Open admissions does not kill colleges     

Benjamin T. Harrison  Wendell G. Rayburn 《Peabody Journal of Education》2013,88(2):144-153

This article establishes an understanding of social cohesion in general and discusses organizations and activities that are known to promote social cohesion before introducing organizations that claim to work toward social cohesion as one of their main priorities. The Council of Europe's Directorate General of Social Cohesion represents a political organization seeking to promote social cohesion. The Jaboya Project and Field Band Foundation are social organizations with social cohesion as a priority. Although these organizations are likely to contribute to it, they cannot achieve social cohesion directly; rather, they work toward establishing conditions that are favorable to building social cohesion and anticipate the probable long-term effects of their work.  相似文献   

The Educational Film Week 1975-Munich-April 14–18.     

J. H. Harrison 《Educational Media International》2013,50(2)

The ICEM Educational Film Week has, until 1975, always been held in Belgium — it grew up there and it is regarded as the home ground. The 1975 Film Week was held 14–18 April in the Institut für Film und Bild, Grunwald, Munich.  相似文献   

Love invades the classroom     

Marjorie Harrison 《Peabody Journal of Education》2013,88(6)

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‘Disadvantaged Learners’: Who Are We Targeting? Understanding the Targeting of Widening Participation Activity in the United Kingdom Using Geo‐Demographic Data From Southwest England     

Neil Harrison  Sue Hatt 《Higher Education Quarterly》2010,64(1):65-88

This paper analyses the definition of the appropriate target group for widening participation activities advanced by the Higher Education Funding Council for England in their Targeting Disadvantaged Learners advice to Aimhigher and higher education providers. This definition includes components of area deprivation and higher education participation rates, which are apparently intended to act as a proxy to reach learners from lower socio-economic groups. Through statistical analysis of geo-demographical data from the Southwest region of England, this paper questions whether the HEFCE targeting guidance is likely to meet the policy aims that underpin it and reach the 'disadvantaged learners' of its title. It is found that the geographical proxy tends to miss learners from lower socio-economic groups in areas of wider affluence and those in rural areas. The paper concludes by questioning whether the areas identified by a rigorous application of the targeting guidance are likely to be the most fruitful locations for outreach activities in the short-term given the ingrained, multi-faceted and multi-generational challenges which they face.  相似文献   

Conceptual tempo and inhibition of movement in black preschool children     

A Harrison  L Nadelman 《Child development》1972,43(2):657-668

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New Teachers in the Alaskan Village     

Barbara Harrison 《Equity & Excellence in Education》2013,46(1-6):132-136

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Formative evaluation of a collaborative community-based child abuse prevention project     

Onyskiw JE  Harrison MJ  Spady D  McConnan L 《Child abuse & neglect》1999,23(11):1069-1081

OBJECTIVE: Together for Kids is a child abuse prevention project that serves children and families in two neighboring communities in a mid-sized Canadian city. The project, a collaborative endeavor of various agencies in the health, social services, and law enforcement sectors, focuses on preventing child abuse and neglect through family support and programming. This article presents the results of a formative evaluation of the project focusing on client and team member views on project implementation. METHOD: The evaluation strategy was primarily qualitative. In-person interviews following a semi-structured format were conducted with 17 clients and 10 team members by an external evaluator. In addition a review of all client records was conducted. RESULTS: The community-based approach, the multidisciplinary composition of the team, the ability to seek services when needed, the immediacy of the response time and the availability of support during stressful times were all aspects of the project that clients found beneficial. The most beneficial aspect of the project, however, was the informal support received from team members who were accepting, non-threatening, and non-judgmental. Team members found the collaborative approach made access to services easier for clients, particularly for those who were more socially isolated. CONCLUSIONS: Multidisciplinary, community-based models of service delivery contribute to a more effective and compassionate response to vulnerable families. Attention to the variables identified as important aspects of the project from the clients' perspective in this evaluation may assist others in developing similar programs.  相似文献   

An examination of the language and interpretations of ‘Standard one’ for initial teacher training in England: professional values and practice—outcomes or opportunities?     

Jennifer Harrison 《欧洲师范教育杂志》2006,29(4):431-454

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The Variable Importance of General Intelligence (g) in the Cognitive Abilities of Children and Adolescents     

Harrison D. Kane  Christopher R. Brand 《教育心理学》2006,26(6):751-767

Virtually all research affirms the importance of a general factor (i.e., Spearman’s g) in accounting for individual differences in intelligence (Spearman, 1904 Spearman, C. 1904. General intelligence, objectively determined and measured. American Journal of Psychology, 15: 201–293. [Crossref], [Web of Science ®] [Google Scholar]). However, some scholars have suggested that cognitive abilities are not organised uniformly across all levels of age and ability. Using standardisation data from the Woodcock Johnson Test of Cognitive Ability Revised, the present study examines the influence of Spearman’s g in samples that vary in terms of ability (i.e., high and low ability) and age (i.e., children and adolescents). Findings suggest that as children mature, their cognitive abilities become increasingly differentiated, irrespective of individual differences in general ability.  相似文献   

Cultural distance,mindfulness and passive xenophobia: Using Integrated Threat Theory to explore home higher education students’ perspectives on ‘internationalisation at home’     

Neil Harrison  Nicola Peacock 《British Educational Research Journal》2010,36(6):877-902

This paper addresses the question of interaction between home and international students using qualitative data from 100 home students at two ‘teaching intensive’ universities in the southwest of England. Stephan and Stephan's Integrated Threat Theory is used to analyse the data, finding evidence for all four types of threat that they predict when outgroups interact. It is found that home students perceive threats to their academic success and group identity from the presence of international students on the campus and in the classroom. These are linked to anxieties around ‘mindful’ forms of interaction and a taboo around the discussion of difference, leading to a ‘passive xenophobia’ for the majority. The paper concludes that Integrated Threat Theory is a useful tool in critiquing the ‘internationalisation at home’ agenda, making suggestions for policies and practices that may alleviate perceived threats, thereby improving the quality and outcomes of intercultural interaction.  相似文献