeability in young soccer players     

Maurizio Fanchini  Carlo Castagna  Aaron J. Coutts  Federico Schena  Alan McCall  Franco M. Impellizzeri 《Journal of sports sciences》2014,32(20):1950-1957

Abstract

The aim of this study was to compare the reliability, internal responsiveness and interchangeability of the Yo-Yo intermittent recovery test level 1 (YY1), level 2 (YY2) and submaximal YY1 (YY1-sub). Twenty-four young soccer players (age 17 ± 1 years; height 177 ± 7 cm; body mass 68 ± 6 kg) completed each test five times within pre- and in-season; distances covered and heart rates (HRs) were measured. Reliability was expressed as typical error of measurement (TEM) and intraclass correlation coefficient (ICC). Internal responsiveness was determined as effect size (ES) and signal-to-noise ratio (ES_TEM). Interchangeability was determined with correlation between training-induced changes. The TEM and ICC for distances in the YY1 and YY2 and for HR in YY1-sub were 7.3% and 0.78, 7.1% and 0.93 and 2.2% and 0.78, respectively. The ESs and ES_TEMs were 0.9 and 1.9 for YY1, 0.4 and 1.2 for YY2 and ?0.3 and ?0.3 for YY1-sub. Correlations between YY1 vs. YY2 and YY1-sub were 0.56 to 0.84 and ?0.36 to ?0.81, respectively. Correlations between change scores in YY1 vs. YY2 were 0.29 and ?0.21 vs. YY1-sub. Peak HR was higher in YY1 vs. YY2. The YY1 and YY2 showed similar reliability; however, they were not interchangeable. The YY1 was more responsive to training compared to YY2 and YY1-sub.  相似文献   

VI. SENSITIVE PERIODS     

Charles H. Zeanah  Megan R. Gunnar  Robert B. McCall  Jana M. Kreppner  Nathan A. Fox 《Monographs of the Society for Research in Child Development》2011,76(4):147-162

This chapter reviews sensitive periods in human brain development based on the literature on children raised in institutions. Sensitive experiences occur when experiences are uniquely influential for the development of neural circuitry. Because in humans, we make inferences about sensitive periods from evaluations of complex behaviors, we underestimate the occurrence of sensitive periods at the level of neural circuitry. Although we are most interested in complex behaviors, such as IQ or attachment or externalizing problems, many different sensitive periods at the level of circuits probably underlie these complex behaviors. Results from a number of studies suggest that across most, but not all, domains of development, institutional rearing limited to the first 4–6 months of life is associated with no significant increase risk for long‐term adverse effects relative to noninstitutionalized children. Beyond that, evidence for sensitive periods is less compelling, meaning that “the earlier the better” rule for enhanced caregiving is a reasonable conclusion at the current state of the science.  相似文献   

The future of applied child development research and public policy     

McCall RB  Groark CJ 《Child development》2000,71(1):197-204

After reviewing a brief general history of applied child development research, this paper suggests that in the future we should study questions that society needs to answer as well as questions that might contribute to theory, and that our research methods need to be adjusted to match these types of questions. Further, academics are urged to broaden their audience from a nearly exclusive focus on other academics to a focus on the three ps--practitioners, policymakers, and the public--and to recognize that scholarship is packaged differently for these audiences. Finally, it is suggested that applied child development research should market as well as sell, partner with nonacademic groups, disseminate results more vigorously, and focus efforts on local as well as national issues.  相似文献   

美国世界一流大学经费支出研究及启示     

蓝文婷  王战军  Brian P. McCall 《复旦教育论坛》2021,19(1):105-112

本文运用固定效应模型,分析近十年美国公立世界一流大学的经费支出数据。研究发现:美国一流公立大学中教学科研经费是主要支出;经费总支出与一流大学的排名没有显著相关性,但部分经费支出对大学排名有显著影响。对于无医院服务支出的高校,公共服务支出与大学排名显著正相关;对于有医院服务支出的高校,辅助经营支出的增加有助于大学排名的提升,公共服务支出的影响却相反。因此,提高经费使用效率比增加总额更为重要。我国“双一流”建设高校应该革新经费支出配置理念,建立科学有效的经费配置体系,增大学校各类服务支出。  相似文献