Some Non‐Academic Developmental Correlates of Ability‐Grouping in Secondary Schools     

Juliet Essen  Ken Fogelman  Alan Tibbenham 《Educational studies》1979,5(1):83-93

Using data from the National Child Development Study, the relationship between certain non‐academic aspects of children's development and their school's ability‐grouping policy were examined.

The four areas of non‐academic development considered were: the young people's rating of their own ability in English, mathematics, science and practical subjects, their academic motivation, their plans for further education and occupational aspirations and their behaviour at school. However, in general there were no differences in any of these respects between children in streamed, setted and mixed‐ability schools.

The implications of these findings are discussed, in particular the potential differences which could arise between schools with different policies if more appropriate methods of teaching and organisation were adopted.  相似文献   

Editorial     

Bronwen Magrath  Juliet Thondhlana  Ecem Karlidag-Dennis 《Compare》2017,47(6):797-800

  相似文献   

The Institute of Christian Education at Home and Overseas     

Juliet Sladden 《British Journal of Religious Education》1937,4(2)

  相似文献   

Children of same-sex parents: in and out of the closet     

Juliet E. Hart  Jon E. Mourot  Megan Aros 《Educational studies》2012,38(3):277-281

An estimated 14 million children are parented by gay or lesbian couples. Research indicates that children of same-sex parents are as well adjusted as their peers of opposite-sex parents. However, previous research has yet to examine how these youth negotiate their own process of coming out about their families to others. We sought to identify the patterns, issues and themes that recur in the coming out process of these youth. Recommendations for school personnel are described.  相似文献   

Exploring student beliefs and understanding in elementary science and mathematics     

Ronald A. Beghetto  Juliet A. Baxter 《科学教学研究杂志》2012,49(7):942-960

This study had the goal of investigating the association among elementary students' (N = 276) science and math beliefs and the relationship between those beliefs and teachers' ratings of mathematical and science understanding. Results of structural path analysis indicate that in science, intellectual risk‐taking (IRT; the willingness to share tentative ideas, ask questions, attempting to do, and learn new things) was positively related to teachers' ratings of science understanding, while creative self‐efficacy (CSE) beliefs (i.e., students' confidence in their ability to generate ideas and solutions in science) were indirectly related (working through IRT). Results also indicate that students' scientific certainty beliefs (i.e., the belief that science knowledge is stable, fixed, and represented by correct answers) were negatively related to teachers' ratings of science understanding. With respect to math, results indicate that students' CSE beliefs were positively related to teachers' ratings of math understanding; whereas students' mathematical source beliefs (i.e., believing that math knowledge originates from external sources) were negatively related. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 942–960, 2012  相似文献   

Bodies as objects of pedagogic power relations     

Juliet Christine Perumal 《Gender and education》2012,24(1):57-71

This paper is based on a study titled ‘Enacting Feminisms in Academia’, which engaged five feminist lecturers teaching English at five different multilingual universities in Southern Africa. The study explored: (1) the complexity of sociolinguistic and feminist identity construction in multilingual seascapes, and by extension (2) how feminist educators' interpretation and enactment of their personal world-view informs their language teaching in terms of what they teach, how they teach, and why they teach what they do. The participants who hail from a diverse range of ideological landscapes were identified either by themselves or others as feminist teachers. Through a suite of data sources which comprised autobiographical essays, interviews and lecture observations, this paper explores how the female teacher's educative and pedagogic expertise and interactions are framed in relation to her race, gender, and age. Accepting the fluidity and complexity of identity positionalities, the paper explores the identity constructions of the feminist teachers in their communities of practice.  相似文献   

Fostering Data Literacy Through Preservice Teacher Inquiry in English Language Arts     

Steven Z. Athanases  Lisa H. Bennett  Juliet Michelsen Wahleithner 《The Teacher Educator》2013,48(1):8-28

Data literate educators can generate questions about learning in their classes; collect and analyze classroom data to answer them; and develop inferences and explanations. Two elements may promote data literacy: (a) breadth of classroom-based data collection and (b) depth of analysis. We examined these in inquiries conducted by 80 preservice teachers of secondary English in diverse classrooms over a 6-year period. Analyzing products, processes, and self-reports, we found inquiries evidenced a range in breadth of data collection and depth of analysis. Qualitative themes and two cases illustrate data analysis processes and challenges of pattern finding, initially crude analyses in striving for depth, and the need for data literacy mentoring.  相似文献   

Biological Sensitivity to Context: The Interactive Effects of Stress Reactivity and Family Adversity on Socioemotional Behavior and School Readiness   总被引：1，自引：0，他引：1  

Jelena Obradovi&#;  Nicole R. Bush  Juliet Stamperdahl  Nancy E. Adler  W. Thomas Boyce 《Child development》2010,81(1):270-289

This study examined the direct and interactive effects of stress reactivity and family adversity on socioemotional and cognitive development in three hundred and thirty-eight 5- to 6-year-old children. Neurobiological stress reactivity was measured as respiratory sinus arrhythmia and salivary cortisol responses to social, cognitive, sensory, and emotional challenges. Adaptation was assessed using child, parent, and teacher reports of externalizing symptoms, prosocial behaviors, school engagement, and academic competence. Results revealed significant interactions between reactivity and adversity. High stress reactivity was associated with more maladaptive outcomes in the context of high adversity but with better adaption in the context of low adversity. The findings corroborate a reconceptualization of stress reactivity as biological sensitivity to context by showing that high reactivity can both hinder and promote adaptive functioning.  相似文献   

Transitional Spaces: Mapping Physical Change     

Juliet Sprake  Helen Thomas 《The International Journal of Art & Design Education》2007,26(2):167-176

Museums and buildings are both considered immutable by the majority of people who use them. A small team from Goldsmiths College, the V&A+RIBA Architecture Partnership and Pimlico School set out to challenge this preconception. The Victoria & Albert museum was taken as a case study to investigate how buildings are a physical manifestation of an institute, and how their physical presence records the way the museum has to respond to outside criteria, from government funding strategies to cultural trends. This article puts forward the argument that a museum building as a subject is a constantly changing environment, through which young learners can develop their historical imagination and critical abilities. It describes the process and findings from a project carried out with students from Pimlico School, who were asked to find and respond to evidence in the fabric of the V&A museum buildings of the substantial physical changes that it is currently undergoing. By choosing specific sites, the students put together a series of PDA‐based threads to describe and archive different narratives about the museum at the moment of their mapping. These are made for future visitors to see, hear and compare the museum environment they are experiencing with the one that the students recorded.  相似文献   

Student resistance and teacher authority: the demands and dynamics of collaborative learning     

Juliet Perumal 《课程研究杂志》2013,45(3):381-398

The intersection among discourses of curriculum, pedagogy, and power are increasingly becoming the focus of research and analysis in southern African classrooms as the effects of apartheid, colonialism, and patriarchalism are critiqued for their influences on epistemic and pedagogic policies and practices. This article draws on feminist research on pedagogy to examine the dynamics of teacher and student relations in southern African university classrooms. In particular, it focuses on student resistance to engaging in collaborative work and with radical ideologies in course content. Drawing on case studies it shows that, despite feminist teachers subscribing to egalitarian ideals, when they encounter student resistance to democratic pedagogic strategies and radical course content they resort to normalizing and regulatory postures that reinstate teacher authority in the classroom.  相似文献