A NEW LOOK AT INTELLIGENCE TESTING     

Caitlin Donnelly 《Educational research; a review for teachers and all concerned with progress in education》2013,55(1):3-16

The aim of the paper is to explore teachers’ methods of delivering an ethos of tolerance, respect and mutual understanding in one integrated secondary school in Northern Ireland. Drawing on interviews with 18 teachers in the school, it is argued that most teachers make ‘critical choices’ which both reflect and reinforce a ‘culture of avoidance’, whereby politically or religiously contentious issues are avoided rather than explored. Although teachers are well-intentioned in making these choices, it is shown that they have the potential to create the conditions that maintain or even harden psychological boundaries between Catholics and Protestants rather than dilute them.  相似文献   

Lecturers' self-perception of change in their teaching approaches: reflections on a qualitative study     

Roisin Donnelly 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):207-222

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Approaches to Social Inequality in the Sociology of Sport     

Peter Donnelly 《Quest (Human Kinetics)》2013,65(2):221-242

Sport, by its very nature, produces and reveals inequalities in terms of physicality and athletic performance. In social terms, however, sport has often been considered the great social leveller. This paper considers the production and reproduction of social inequality in sport in regard to the development of ideas and research about social inequality in the sociology of sport. Specifically, inequality in sport is considered in terms of the progression from reflection to reproduction to resistance theses and the progression from categorical to distributive to relational levels of analysis. The paper concludes with a consideration of some ways in which sport may be involved in the production of social equality.  相似文献   

Vocationalism and school science education     

James Donnelly 《Studies in Science Education》2013,49(2):225-254

This article reviews an important but neglected area of the science curriculum: connections with work and the workplace. The first section offers some historical background, arguing that economic and practical relevance has from the beginning been an important theme within science education. The article then undertakes a broader exploration of the intellectual background, usage and meaning of the term vocationalism within education, before turning to vocational themes as they are represented more specifically within research on science education. It then examines the development and contemporary policy significance of vocational provision across the world. This is followed by an account of a specific case: the innovative version of school science currently under development in England, which is occurring under the rubric of ‘applied science’. Finally the article sketches a research agenda for vocationalism within science education, drawing on the themes and issues that have been identified. It suggests that greater attention to this area will contribute to a broadening of the intellectual compass and relevance of science education research.  相似文献   

Professor Phil Scott,BSc, MEd,PhD, FInstP     

Jim Donnelly  Jim Ryder 《Studies in Science Education》2013,49(2):119-121

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Sources of differential participation rates in school science: the impact of curriculum reform     

Matt Homer  Jim Ryder  Jim Donnelly 《British Educational Research Journal》2013,39(2):248-265

School science courses have widely varying participation rates across a range of student characteristics. One of the stated aims of the 2006 Key Stage 4 science curriculum reforms in England was to improve social mobility and inclusion. To encourage students to study more science, this reform was followed by the introduction in 2008 of an entitlement to study the three separate sciences at Key Stage 4 for the more highly attaining students. This paper uses longitudinal national data over a five‐year period to investigate the extent and change of participation across science courses at KS4, focusing on student gender and socio‐economic status. It finds that whilst there is some evidence of a move towards a more equitable gender balance for some courses, there is as yet little evidence of substantial change in differential participation rates by socio‐economic status.  相似文献   

Promotion of Reading and Early Literacy Skills in Schools: a comparison of three European countries     

Agnes Stancel-Piątak  Plamen Mirazchiyski  Deana Desa 《European Journal of Education》2013,48(4):498-510

This article gives a short overview based on the EU High Level Group of Experts on Literacy (HLWG) report to address issues and challenges in Europe on improving literacy competencies in schools. Furthermore, an analysis is conducted focusing on the promotion of reading and early literacy skills in schools taking into account psychological and institutional learning conditions in three countries (Denmark, Germany, and France) with different outcomes in PIRLS 2011 (Progress in International Reading Literacy Study). Country comparison is conducted using multiple groups – multilevel structural equation modelling (MG-MSEM). An important finding is that policy action taken in order to evaluate and improve school effectiveness in each country must address particular needs of its educational system. Suggestions for improving reading achievement in schools are derived from the analysis.  相似文献   

Social Perception in Infancy: A Near Infrared Spectroscopy Study     

Sarah Lloyd-Fox  Anna Blasi  Agnes Volein  Nick Everdell  Claire E. Elwell  Mark H. Johnson 《Child development》2009,80(4):986-999

The capacity to engage and communicate in a social world is one of the defining characteristics of the human species. While the network of regions that compose the social brain have been the subject of extensive research in adults, there are limited techniques available for monitoring young infants. This study used near infrared spectroscopy to investigate functional activation in the social brain network of 36 five-month-old infants. We measured the hemodynamic responses to visually presented stimuli in the temporal lobes. A significant increase in oxyhemoglobin was localized to 2 posterior temporal sites bilaterally, indicating that these areas are involved in the social brain network in young infants.  相似文献   

New directions for experiential learning: Cross-cultural learning,no. II: Charles B. Neff (guest editor) San Francisco: Jossey-Bass,Inc., Publishers, 1981, 88 pp., $7.95 paper     

Agnes G. Doody 《Int J Intercult Relat》1983,7(2):224-227

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Börje Justrell, What is This Thing We Call Archival Science? A Report on an International Survey     

Agnes E.M. Jonker 《Archival Science》2001,1(1):111-112

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