Call for Papers for a Special Edition of Discourse—Digital Childhood and Youth: New texts,new literacies     

Victoria Carrington  Jackie Marsh 《Discourse: Studies in the Cultural Politics of Education》2004,25(3):307-308

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Back to the future: A methodology for comparing old A-level and new AS standards     

Gill Elliott  Mike Forster  Jackie Greatorex  John F. Bell 《Educational studies》2002,28(2):163-180

Curriculum 2000 has meant significant change for the post-16 sector. New qualifications have been introduced (e.g. the new Advanced Subsidiary examination) and the number of students involved in education and training post-16 has increased. In this scenario how can the standards of new qualifications, particularly the new Advanced Subsidiary examinations, be compared with those of previous qualifications? One method is to use the prior achievement of candidates (i.e. GCSE results) as a basis for comparison of their results on subsequent qualifications (i.e. A levels and AS). This method of comparability and its limitations will be explored using examples with actual data.  相似文献   

Developing and Applying Level Descriptors     

Jackie Greatorex 《International Journal of Research & Method in Education》2013,36(2):125-133

Abstract

This paper is a summary of work undertaken with Year 2 children, over a period of six weeks in a Kent County Infant School. The study focuses on the notion of spiritual development in young children and gives consideration to how science may assist the teacher in enhancing this area of a child's development. Some attention is given to Government documentation related to these areas. Young children's explanations of their world are a mixture of religion, God/gods, science, fantasy and magic. We suggest that science allows, in both a physical and spiritual sense, all of these areas to be explored. We have identified this as the ‘WOW’ factor ('Wonder Of the World') through which children may develop conceptual skills that will not only enhance their learning, but also their awareness of self, relationship with others, and their place in the world.  相似文献   

Pre-service education and attitudes towards inclusion: the role of the teacher educator within a permeated teaching model     

Jackie Lambe 《International Journal of Inclusive Education》2013,17(9):975-999

This study examines the role of teacher educators working within a permeated teaching model in Northern Ireland, and student teachers' attitudes towards special educational needs (SEN) and inclusion. A cohort of 125 student teachers representing eight subject areas responded to a survey exploring attitudes towards issues relating to inclusive education. Interviews conducted with the subject teacher educators examined their beliefs about inclusion, personal efficacy and the extent to which the outworking of a permeated model was an effective method of programme delivery. The findings indicate that while student attitudes towards the philosophy of inclusion were generally positive, those of the teacher educators were not necessarily reflected in the views of their subject group. The research evidenced a lack of uniformity in approach in promoting inclusion and inclusive practices across subjects, suggesting that the use of a permeated model did not always provide equity of student experience when selection of course content was the choice of the individual subject tutor. Teacher educators identified lack of personal knowledge, time restrictions within the pre-service programme and lack of resources as the main barriers to effective practice in supporting student teachers' learning in SEN and inclusion.  相似文献   

Strategic communication capital as an intangible asset     

Jackie Hartman  Margarita Maria Lenk 《媒体管理杂志》2013,15(3):147-153

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Covering Democracy's Forum: Canadian Press Treatment of Public and Private Broadcasting     

Scott Uzelman  Robert Hacket  Jackie Stewart 《Critical Studies in Media Communication》2013,30(2):156-169

A content analysis of Canadian press coverage of public service and private broadcasting conducted by NewsWatch Canada, a media monitoring project at Simon Fraser University, shows that the Canadian Broadcasting Corporation receives far more coverage than do private broadcasters. Moreover the institutional structures, mandates, and principles of private media networks tended to be excluded. These findings suggest that commercial media are viewed as private property and therefore outside the boundaries of legitimate political discussion. Both public and private broadcasters received more positive than negative coverage.  相似文献   

Children's Activity Rating Scale (CARS): Description and Calibration     

Jackie Puhl  Kathryn Greaves  Mary Hoyt  Tom Baranowski 《Research quarterly for exercise and sport》2013,84(1):26-36

Abstract

A five-level Children's Activity Rating Scale (CARS) was designed to categorize the intensity of physical activities and discriminate between levels of energy expenditure in young children. The CARS was used by trained observers over a 12-month period to assess physical activities of 3-4 year-old children during field observations. Agreement among observers using the CARS was 84.1% for 389 paired observation periods. The energy expenditure for each level was assessed by measuring VO₂s and heart rates of 5-6 year-old children (12 boys, 13 girls) while they performed eight activities representing the CARS levels. Mean VO₂s for the eight activities in Levels 1-5 ranged from 7.1 to 37.5 ml kg BW^?1 min^?1 (1 to 5.42 METS; 145% to 80.6% of VO₂max). Mean heart rates ranged from 89 to 183 b min^?1 for activities in Levels 1-5. VO₂s and heart rates at each level were significantly different from all other levels. These data demonstrate that the CARS encompasses a wide range of energy expenditures, discriminates between levels of energy expenditure, and can be used by trained observers to reliably evaluate physical activity and estimate energy expenditure of young children.  相似文献   

Intervening to improve the transfer to secondary school     

Jackie Bloyce 《Educational Psychology in Practice》2012,28(1):1-18

Evaluation data are reported on a Transfer Support Team (TST) intervention which supports pupils identified as vulnerable during secondary school transfer. Information about school concerns and broader adjustment measures were collected from TST supported pupils on three occasions and from a “typical benchmark group” on two occasions. Factors known to confer additional vulnerability around school transfer were also analysed: English as an additional language, free school meals eligibility and special educational needs. Findings indicate that this relatively brief transfer support programme impacts positively on targeted pupils’ levels of school concerns and illustrates the importance of differentiated monitoring of intervention outcomes.  相似文献   

What do GCSE examiners think of ‘thinking aloud’? Findings from an exploratory study     

Jackie Greatorex  W. M. Irenka Sütő 《Educational research; a review for teachers and all concerned with progress in education》2013,55(4):319-331

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Integrating assessment matrices in feedback loops to promote research skill development in postgraduate research projects     

Jackie Venning  Femke Buisman-Pijlman 《Assessment & Evaluation in Higher Education》2013,38(5):567-579

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