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The 1988 Education Reform Act legislated for a statutory curriculum in state-funded schools in England and Wales. This study explores how, out of a common curriculum framework for both countries, there emerged a school curriculum that was adapted to the distinctiveness of the linguistic and cultural context in Wales. The roles of those most closely involved in policy development in Wales are examined as is the relationship between the 'national' and 'territorial' arenas of policy-making in the months leading up to publication of the Education Reform Bill in November 1987. It is argued that a pragmatic approach to policy development in Wales during that period laid the foundations both for a reworking of the 1988 curriculum framework during the 1990s and for potentially more radical change following the 2002 Education Act. 相似文献
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Daugherty Lindsay Gerber Russell Martorell Francisco Miller Trey Weisburst Emily 《Research in higher education》2021,62(7):1086-1111
Traditionally colleges have relied on standalone non-credit-bearing developmental education (DE) to support students academically and ensure readiness for college-level courses. As emerging evidence has raised concerns about the effectiveness of DE courses, colleges and states have been experimenting with approaches that place students into credit-bearing coursework more quickly. To better understand which types of students might be most likely to benefit from being placed into college-level math coursework, this study examines heterogeneity in the causal effects of placement into college-level courses using a regression discontinuity design and administrative data from the state of Texas. We focus on student characteristics that are related to academic preparation or might signal a student’s likelihood of success or need for additional support and might therefore be factors considered for placement into college-level courses under “holistic advising” or “multiple measures” initiatives. We find heterogeneity in outcomes for many of the measures we examined. Students who declared an academic major designation, had bachelor’s degree aspirations, tested below college readiness on multiple subjects, were designated as Limited English Proficiency (LEP), and/or were economically disadvantaged status were more likely to benefit from placement into college-level math. Part-time enrollment or being over the age of 21 were associated with reduced benefits from placement into college-level math. We do not find any heterogeneity in outcomes for our high school achievement measure, three or more years of math taken in high school.
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Karen Peterman Jenny L. Daugherty Rodney L. Custer Julia M. Ross 《International Journal of Science Education》2013,35(14):1913-1931
ABSTRACTScience teachers are being called on to incorporate engineering practices into their classrooms. This study explores whether the Engineering-Infused Lesson Rubric, a new rubric designed to target best practices in engineering education, could be used to evaluate the extent to which engineering is infused into online science lessons. Eighty lessons were selected at random from three online repositories, and coded with the rubric. Overall results documented the strengths of existing lessons, as well as many components that teachers might strengthen. In addition, a subset of characteristics was found to distinguish lessons with the highest level of engineering infusion. Findings are discussed in relation to the potential of the rubric to help teachers use research evidence-informed practice generally, and in relation to the new content demands of the U.S. Next Generation Science Standards, in particular. 相似文献
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Daniel M. Leeds Isaac McFarlinJr. Lindsay Daugherty 《Research in higher education》2017,58(3):231-243
This paper studies the effects of guaranteed college admission on student effort and achievement. In 1997, Texas enacted the “Top Ten Percent” law, which guarantees admission to any public college for students in the top ten percent of their high school class. In practice, eligible students become aware of their admission status at the end of their junior year in high school—more than 1 year prior to attending college. We use data from a large, urban school district and regression discontinuity methods to test for effects on effort. Our preferred estimates show that students who barely qualify for the admissions guarantee earn marginally lower grades and take fewer advanced courses in their senior year compared to students who do not qualify for guaranteed admission and learn their status in the final senior year term. We find qualitatively similar results when limiting our sample to finer bandwidths, although the estimates are imprecise. 相似文献
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Angiotensin II (AngII) is the primary bioactive peptide of the renin angiotensin system that plays a critical role in many
cardiovascular diseases. Subcutaneous infusion of AngII into mice induces the development of abdominal aortic aneurysms (AAAs).
Like human AAAs, AngII-induced AAA tissues exhibit progressive changes and considerable heterogeneity. This complex pathology
provides an impediment to the quantification of aneurysmal tissue composition by biochemical and immunostaining techniques.
Therefore, while the mouse model of AngII-induced AAAs provides a salutary approach to studying the mechanisms of the evolution
of AAAs in humans, meaningful interpretation of mechanisms requires consideration of the heterogeneous nature of the diseased
tissue. 相似文献
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Abstract Educational theorists and researchers have often overlooked potential links between successful teaching and a teachers personal qualities. This investigation explored associations among three psychological characteristics and classroom performance ratings of prospective teachers. Fifty‐three students enrolled in a teacher education program participated in the study. The students were assessed on personality style, creative thinking, motivation, and classroom performance competency during student teaching. Correlational statistical analysis found significant relationships among three creativity measures and ratings of preservice teachers’ classroom performance. Further, regression analysis revealed originality, one subscale of creativity, was a significant predictor of effective student teaching. Findings indicate that creative constructs may have potential value in assessing teacher education candidates. 相似文献
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Rémy Hurdiel Thierry Pezé Johanna Daugherty Julien Girard Mathias Poussel Laurence Poletti 《Journal of sports sciences》2015,33(7):670-674
This study investigated the effects of combined sleep deprivation and strenuous exercise on cognitive and neurobehavioral performance among long-distance runners completing one of the most difficult ultramarathons in the world. Seventeen runners participated. Each had a wrist-worn actigraph throughout the race to record their sleep time. In addition, each individual’s performance in 10-min response-time tests before and after the race was recorded and a questionnaire enabled participants to report any difficulties they experienced during the competition. During race completion times of 27 to 44 h, combined acute lack of sleep (12 ± 17 min of rest during the race) and strenuous exercise (168.0 km) had marked adverse effects on cognitive performances ranging from mere lengthening of response time to serious symptoms such as visual hallucinations. This study suggests that regardless of rest duration and time in race, cognitive performances of ultramarathoners are adversely affected. 相似文献
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ABSTRACT The 1988 Education Reform Act legislated for a National Curriculum not for one nation but for two, Wales and England. This article reviews the way in which attempts to develop a distinctive curriculum in Wales for one subject, geography, were thwarted by the dominance among key policy‐makers in England of views about the study of place which were unsympathetic to the idea of the school curriculum being a vehicle for the development of a sense of community and national identity. Drawing on evidence from a survey of secondary school geography teachers in Wales, it considers the extent to which the teaching of geography is seen by teachers as a means of achieving such educational goals. 相似文献