Exclusion from School and Racial Equality: an examination of government proposals in the light of recent research evidence     

Audrey Osler  John Hill 《Cambridge Journal of Education》1999,29(1):33-62

Throughout the 1990s there have been growing concerns from teacher unions, local education authorities (LEAs) and central government about the rising level of pupil exclusions from schools in England and the related issue of school discipline. School exclusion has also been given a high profile in the media, with attention often focusing on cases where the original decision to exclude has been overturned on appeal. Although certain ethnic groups are over‐represented among those excluded from school, issues of race and ethnicity have largely been ignored in the public debate on exclusions and the question of possible racial discrimination overlooked. This article reports on a study to identify good practice in reducing the number of exclusions from school, particularly the disproportionate number amongst African‐Caribbean boys. The study draws on statistical data from Birmingham, the largest metropolitan LEA, and on interviews with teachers and headteachers in six West Midlands case study schools. This data was supplemented by interviews with key personnel from a variety of West Midlands authorities and by questionnaires to pupils in the case study schools. We examine recent government proposals to cut exclusions in the light of this study's findings and the context of racial equality  相似文献   

PERSPECTIVES AND INSIGHTS: Historical,Comparative, and Developmental     

Fincher  Cameron 《Research in higher education》1998,39(6):727-734

Research in Higher Education -  相似文献   

Book reviews     

Gaston Pineau  John Cameron  Helga Pfundt  Nicholas Gillett  Ilse M. Lehner  Bernd Becker  Oskar Anweiler  Dennis L. Buckley  Jon Lauglo  John Bowers 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1979,25(4):551-573

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Hou Hsiao‐Hsien’s two dreams of light and shadows     

Audrey Yue 《Inter-Asia Cultural Studies》2013,14(2):251-264

Abstract

In traditional Chinese culture, dreams are often more than a narrative ploy or an extension of the authors’ imagination, but instruments for musings on life. This essay is an attempt to study Hou Hsiao‐Hsien’s aesthetics in The Puppetmaster and Flowers of Shanghai from the perspective of dreams. The former is like a lucid dream where the ageing puppet master is the person in the dream, while Hou the filmmaker is the passer‐by who saunters into the dream and puts it down on record. The latter, on the other hand, is an inebriated dream where the plan‐sequences are weaved together by black‐ins and black‐outs as in a dream from which no one wants to wake.  相似文献   

Modelling the deflection of rowing oar shafts     

Brock Laschowski  Cameron C. Hopkins  John R. de Bruyn  Volker Nolte 《Sports biomechanics / International Society of Biomechanics in Sports》2017,16(1):76-86

The deflection of rowing oar shafts subjected to a static load was investigated. Two sets of sculling oars of different design stiffness were tested at three different lengths from 2.66 to 2.70 m. Loads up to 201 N were applied to the blade end of the oar shafts, and deflections were measured at six positions along the length of the shafts. The experimental results were compared with theoretical predictions obtained by modelling the oar shafts as homogenous end-loaded cantilever beams. The results show that the oar shafts are not uniform, in contradiction to the assumed model, but rather are most compliant near the sleeves and up to 80% stiffer towards the blades. The effect of oar shaft stiffness and length on the deflection angle at the blade end of the oar shaft was at most 1.18 ± 0.01°. The measured variation of stiffness along the shaft has implications for boat propulsion and rowing performance.  相似文献   

Mindset × Context: Schools,Classrooms, and the Unequal Translation of Expectations into Math Achievement     

Jamie M. Carroll  David S. Yeager  Jenny Buontempo  Cameron Hecht  Andrei Cimpian  Pratik Mhatre  Chandra Muller  Robert Crosnoe 《Monographs of the Society for Research in Child Development》2023,88(2):7-109

