Untangling the Links among Athletic Involvement, Gender, Race, and Adolescent Academic Outcomes     

Miller KE  Melnick MJ  Barnes GM  Farrell MP  Sabo D 《体育社会学杂志》2005,22(2):178-193

Although previous research has established that high school sports participation may be associated with positive academic outcomes, the parameters of the relationship remain unclear. Using a longitudinal sample of nearly 600 Western New York adolescents, this study examined gender- and race-specific differences in the impact of two dimensions of adolescent athletic involvement ("jock" identity and athlete status) on changes in school grades and school misconduct over a two-year interval. Female and black adolescents who identified themselves as "jocks" reported lower grades than those who did not, whereas female athletes reported higher grades than female nonathletes. Jocks also reported significantly more misconduct (including skipping school, cutting classes, having someone from home called to the school for disciplinary purposes, and being sent to the principal's office) than nonjocks. Gender moderated the relationship between athlete status and school misconduct; athletic participation had a less salutary effect on misconduct for girls than for boys.  相似文献   

Student Loans: The Failure to Consolidate an Emerging Political Consensus     

S. Farrell  E. Tapper 《Higher Education Quarterly》1992,46(3):269-285

This article contends that over a long period of time there was growing support for a student loan scheme. In the event, the Thatcher Government adopted proposals which failed to consolidate that emerging consensus. What was it about the Government's legislation that achieved this political own goal? How can such politically maladroit behaviour be explained? What elements should the legislation have contained if the consensus were to be firmed up and enhanced? These are the key questions which we attempt to answer in this article.  相似文献   

An Evaluation of an EDY Course in Behavioural Techniques for Classroom Assistants in a School for Children with Severe Learning Difficulties     

Peter Farrell  Maureen Sugden 《教育心理学》1984,4(3):185-198

This study is an evaluation of a behavioural skills training course (known as the Education of the Developmentally Young‐‐EDY) which was run for eight classroom assistants (all trained nursery nurses) at an ESN (S) school in Manchester. It arose out of a previous study (Farrell, 1982) which suggested that while teachers improved their practical skills following EDY training, classroom assistants did not. In this study the classroom assistants were filmed working with an individual child on four occasions; twice prior to their training, once immediately following it and once more ten weeks later. The video tapes were randomly arranged and shown to two independent and trained raters. The raters rated the classroom assistants on four aspects of behavioural teaching, all of which are integral parts of the EDY course. The results showed that taking all the teaching techniques together, the classroom assistants made significant gains following training but that these gains were only evident on two of the behavioural techniques when they were analysed separately. When comparing the findings of this work with other studies, the main conclusion is that, although classroom assistants do benefit from EDY training, their progress may not be so marked as that of classroom teachers.  相似文献   

Modeling and validation of autoinducer-mediated bacterial gene expression in microfluidic environments     

Caitlin M. Austin  William Stoy  Peter Su  Marie C. Harber  J. Patrick Bardill  Brian K. Hammer  Craig R. Forest 《Biomicrofluidics》2014,8(3)

Biosensors exploiting communication within genetically engineered bacteria are becoming increasingly important for monitoring environmental changes. Currently, there are a variety of mathematical models for understanding and predicting how genetically engineered bacteria respond to molecular stimuli in these environments, but as sensors have miniaturized towards microfluidics and are subjected to complex time-varying inputs, the shortcomings of these models have become apparent. The effects of microfluidic environments such as low oxygen concentration, increased biofilm encapsulation, diffusion limited molecular distribution, and higher population densities strongly affect rate constants for gene expression not accounted for in previous models. We report a mathematical model that accurately predicts the biological response of the autoinducer N-acyl homoserine lactone-mediated green fluorescent protein expression in reporter bacteria in microfluidic environments by accommodating these rate constants. This generalized mass action model considers a chain of biomolecular events from input autoinducer chemical to fluorescent protein expression through a series of six chemical species. We have validated this model against experimental data from our own apparatus as well as prior published experimental results. Results indicate accurate prediction of dynamics (e.g., 14% peak time error from a pulse input) and with reduced mean-squared error with pulse or step inputs for a range of concentrations (10 μM–30 μM). This model can help advance the design of genetically engineered bacteria sensors and molecular communication devices.  相似文献   

Forensics and Learning     

Scott Jensen  Laura C. Farrell 《Communication Studies》2015,66(4):415-416

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Conceptualizing Research–Practice Partnerships as Joint Work at Boundaries     

William R. Penuel  Anna-Ruth Allen  Cynthia E. Coburn  Caitlin Farrell 《Journal of Education for Students Placed at Risk》2015,20(1-2):182-197

This article presents a conceptual framework for analyzing how researchers and district leaders perceive and navigate differences they encounter in the context of research–practice partnerships. Our framework contrasts with images of partnership work as facilitating the translation of research into practice. Instead, we argue that partnership activity is best viewed as a form of joint work requiring mutual engagement across multiple boundaries. Drawing on a cultural–historical account of learning across boundaries (Akkerman & Bakker, 2011) and evidence from a study of two long-term partnerships, we highlight the value of the concepts of boundary practices in organizing joint work and boundary crossing as a way to understand how differences are recognized and navigated. The framework has implications for how partnerships can surface and make productive use of difference in organizing joint work and for how funders can better support the work of research–practice partnerships.  相似文献   

Turning old problems into new problems: the role of young citizens in improving accountability in education in Malawi and Kenya     

Caitlin Porter 《Compare》2014,44(3):356-378

Accountability is increasingly recognised as the key mediating variable that encourages service providers to deliver efficient and effective local services. In the context of education, accountability strategies do not always explicitly consider young citizens as the primary users of education services. In this paper, a client approach to accountability is compared to a citizenship approach. Drawing on community scorecard and social audit research in Malawi and Kenya, the author explores whether education services are more responsive and accountable when young people access information and exercise their voice. The paper outlines a refreshed ‘accountability framework’ for education, placing young citizens at the centre, and argues that a citizenship-led approach in education governance is likely to be more realistic and effective than a ‘client power’ approach. This article makes an important contribution to the development community’s understanding of what constitutes an effective approach for promoting more transparent and responsive education governance.  相似文献   

Nature of Interactions Among Young Children and Adult Caregivers in a Children’s Museum     

Caitlin McMunn Dooley  Meghan M. Welch 《Early Childhood Education Journal》2014,42(2):125-132

This naturalistic, qualitative study examines the nature of child- and adult-led interactions in a children’s museum. Using dialogic learning as a theoretical framework, the study examines how children and adults engage in interactions while learning at a museum. Findings suggest that children and adults are almost equally likely to lead interactions; however, most child-led interactions are qualitatively different from adult-led interactions. Children are more likely to show-and-tell about their experiences and learn by asking questions and commenting about their play. Adults are more likely to teach by telling, prompting, and reporting a child’s activities. Children and adults also are equally engage in pretend play during their interactions. Leveraging these findings, recommendations are made for museum exhibit space design.  相似文献   

Soliciting,vetting, monitoring,and evaluating: A study of state education agencies’ use of external providers for school improvement efforts     

VanGronigen  Bryan A.  Meyers  Coby V.  Scott  Caitlin  Fantz  Traci  Dunn  Lenay D. 《Journal of Educational Change》2022,23(1):1-32

Journal of Educational Change - Recent United States (U.S.) educational policies—especially the passage of the Every Student Succeeds Act of 2015—have challenged state education...  相似文献