The Rroma: Their history and education in Poland and the UK     

Ewa Kruczek-Steiger  Cyril Simmons 《Educational studies》2001,27(3):281-290

Rroma, or Gypsies as they are commonly called in almost every part of the world, usually claim the nationality and language of their host country. In Europe, the Rroma, probably because they are a people without an ethnic territory or a national state of their own, frequently qualify for being the most hated of all ethnic groups. Certainly their lack of a territorial base seems to have contributed both to the long-lasting neglect of their rights and to the many acts of persecution and discrimination committed against them. The Rroma's nomadic way of life, which has been part of their identity for over five-hundred years, was forbidden in most Eastern European countries after World War II and has been increasingly penalised in Western Europe by legislative systems designed for and by settled societies. Because of their unique culture and traditions, many Rromani children do not receive any formal education at all while others, as a result of family mobility, eviction from unofficial sites and general lack of interest in imposed education, attend school only sporadically. Consequently, high levels of illiteracy prevail in the adult Rromani population which are rarely reduced when host countries attempt to use education to promote assimilation and settlement but, at the same time, ignore the cultural heritage of the Rroma and their own educational aims of preparing children for the nomadic life. Nevertheless, when host communities take the Rromani lifestyle and values seriously progress can be made.  相似文献   

On James Herndon's Aesthetic Ontology     

Michael L Simmons  Jr. 《Educational theory》1976,26(2):239-244

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A thousand words are worth a picture: a snapshot of trans* postsecondary educators in higher education     

Symone L. Simmons 《International journal of qualitative studies in education》2017,30(3):266-284

Abstract

Trans* is becoming a buzzword and trans* celebrities have become increasingly visible. On college campuses, trans* students have also become more visible and advocacy for them continues to be extremely important. To support these claims, some literature has emerged regarding trans* college students’ identity development and experiences on campuses, including their perceptions of campus climate. However, higher education scholars and professionals know virtually nothing about the lived experiences of trans* educators working in colleges and universities. Extending on the importance of scholarship regarding trans* college students, trans* educators’ experiences are important because these educators are in positions of influence as mentors, advisors, and role-models to students and colleagues, and perhaps knowing their journey and how they can better be supported will allow their contributions on campuses to become more visible. Additionally, these educators are in positions of power in the university and encourage all people invested in higher education environments to advocate for increased notions of gender and inclusion in their offices, departments, units and the university as a whole. Through the use of portraiture methodology, with semi-structured interviews and a participant-observation as methods the purpose of this study was to help make more visible the lives and experiences of trans* postsecondary educators, while expanding notions of gender in higher education.  相似文献   

RULER: A Theory-Driven,Systemic Approach to Social,Emotional, and Academic Learning     

Marc A. Brackett  Craig S. Bailey  Jessica D. Hoffmann  Dena N. Simmons 《教育心理学家》2019,54(3):144-161

Social and emotional learning (SEL) is the process of integrating cognition, emotion, and behavior in our lives. In school settings, it involves systemic practices to incorporate SEL into leading, teaching, learning such that adults and children build self- and social awareness, learn to manage their own and other’s emotions and behavior, make responsible decisions, and build positive relationships. Here, we describe RULER, a systemic evidence-based approach to SEL, including its Theory of Change, and key theories that are foundational to the approach. RULER’s implementation model also is described, which involves training for school leaders, educators, and staff; integrating SEL into the curriculum across grade levels; infusing SEL into schoolwide practices and policies; and engaging families and the broader community. RULER’s current and expected outcomes for children and adults are reviewed, including both proximal (e.g., more developed emotion skills and enhanced classroom climate) and distal (e.g., reduced teacher stress and burnout and greater academic performance) outcomes. RULER’s future directions also are discussed.  相似文献   

Letter coding affects movement production in word writing: an English–Italian cross-linguistic study     

Kandel  Sonia  Peereman  Ronald  Ghimenton  Anna  Perret  Cyril 《Reading and writing》2019,32(1):95-114

Reading and Writing - The present research is a cross-linguistic study indicating that the timing of motor production not only depends on the shape of a letter and the activation of its motor...  相似文献   

Evaluating Citation Analysis as a Measurement of Business Librarian Consultation Impact     