When do adolescents' dreams of promising journeys through high school translate into academic success? This monograph reports the results of a collaborative effort among sociologists and psychologists to systematically examine the role of schools and classrooms in disrupting or facilitating the link between adolescents' expectations for success in math and their subsequent progress in the early high school math curriculum. Our primary focus was on gendered patterns of socioeconomic inequality in math and how they are tethered to the school's peer culture and to students' perceptions of gender stereotyping in the classroom. To do this, this monograph advances Mindset × Context Theory. This orients research on educational equity to the reciprocal influence between students' psychological motivations and their school-based opportunities to enact those motivations. Mindset × Context Theory predicts that a student's mindset will be more strongly linked to developmental outcomes among groups of students who are at risk for poor outcomes, but only in a school or classroom context where there is sufficient need and support for the mindset. Our application of this theory centers on expectations for success in high school math as a foundational belief for students' math progress early in high school. We examine how this mindset varies across interpersonal and cultural dynamics in schools and classrooms. Following this perspective, we ask:

• 1. Which gender and socioeconomic identity groups showed the weakest or strongest links between expectations for success in math and progress through the math curriculum?
• 2. How did the school's peer culture shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?
• 3. How did perceptions of classroom gender stereotyping shape the links between student expectations for success in math and math progress across gender and socioeconomic identity groups?

We used nationally representative data from about 10,000 U.S. public school 9th graders in the National Study of Learning Mindsets (NSLM) collected in 2015–2016—the most recent, national, longitudinal study of adolescents' mindsets in U.S. public schools. The sample was representative with respect to a large number of observable characteristics, such as gender, race, ethnicity, English Language Learners (ELLs), free or reduced price lunch, poverty, food stamps, neighborhood income and labor market participation, and school curricular opportunities. This allowed for generalization to the U.S. public school population and for the systematic investigation of school- and classroom-level contextual factors. The NSLM's complete sampling of students within schools also allowed for a comparison of students from different gender and socioeconomic groups with the same expectations in the same educational contexts. To analyze these data, we used the Bayesian Causal Forest (BCF) algorithm, a best-in-class machine-learning method for discovering complex, replicable interaction effects. Chapter IV examined the interplay of expectations, gender, and socioeconomic status (SES; operationalized with maternal educational attainment). Adolescents' expectations for success in math were meaningful predictors of their early math progress, even when controlling for other psychological factors, prior achievement in math, and racial and ethnic identities. Boys from low-SES families were the most vulnerable identity group. They were over three times more likely to not make adequate progress in math from 9th to 10th grade relative to girls from high-SES families. Boys from low-SES families also benefited the most from their expectations for success in math. Overall, these results were consistent with Mindset × Context Theory's predictions. Chapters V and VI examined the moderating role of school-level and classroom-level factors in the patterns reported in Chapter IV. Expectations were least predictive of math progress in the highest-achieving schools and schools with the most academically oriented peer norms, that is, schools with the most formal and informal resources. School resources appeared to compensate for lower levels of expectations. Conversely, expectations most strongly predicted math progress in the low/medium-achieving schools with less academically oriented peers, especially for boys from low-SES families. This chapter aligns with aspects of Mindset × Context Theory. A context that was not already optimally supporting student success was where outcomes for vulnerable students depended the most on student expectations. Finally, perceptions of classroom stereotyping mattered. Perceptions of gender stereotyping predicted less progress in math, but expectations for success in math more strongly predicted progress in classrooms with high perceived stereotyping. Gender stereotyping interactions emerged for all sociodemographic groups except for boys from high-SES families. The findings across these three analytical chapters demonstrate the value of integrating psychological and sociological perspectives to capture multiple levels of schooling. It also drew on the contextual variability afforded by representative sampling and explored the interplay of lab-tested psychological processes (expectations) with field-developed levers of policy intervention (school contexts). This monograph also leverages developmental and ecological insights to identify which groups of students might profit from different efforts to improve educational equity, such as interventions to increase expectations for success in math, or school programs that improve the school or classroom cultures.  相似文献   

College students' grit,autonomous learning,and well-being: Self-control as a mediator     

Leslie Ramos Salazar  Audrey Meador 《Psychology in the schools》2023,60(1):53-77

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