V. PROGRAM SUBGROUPS: PATTERNS OF IMPACTS FOR HOME‐BASED,CENTER‐BASED,AND MIXED‐APPROACH PROGRAMS     

Rachel Chazan‐Cohen  Helen H. Raikes  Cheri Vogel 《Monographs of the Society for Research in Child Development》2013,78(1):93-109

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The Effects of Public School Choice on Those Left Behind: Evidence from Durham,North Carolina   总被引：2，自引：2，他引：0  

Robert Bifulco  Helen F. Ladd  Stephen L. Ross 《Peabody Journal of Education》2013,88(2):130-149

Using student-level data from Durham, North Carolina, we examine the potential impact of school choice programs on the peer environments of students who remain in their geographically assigned schools. We examine whether the likelihood of opting out of one's geographically assigned school differs across groups and compare the actual peer composition in neighborhood schools to what the peer composition in those schools would be under a counterfactual scenario in which all students attend their geographically assigned schools. We find that many advantaged students have used school choice programs in Durham to opt out of assigned schools with concentrations of disadvantaged students and to attend schools with higher achieving students. Comparisons of actual peer compositions with the counterfactual scenario indicate only small differences in peer composition for nonchoosers on average. More substantial differences in peer environment emerge, however, for students in schools with concentrations of disadvantaged students and schools located near choice schools attractive to high achievers. The results suggest that expansions of parental choice may have significant adverse effects on the peer environments of a particularly vulnerable group of students.  相似文献   

Changing over a project changing over: a project–research supervision as a conversation     

Helen Clarke 《International journal of qualitative studies in education》2013,26(4):477-497

Extracts from the written conversation between research student and supervisor show the nature of educative research supervision. The authors argue that researcher–supervisor relationships are methodological in nature as they shape and influence the people, the project and the field. Such relationships, which construct meanings, are complex. A conversational approach, spoken or written, with its freedom, spaces and power dynamics, provides possibilities for reflexivity and growth for all parties. This conversational freedom is illustrated in the structure of this text, as a dialogue to which the voice of the UK editor of this journal is added, constructing another layer to the conversation. As in conversation, the form and content of the text is messy and open to interpretation, yet its construction reflects the argument presented in the text. Supervision as conversation replaces then subverts the managerialist approach to research supervision and its carefully planned, linear route to a dissertation.  相似文献   

Just a little story: the use of stories to aid reflection on teaching in higher education     

Helen Burchell 《Educational Action Research》2013,21(3):435-450

In the context of teaching in higher education story writing as an aid to reflection on practice would seem to be a little-used research tool. We examine its value as part of an action research project focusing on dissertation supervision, in which five lecturers were invited to write stories on this theme. The ways in which this dimension was introduced into the project are explored, and its distinctive contribution to the research, together with the use of interviews and group discussion, is discussed. We consider the purposes of story writing within action research, and the ways in which it might benefit both writer and readers, and offer suggestions for how others might develop this aspect of action research into teaching in higher education.  相似文献   

Secondary School Students’ Epistemic Insight into the Relationships Between Science and Religion—A Preliminary Enquiry     

Berry Billingsley  Keith Taber  Fran Riga  Helen Newdick 《Research in Science Education》2013,43(4):1715-1732

A number of previous studies have shown that there is a widespread view among young people that science and religion are opposed. In this paper, we suggest that it requires a significant level of what can be termed “epistemic insight” to access the idea that some people see science and religion as compatible while others do not. To explore this further, we draw on previous work to devise a methodology to discover students’ thinking about apparent contradictions between scientific and religious explanations of the origins of the universe. In our discussion of the findings, we highlight that students’ epistemic insight in this context does seem in many cases to be limited and we outline some of the issues emerging from the study that seem to boost or limit students’ progress in this area.  相似文献   

Online Lexical Competition During Spoken Word Recognition and Word Learning in Children and Adults     

Lisa Henderson  Anna Weighall  Helen Brown  Gareth Gaskell 《Child development》2013,84(5):1668-1685

Lexical competition that occurs as speech unfolds is a hallmark of adult oral language comprehension crucial to rapid incremental speech processing. This study used pause detection to examine whether lexical competition operates similarly at 7–8 years and tested variables that influence “online” lexical activity in adults. Children (n = 20) and adults (n = 17) were slower to detect pauses in familiar words with later uniqueness points. Faster latencies were obtained for words with late uniqueness points in constraining compared with neutral sentences; no such effect was observed for early unique words. Following exposure to novel competitors (“biscal”), children (n = 18) and adults (n = 18) showed competition for existing words with early uniqueness points (“biscuit”) after 24 hr. Thus, online lexical competition effects are remarkably similar across development.  相似文献   

New Public Management and the modernisation of education systems 2   总被引：1，自引：1，他引：0  

Helen M. Gunter  Tanya Fitzgerald 《Journal of educational administration and history》2013,45(4):303-305

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The Development of Upright Posture     

Helen Thompson 《Journal of Experimental Education》2013,81(2):103-111

The study was designed to investigate the relationship between differences in educational training at the time of entry into part-time undergraduate studies and persistence with such a program. The sample consisted of 612 students who enrolled for the first time in a part-time evening undergraduate program. A specially designed questionnaire was used as the chief measuring instrument. Possession of a high school diploma, having not repeated a year in high school, undertaking certain types of training, and delaying university entry by a year or more were found to be conducive to persistence. High school matriculation average, type of high school attended, amount of delay, and reasons for delaying entry to university were not found to be related to drop-out. The findings of the study stand in sharp contrast to previously reported research.  相似文献   

Teaching through drama in the primary school     

Helen Hallissey 《Irish Educational Studies》2013,32(1):283-289

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USE OF THE FACTS ON AGING QUIZ IN NEW ZEALAND: VALIDATION OF QUESTIONS,PERFORMANCE OF A STUDENT SAMPLE,AND EFFECTS OF A DON'T KNOW OPTION     

Helen R. Pennington  Nancy A. Pachana  Sarah L. Coyle 《Educational gerontology》2013,39(5):409-416

Palmore's (1977) first Facts on Aging Quiz (FAQ1) was modified for use in New Zealand. Validation of FAQ1 questions involved background research to establish the appropriateness of the questions in the New Zealand context. Of the 25 questions in the quiz, 16 were chosen for validation on the grounds of possible cross-cultural differences. Of these, 15 were judged to be valid for the New Zealand context; the remaining question was changed substantially. Undergraduate students at a large tertiary institution (N = 218 ) were administered the modified FAQ1, in either the original True-False format, or with a "Don't Know" option added. Performance was similar to that of comparable student samples in the U.S. and Australia, in terms of overall score and relative frequency of particular misconceptions. Addition of a "Don't Know" option reduced guessing and increased internal consistency, as predicted. Limitations of the question validation process, as well as its benefits for instructors, are discussed.  相似文献