The ‘Third Wave’: education and the ideology of parentocracy     

Phillip Brown 《British Journal of Sociology of Education》1990,11(1):65-86

In this paper it will be argued that we are entering a ‘third wave’ in the socio‐historical development of British education and that similar trends are also evident in the USA, Australia and New Zealand. The ‘first wave’ can be characterised by the rise of mass schooling for the working classes in the late nineteenth century. The ‘second wave’ involved a shift from the provision of education based upon what Dewey called the “feudal dogma of social predestination” to one organised on the basis of individual merit and achievement. What is distinct about the ‘third wave’ is the move towards a system whereby the education a child receives must conform to the wealth and wishes of parents rather than the abilities and efforts of pupils. In other words, we have witnessed a shift away from the ‘ideology of meritocracy’ to what I will call the ‘ideology of parentocracy’. This paper will consider the evidence to support this conclusion and examine its sociological significance.

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Academic procrastination and statistics anxiety     

Anthony J. Onwuegbuzie 《Assessment & Evaluation in Higher Education》2004,29(1):3-19

Statistics anxiety, which is experienced by as many as 80% of graduate students, has been found to debilitate performance in statistics and research methodology courses. As such, it is likely that statistics anxiety is, in part, responsible for many students delaying enrollment in these courses for as long as possible. Moreover, it is possible that, once enrolled in these courses, students with high levels of statistics anxiety tend to procrastinate on assignments. Thus, the purpose of this study was: (a) to examine the prevalence of procrastination among graduate students, and (b) to investigate the relationship between academic procrastination and six dimensions of statistics anxiety. Participants were 135 graduate students enrolled in three sections of a required introductory-level educational research course at a university in the southeastern part of the USA. Findings revealed that a high percentage of students reported problems with procrastination on writing term papers, studying for examinations, and completing weekly reading assignments. A canonical correlation analysis (R _c1 =.51) revealed that academic procrastination resulting from both fear of failure and task aversiveness was related significantly to worth of statistics, interpretation anxiety, test and class anxiety, computational self-concept, fear of asking for help, and fear of the statistics instructor. Implications for statistics anxiety reduction as a procrastination intervention are discussed.  相似文献   

A study of child-adult interaction at a natural history centre     

Majory Martin  Sharon Brown  Terry Russell 《Studies in Educational Evaluation》1991,17(2-3)

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Noncounselors and the Education of Counselors     

Duane Brown 《Counselor Education & Supervision》1989,29(2):58-59

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Understanding families’ conceptions of school readiness in the United States: a qualitative metasynthesis     

Christopher P. Brown  Yi-Chin Lan 《International Journal of Early Years Education》2018,26(4):403-421

ABSTRACT

The call by policymakers, education stakeholders, and families for children to enter school ‘ready’ has led to numerous empirical studies that seek to identify how children and their families are or are not prepared for school. In the United States, this empirical work tends to identify particular children and their families ‘at-risk’ for school success and often seeks out ways to intervene so that such risks are addressed. Absent from this work is an understanding of how families conceptualise school readiness, and how those understandings influence their conceptions of whether or not their own children are ready for school. Such work could assist educators and other school personnel in supporting families and their children as they enter their programmes. This article examines this issue by presenting findings from a qualitative metasynthesis of studies that investigated how families conceptualised school readiness. Analysing, synthesising, and interpreting their conceptions of school readiness offers the chance to consider how early childhood stakeholders can be ready for families as they enter their programmes as well as support their efforts in readying their children for school.  相似文献   

School climate and teacher beliefs in a school effectively serving poor South Carolina (USA) African-American students: A case study     

Kimberly E. Brown  Frederic J. Medway 《Teaching and Teacher Education》2007

This study examined the roles of school climate, teacher expectations, and instructional practices in one elementary school in South Carolina (USA) that produced effective achievement outcomes with poor and minority students. Survey data, teacher interviews, and classroom videotaping was used to identify school characteristics and instructional behaviors of six teachers nominated by colleagues as exemplary. The school was characterized by an emphasis on high student expectations, school staff cohesiveness, engaging instruction, high parent involvement, and multicultural instruction integrated with curriculum. The practices identified are consistent with literature on effective American schools; and the practices are key aspects of the sound instruction of poor and minority children. Teachers stated that teacher education programs did not prepare them to teach these students and that they had to learn this on the job.  相似文献   

Performance appraisal format: Role clarity and evaluation criteria     

Timothy J. Keaveny  Anthony F. McGann 《Research in higher education》1980,13(3):225-232

