Can Legislation Reduce Gender Differences in Subject Choice? A Survey of GCSE and A level Entries Between 1970 and 1995     

Celia A. Brown 《Educational studies》2001,27(2):173-186

This paper investigates the extent of gender differences in subject choice patterns at GCSE and A level between 1970 and 1995. A Gender Inequality Index (GII) is derived to analyse national examination entry data, in particular to compare the impact of the Sex Discrimination Act and National Curriculum on the overall time trends. The paper finds that the GII slopes downwards over time, but that neither intervention had a significant impact on the rate of decline at A level and only the National Curriculum did so at GCSE level.  相似文献   

Purchasers and Providers: The Impact of the NHS Reforms on Medical Schools     

Celia M. Whitchurch  Alun W. Roberts 《Higher Education Quarterly》1995,49(2):162-178

The introduction of the National Health Service (NHS) reforms, and more particularly of an internal market for the provision of health care to local populations, is continuing to impact on medical education and research in ways that create considerable challenges for university managers. The lack of an overarching framework of principles at national level means that they are having to negotiate outcomes and develop solutions to problems locally, with no guarantee of consistency across the country. Moreover, the market is not a totally free market, but subject to Government intervention when this is considered politically expedient. University managers'efforts to safeguard the interests of medical education nationally and institutionally may have salutary lessons for other areas of university activity, and provide an indication of future trends.  相似文献   

What Is the Impact of Computer Literacy on the Academic Performance of D-learning Students？     

Eduardo de Paula e Silva Chaves  ;Celia Regina Andreoli 《美中教育评论》2014,(5):346-355

Due to the globalization and the spread of the Internet, distance learning （D-learning） has gained extraordinary impulse in recent years by classes broadcasted by Websites and assignments fulfilled by students in their own computers. D-learning facilitates the access to education to those people who are working or have low buying power due to its reduced cost and time convenience. Although D-learning has existed in the world for over 150 years, only in the last decades, it has become the focus of academic studies and researches in a systematic way. In this context, the objective of this research is to evaluate the impact of computer literacy on the academic performance of the D-learning students of Faculdade lnterativa COC--EAD （COC--D-learning Interactive College）, P61o Lafaiete （Lafaiete Branch）, Ribeirao Preto. The research consisted of a questionnaire with 21 qualitative dichotomous questions, concerning the level of knowledge and mastery of information techdologies, besides the gender and academic performance （weighted average and marks of the last module）. The data were tabulated, being considered two main variables： （a） academic performance, represented by the marks of the last module; and （b） computer literacy, represented by the sum of the questions concerning this matter. The data were analyzed statistically, and the correlation between the two variables considered was analyzed by Pearson＇s Correlation Test. The interviews of the 54 interviewees （24 males （44.45%） and 30 females （55.55%）） taking the business administration course were analyzed. The correlation coefficient r = 0.303 indicates that there is a meaningful correlation between the students＇ academic performance （marks） and their computer literacy, that is, the greater the computer literacy, the better the marks obtained by these students in the D-learning course. D-learning has computing as its main tool, theretbre, the students with less computer literacy find barriers in D-learning, which o ref  相似文献   

Us and them: Finding irony in our teaching methods   总被引：1，自引：1，他引：0  

Kathleen A. Hinchman  Celia Oyler 《课程研究杂志》2013,45(4):495-508

This paper reports a collaborative project to explore our work as teacher educators, an effort to reconstruct a stance for ourselves in relation to our students. Our analysis is aligned with feminist post-modern perspectives, involving a reflexive representation of our teaching identities. To collect these expressions, we kept a real-time dialogue journal, sitting together weekly over the course of a semester, writing to each other in conversation about our ongoing interactions with students. We reviewed these written records looking for contradictions in our talk about our students and our methods of instruction. This paper shares our discovery of the ironic in our desires for authoritative knowledge, effective methods, coherent organization, and harmonic relationships that mirrored our students' requests of us. We suggest the importance of planting seeds of irony alongside our teaching recommendations, so that our students might recognize and embrace the limitations of our authority. I wonder about the value in talking about what concerns us in our teaching. The labels we dredge up get us to the same old places where we win, students struggle, and colleagues don't get it. Well, I don't usually get it either. I mean, I think you can get used to an audience and figure out how to address it, and that might get you good course evaluations. But to what end? (Hinchman, 9 September 1995).  相似文献   

Teaching technical communication on the pre‐college level: An annotated bibliography     

Celia Patterson  Dee Kanakis 《Technical Communication Quarterly》2013,22(4):395-406

Technical communication is being integrated into the pre‐college curriculum at an accelerating pace. However, few curriculum materials have been developed for the pre‐college level. This annotated bibliography is a partial attempt to address this lack. The entries have been divided into two categories: Pre‐College Level Material and Adaptable Post‐Secondary Material.  相似文献   

Who Knows What? Maintaining Multiple Perspectives During Reading     

Kristin M. Weingartner  Celia M. Klin 《Scientific Studies of Reading》2013,17(4):275-294

Recent findings (Keysar, 1994 Keysar, B. 1994. The illusory transparency of intention: Linguistic perspective taking in text.. Cognitive Psychology, 26: 165–208. [Crossref], [PubMed], [Web of Science ®] , [Google Scholar]; Weingartner & Klin, 2005 Weingartner, K. M. and Klin, C. M. 2005. Perspective taking during reading: An on-line investigation of the illusory transparency of intention.. Memory & Cognition, 33: 48–58. [Crossref] , [Google Scholar]) have shown that readers are not always accurate at taking a story character's perspective. When readers evaluated a character's understanding of a written message, they mistakenly took into account information that was inaccessible to that character. The results from the three experiments reported here demonstrate that this “illusory transparency of intention” is not dependent on the message readers' communicative role: Even when the message was composed for one character but read by another, readers assumed that the message was understood as it was intended. The results are discussed in the context of two theoretical accounts for these perspective-taking errors: the “knowledge projection hypothesis,” which appeals to readers’ expectations about cooperative behavior during communication, and “construal,” which attributes the illusory transparency of intention to a general cognitive bias that occurs during the perception of ambiguous stimuli.  相似文献   

TEACHING THE HISTORY OF EARLY CHILDHOOD EDUCATION: MATERIALS DEVOTED TO HISTORY     

V. Celia Lascarides  Blythe Hinitz 《Journal of Early Childhood Teacher Education》2013,34(3):24-26

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Hybrid identities?     

Celia Whitchurch 《Perspectives: Policy and Practice in Higher Education》2013,17(3)

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Thinking the unthinkable     

Celia M. Whitchurch 《Perspectives: Policy and Practice in Higher Education》2013,17(4)

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Scaffolding the emergence of infant helping: A longitudinal experiment     

Audun Dahl  Mary Taylor Goeltz  Celia A. Brownell 《Child development》2022,93(3):751-759

Early social experiences, such as caregiver scaffolding, play a crucial but disputed role in the emergence of prosociality. A longitudinal experiment examined how explicit scaffolding—such as encouragement or praise—influences helping late in the first year, when helping emerges. Eighty-three infants (40 female, 6–9 months, 54% White, 17% Hispanic/Latinx, 16% Asian) participated in up to 10-weekly home visits in which they could help an experimenter in a novel activity. Data were collected in Santa Cruz, CA between February 2018 and August 2019. Compared to the control condition, explicit scaffolding increased helping by handing out-of-reach objects, η² = .02, and, among younger infants, by cleaning up. Helping also increased with age and visit number. Using a new paradigm, this research provides experimental evidence for how adults’ scaffolding shapes the emergence of helping in infancy.  相似文献