Power Struggles,Regulation and Responsibility     

Sian Barber 《Media History》2018,24(1):99-114

This article explores the relationship between the British Board of Film Classification (BBFC) and government during the implementation of the Video Recordings Act (VRA). It considers the public Parliamentary debates about the VRA, and places them alongside private correspondence between the Home Office and the BBFC, and internal BBFC material from the recently catalogued James Ferman papers held at the BFI. As well as exploring the introduction of the VRA, this article also aims to briefly consider its implications for the BBFC, how they set about interpreting and implementing its stringent recommendations and how this impacted upon the organisational working practices of the Board. While the VRA was without doubt one of the most significant pieces of legislation within the history of film regulation in Britain, the time is ripe for its reappraisal and with it a re-evaluation of the role played by the BBFC in securing statutory regulatory powers.  相似文献   

Increasing engagement of students with learning disabilities in mathematical problem‐solving and discussion     

Rachel Lambert  Trisha Sugita 《Support for Learning》2016,31(4):347-366

Engagement in problem‐solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards‐based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards‐based mathematics through multi‐modal curriculum, consistent routines for problem‐solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem‐solving and discussion. This review concludes with implications for teaching and learning.  相似文献   

Queer teachers,identity and performativity     

Cath Lambert 《Gender and education》2015,27(6):730-731

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Designing Curriculum-Based Mathematics Professional Development for Kindergarten Teachers     

Drew Polly  Christie S. Martin  Jennifer R. McGee  Chuang Wang  Richard G. Lambert  David K. Pugalee 《Early Childhood Education Journal》2017,45(5):659-669

This study examines the influence of a year-long mathematics professional development program on Kindergarten teachers’ beliefs, content knowledge, instructional practices, and their students’ achievement. The professional development program is grounded in the theoretical construct of learner-centered professional development and focuses on supporting teachers’ integration of standards-based pedagogies aligned with the Common Core State Standards in Mathematics. Data analysis included examining 15 Kindergarten teachers’ mathematics content knowledge, their beliefs about mathematics, their enactment of student-centered pedagogies, and student achievement on curriculum-based assessments. Findings indicated that teachers adopted more student-centered pedagogies and embraced more student-centered beliefs about mathematics teaching during their time in the project. Further, Kindergarten teachers also demonstrated gains in their mathematical content knowledge, and those content knowledge gains were linked to gains in student achievement.  相似文献   

Peer-Collaborator Preferences of African American and White Sixth-Graders in Mathematics Classrooms     

Abigail S. Hoffman  Jill V. Hamm  Kerrylin Lambert  Judith Meece 《Journal of Experimental Education》2020,88(4):559-577

Abstract

This study focused on academic and social correlates of collaborator preferences of African American and White sixth-graders in mathematics classrooms in fall and spring. Students’ appraisals of emotional risk were examined as a moderator. Nomination procedures identified collaborator preferences, group affiliations, and social centrality; students self-reported engagement and emotional risk; school records provided achievement scores. Results indicated students preferred group affiliates, but not exclusively, as collaborators. Students with greater centrality, achievement, and engagement received more nominations. In the fall, high achievers received more nominations when appraisals of risk were high; whereas, engaged students whose appraisals of risk were low received more nominations. Results are interpreted in relation to coordinating social and academic factors in peer collaboration.  相似文献   

Lasting leadership: Toward sustainable school improvement     

Linda G. Lambert 《Journal of Educational Change》2007,8(4):311-322

After decades of meager results in school improvement efforts that work and that last, it may seem irrational to hope that this time it could be different—that we could learn and apply approaches to lasting school improvement. Obama (2006, The audacity of hope. New York: Crown publications) might refer to such hope as audacious. What gives us the impulse for hope in the face of continued disappointment? This is not to suggest that all of our efforts have come to naught. Having witnessed and participated in hopeful approaches for more than 40 years, I’ve seen noteworthy programs and heard exceptionally wise ideas. Islands of hope existed in each decade, yet even these remarkable islands drop below sea level when founders, principals or key teachers leave. As long as any one individual is indispensable, sustainability is a distant dream. As I’ve talked with educators, parents, students and community members over these years, I’ve been bombarded with questions. The question I find most compelling is: “We can now understand our schools as they exist. And, we have an improving image of what sustainable schools look like, but how do we get there from here? How do we find our way to the sustainability we yearn for?  相似文献   

Behavior and emotional problems among Jamaican children and adolescents: an epidemiological survey of parent, teacher, and self-reports for ages 6–18 years     

Michael C. Lambert  Mikhail Lyubansky 《Int J Intercult Relat》1999,23(5):468

The study compared general population samples of Jamaican children ages 6–18 years, via Jamaican versions of the Child Behavior Checklist (CBCL) parent-, teacher-, and self-report forms. Repeated measures ANOVAs with informant as a repeated measures factor, assessed base-rate problem score differences according to children’s area of residence (i.e., urban vs rural), gender, and age. No between subjects residence effects emerged for total problem score. However, adolescents self-reported higher total problem scores compared to the ratings they received from their parents and teachers. No gender total problem score effects emerged for any of the three informants, but girls received higher internalizing, and Somatic Complaints scores. Similar total problem scores across genders, and the high ratio of boys to girls in clinic samples suggest that Jamaican girls may not be receiving adequate services. Age X within subjects interactions revealed higher teacher reported problem scores for young adolescents, reflecting possible developmental changes within the classroom context and teachers’ low thresholds toward these problems. The d statistic revealed base rate syndrome, internalizing, externalizing, and total problem score differences in most Jamaican vs US sub-samples. In addition to the non-CBCL problems observed in earlier studies, these findings clearly indicate a need to ascertain syndrome structure and other psychometric properties of the Jamaican instruments.  相似文献   

In Physics Education,Perception Matters          下载免费PDF全文

Jason R. Sattizahn  Daniel J. Lyons  Carly Kontra  Susan M. Fischer  Sian L. Beilock 《Mind, Brain, and Education》2015,9(3):164-169

Student difficulties in science learning are frequently attributed to misconceptions about scientific concepts. We argue that domain‐general perceptual processes may also influence students' ability to learn and demonstrate mastery of difficult science concepts. Using the concept of center of gravity (CoG), we show how student difficulty in applying CoG to an object such as a baseball bat can be accounted for, at least in part, by general principles of perception (i.e., not exclusively physics‐based) that make perceiving the CoG of some objects more difficult than others. In particular, it is perceptually difficult to locate the CoG of objects with asymmetric‐extended properties. The basic perceptual features of objects must be taken into account when assessing students' classroom performance and developing effective science, technology, engineering, and mathematics (STEM) teaching methods.  相似文献   

Spectral analysis of EEG differences between children with and without learning disabilities     

J F Lubar  K J Bianchini  W H Calhoun  E W Lambert  Z H Brody  H S Shabsin 《Journal of learning disabilities》1985,18(7):403-408

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An automatic recorder for measuring size-frequency distribution of grains     

R.H. Lambert  E.P. Wightman 《Journal of The Franklin Institute》1925,200(5):674-675

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