Jason Sokoloff  Rebecca Simmons 《Journal of Business & Finance Librarianship》2013,18(3):159-171

This exploratory case study considers the analysis of works cited lists as a method for measuring the impact of business librarian research consultations in the context of a business-plan simulation assignment. In a gateway business class consisting of five concurrent sections in a single academic semester, 319 students received a librarian-led information and research lecture. An experimental subset of the group received an additional, personalized librarian consultation session that reinforced information concepts and research strategies with a focus on students' individual business plans.  相似文献   

Rats exhibit asymmetrical retention functions for hedonic and nonhedonic samples in many-to-one symbolic delayed matching to sample     

Angelo Santi  Sabrina Simmons  Shannon Mischler  Claire Hoover 《Learning & behavior》2013,41(2):168-178

Rats were initially trained in a symbolic delayed matching-to-sample task either to discriminate hedonic samples that consisted of food or no food or to discriminate tone samples that differed in frequency and location. The retention functions for both the hedonic and tone samples were asymmetric, with forgetting of the food sample or the high-frequency tone occurring more rapidly than forgetting of the no-food sample or the low-frequency tone. Next, many-to-one (MTO) training was given in which tone samples were added for the rats initially trained with hedonic samples, and hedonic samples were added for the rats initially trained with tone samples. For both groups, a food sample and a tone sample (tone-F) were associated with responding to one lever (e.g., stationary), and a no-food sample and a different tone sample (tone-NF) were associated with responding to the alternative lever (e.g., moving). During retention testing, we found equivalent forgetting for the food and no-food samples, but forgetting of the tone-F sample occurred more rapidly than forgetting of the tone-NF sample. This is the first MTO study to suggest that rats, like pigeons, may use hedonic samples as the basis for the common coding of nonhedonic samples in MTO delayed matching.  相似文献   

Season-of-birth bias in association football     

Craig Simmons  Geoffrey C. Paull 《Journal of sports sciences》2013,31(9):677-686

In this longitudinal study, we assessed the frequency of birth dates for boys selected for the Football Association National School. Birthdays were divided into three periods of the year: January to April, May to August and September to December. We compared data over a 5 year period and concluded that there is indeed a bias towards selecting older children. Furthermore, analysis of separate data revealed a shift of bias when comparing two different start dates, namely September and January. Our findings show that the youngest children from the January start date (born September to December) are selected significantly more often than the youngest children from the September start date (born May to August). Interestingly, even when the influence of body mass was reduced, the selection bias towards the older players remained.  相似文献   

Why are written picture naming latencies (not) longer than spoken naming?     

Cyril Perret  Marina Laganaro 《Reading and writing》2013,26(2):225-239

The comparison between spoken and handwritten production in picture naming tasks represents an important source of information for building models of cognitive processes involved in writing. Studies using this methodology systematically reported longer latencies for handwritten than for spoken production. To uncover the origin of this difference across modalities, we compared the latencies of spoken picture naming and two written picture naming conditions: one in which the participants could see and monitor their handwriting (visible-condition), and one in which they could not monitor their production (masked-condition). Previously reported differences between spoken and handwritten naming latencies were replicated in the standard visible-condition. By contrast, production latencies were faster in the written masked-condition than in the visible-condition and did not differ from spoken production latencies. These results suggest that longer handwriting latencies, in comparison with speaking latencies, are due to the delayed onset in handwriting in conditions where the sheet is visible. The implications of these results on both written production models and experimental methods are discussed.  相似文献   

The Principle Of Likelihood As A Basis For Tests Of Significance     

Cyril Hoyt 《Journal of Experimental Education》2013,81(3):136-144

This study was designed to test the hypothesis that a feeling of being in control will make potentially stressful environmental events less so. Subjects were practicing teachers about whom little was known regarding the relationship between locus of control and stress. They responded to the Teacher Locus of Control Scale and the Teacher Occupational Stress Factor Questionnaire. Multivariate and bivariate analyses of their responses showed that locus of control was related to teacher stress. As hypothesized, teachers who felt that they were in control reported less stress in their world of work than did those who did not feel influential in their educational environment. Neither sex nor age moderated this relationship.  相似文献