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Jill Johnes 《Higher Education Quarterly》1992,46(1):88-104
Against a background of rapidly increasing enrolment, both actual and planned, and the improbability of increasing resources, this paper explores the relationship between degree results and entry qualifications amongst students in all sectors of higher education. 相似文献
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Lewallen LP 《The Journal of perinatal education》2006,15(1):26-41
Few women breastfeed for 6 months or longer, and many who stop breastfeeding do so in the early postpartum period. To increase the number of breastfeeding mothers, health-care providers need to identify women at greatest risk for early breastfeeding attrition. This integrative review describes instruments used to assess breastfeeding in the early postpartum period and reports the results of studies using these tools. The instruments are then evaluated for similarities in variables and usefulness for clinical practice. 相似文献
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Jill Bevan-Brown 《International Journal of Inclusive Education》2013,17(6):571-583
Being victims of racial prejudice, religious intolerance, poverty, disempowerment and language loss it could be expected that indigenous people would be supportive of the Inclusion Movement with its philosophy of valuing and acceptance of all people. This supposition is examined for Māori, the indigenous people of Aotearoa/New Zealand. In particular, three research studies investigating Māori perspectives of intellectual disability, blindness and vision impairment, and autism spectrum disorder (ASD) are examined for evidence of inclusive and exclusive attitudes and practices. Findings show that while Māori participants’ opinions varied, people with intellectual disabilities, ASD, blindness and vision impairment were generally valued family members and many examples of inclusive attitudes and practices were shared. Core Māori values support Inclusion. It is proposed that incorporating these values into education and disability services will not only result in more culturally appropriate provisions for Māori but will also contribute to the greater inclusion of all disabled people whatever their ethnicity. 相似文献
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Margaret E. Ross Jill D. Salisbury-Glennon Anthony Guarino Cynthia J. Reed Mark Marshall 《Educational Research and Evaluation》2013,19(2):189-209
To succeed academically, college students must actively construct course information, synthesize this information with information from texts and other resources, understand this information so that they can succeed on various forms of assessments and ultimately retain this information for the long term. While the complexity of these demands has been modeled somewhat metaphorically, there has been little ecologically valid research into learning in authentic classroom contexts. The present study examines the interrelationships among student perceptions of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis demonstrated that perceptions of the teaching format and test complexity were positively related to the study strategies reported, and these study strategies were further related to the reported course performance. 相似文献
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Michael D. Davis Jill Englebright Fox 《Journal of Early Childhood Teacher Education》2013,34(3):259-263
Conflicting perspectives on the parent’s role in the infant/toddler classroom can play a significant role in early educational settings. A recent ethnographic study of an Early Head Start program in New York City focused on conflict of this nature and raised the following set of questions: What sort of power and privilege should parents be given in decisions about classroom practice? Who or what should have the final say in these decisions: parents, teachers, administrators, or early childhood research literature? Should teachers unhesitatingly instruct parents as to what constitutes “best practice” or should the parents’ position be given primary consideration? How much weight should culturally based beliefs about child-rearing and early education carry in these decisions? The theoretical framework for this study, following Lubeck (1994), challenges the notion that “disadvantaged” parents should be categorically dismissed as deficient in their thinking about what is educationally best for their children. The corollary notion that “disadvantaged” parents should be forced to defer to the assumptions of educators—most of whom are white and middle class—is similarly questioned. Greenman (1989) and Greenberg’s (1969/1991) assertions that conflicts that arise over teachers’, administrators’ and parents’ differing ideas about children, child-rearing, and early educational practice can be resolved in ways that are acceptable to all parties also inform this theoretical framework. An analysis of teacher interview data, coupled with classroom observational data, revealed four varying “theme perspectives.” 相似文献