The effectiveness of alternative performance appraisal formats is evaluated in terms of their contribution to selected dimensions of role clarity, and their focusing the evaluation on primary criteria as opposed to secondary criteria. The formats studied are: simple graphic rating scales, more complete graphic rating scales, and behaviorally anchored rating scales. From the viewpoint of the person being rated, the dimensions of role clarity investigated are: understanding of the performance dimension being rated, understanding of where the faculty member stands on each performance dimension, and understanding of the behavioral changes that would improve ratings on each performance dimension. Behaviorally anchored rating scales are observed to be superior to the other rating scale formats on each dimension of evaluation.  相似文献   

Enhancing the First Year Student Experience by Facilitating the Development of Peer Networks through a One-day Workshop     

Mary Peat  James Dalziel  Anthony M. Grant 《高等教育研究与发展》2001,20(2):199-215

Transition to university involves adapting to a new academic and social environment. Recent research on this process indicates that a significant number of students experience at least some difficulties during this transition, but that this may be alleviated by various institutional measures designed to assist students with the transition, e.g. the fostering of peer study groups. From 1996, the Faculty of Science of the University of Sydney has offered a "Transition Workshop" to all incoming first year science students. Follow-up surveys from the 1997 cohort indicated that students who attended the workshop exhibited significantly better adjustment on a range of measures. Compared to equivalent peers not attending the workshop, attendees also recorded higher levels of academic performance (on average) during their first year of study. A qualitative evaluation found that the workshop facilitated the establishment of strong peer relationships, and that these enhanced study, self-motivation and general enjoyment of university life. These findings suggest that such workshops assist in the development of peer networks and are helpful in easing the transition of undergraduate students.  相似文献   

An Ecological Momentary Assessment of Burnout,Rejuvenation Strategies,Job Satisfaction,and Quitting Intentions in Childcare Teachers     

Russell L. Carson  Jennifer J. Baumgartner  Carrie L. Ota  Ann Pulling Kuhn  Anthony Durr 《Early Childhood Education Journal》2017,45(6):801-808

Guided by affective events theory, the purpose of this study was to examine the temporal aspects of childcare teacher burnout, particularly as to how feelings of exhaustion throughout the day relate to perceptions of end-of-day job satisfaction and quitting intentions. A secondary purpose of the study was to explore the frequency and type of rejuvenation strategies childcare teachers use to relieve perceived stress throughout the day. Ecological momentary assessment procedures were employed for 1 week to assess exhaustion levels (3 times/day), frequencies and types of rejuvenation strategies (3 times/day), and end-of-day job satisfaction perceptions and quitting intentions (1 time/day) among 50 childcare teachers. Results indicated that childcare teachers’ quitting intentions were positively predicted by emotional exhaustion (β?=?0.52) and negatively predicted by overall job satisfaction (β?=??0.28). Short (≤15 min), infrequently used (one to two times/day) physical or cognitive health reprieve strategies were reported by 86?% of teachers as the most effective for reducing daily stress. Findings suggest that daily accounts of burnout and quitting intentions have both exhaustive and restorative properties.  相似文献   

Using multi-group confirmatory factor analysis to evaluate cross-cultural research: identifying and understanding non-invariance     

Gavin T.L. Brown  Lois R. Harris  Chrissie O'Quin  Kenneth E. Lane 《International Journal of Research & Method in Education》2017,40(1):66-90

Multi-group confirmatory factor analysis (MGCFA) allows researchers to determine whether a research inventory elicits similar response patterns across samples. If statistical equivalence in responding is found, then scale score comparisons become possible and samples can be said to be from the same population. This paper illustrates the use of MGCFA by examining survey results relating to practising teachers' conceptions of feedback in two very different jurisdictions (Louisiana, USA, n?=?308; New Zealand, n?=?518), highlighting challenges which can occur when conducting this kind of cross-cultural research. As the two contexts had very different policies and practices around educational assessment, it was considered possible that a common research inventory may elicit non-equivalent responding, leading to non-invariance. Independent models for each group and a joint model for all participants were tested for invariance using MGCFA and all were inadmissible for one of the two groups. Inspection of joint model differences in item loadings, scale reliabilities, and scale inter-correlations established the extent of non-invariance. This paper discusses the implications of non-invariance within this particular study and identifies difficulties in using an inventory in cross-cultural settings. It also provides suggestions about how to increase the likelihood that a common factor structure can be recovered.  相似文献