Knowledge and the study of education: an international comparison     

Peter Kelly 《师资教育杂志》2018,44(2):247-249

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Family background,subject specialization and occupational recruitment of Scottish university students: Some patterns and trends     

Alison Kelly 《Higher Education》1976,5(2):177-188

University entrants from different social backgrounds tend to specialize in different subjects at university. Self-recruitment operates to a large extent in the ancient professions of medicine, dentistry and law, and few working class students enter these faculties. Self-recruitment of male students to engineering, business, farming and to a lesser extent teaching, is also evident. Working class university entrants frequently specialize in education or engineering. Comparisons with data from earlier years show little change since the 1930s in occupational recruitment patterns at Scottish universities.  相似文献   

Do Preschool Children Recognize Auditory-Visual Numerical Correspondences?     

Kelly S. Mix  Janellen Huttenlocher  Susan Cohen Levine 《Child development》1996,67(4):1592-1608

The present study investigated the ability of 3- and 4-year-old children to perform tasks which require matching sets of sounds to numerically equivalent visual displays. We found that 3-year-olds performed at chance on the auditory-visual matching task, while 4-year-olds performed significantly above chance. There is evidence that mastery of the linguistic counting system is related to success on this task. These findings are unexpected given previous research reporting that 6–8-month-olds can detect the numerical equivalence between a set of sounds and items in a visual display.  相似文献   

Dialogic spaces: a critical policy development perspective of educational leadership qualifications     

Déirdre Smith  Darron Kelly  Carson Allard 《International Journal of Leadership in Education》2017,20(4):393-415

The critical exploration of policy development processes employed to construct leadership qualifications is the focus of this inquiry. This exploration is made through specific application of the necessary conditions of Habermasian ‘practical discourse’ to current dialogic procedures used to develop policies for principal, supervisory officer and teacher leadership qualifications. This exploratory inquiry illuminates current means of policy development and the enhancements required for the embodiment of the idealizing conditions of practical discourse. Situating practical discourse within policy development practices for educational leadership also broaches the broader question of establishing a suitable moral epistemology for educational institutions in pluralist societies. As such, the current inquiry represents an important step in the progress of educational governance with relevant implications for all regulatory institutions charged with the task of creating policy guidelines that shape educational leadership practices across highly diverse and culturally rich societies.  相似文献   

Concurrent and Longitudinal Contributions of a Brief Assessment of Reading‐Specific Executive Function to Reading Comprehension in First and Second Grade Students     

Kelly B. Cartwright  Timothy R. Marshall  Nathan A. Hatfield 《Mind, Brain, and Education》2020,14(2):114-123

Executive function (EF) contributes significantly to reading comprehension across the lifespan. Emerging research indicates domain‐specific assessments of EF are better suited for assessment and intervention in academic contexts. For example, graphophonological‐semantic cognitive flexibility (GSF), the ability to flexibly switch between the graphophonological and semantic components of printed words, contributes uniquely to reading comprehension across the lifespan, and GSF training improves children's reading comprehension. This study compared the original GSF measure, which is problematic for use in schools due to its subjectively interpreted explicit explanation component, to an abbreviated implicit task that is better suited for assessment of GSF in practical contexts in 68 first and second grade students. Implicit and explicit GSF contributed uniquely to reading comprehension concurrently and longitudinally when children (n = 31) were in third and fourth grades, beyond verbal ability, decoding ability, and matrix reasoning.  相似文献   

VIII. Discussion     

Harris Cooper  Kelly Charlton  Jeffrey C. Valentine  & Laura Muhlenbruck 《Monographs of the Society for Research in Child Development》2000,65(1):89-109

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Polytechnical education: An idea in motion     

Kenneth Charlton 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1968,14(1):43-61

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II. Method Overview     

Daniel R. Anderson  Aletha C. Huston  Kelly L. Schmitt  Deborah L. Linebarger  & John C. Wright 《Monographs of the Society for Research in Child Development》2001,66(1):10-24

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Evaluating Children’s Participation in SEN Procedures: Lessons for educational psychologists     

Brahm Norwich  Narcie Kelly  Educational Psychologists in Training 《Educational Psychology in Practice》2006,22(3):255-271

This paper reports the findings from a study of the participation of children with special educational needs (SEN) in decision‐making about their needs in a sample of mainstream schools which were self‐selected for having promising practices. The findings show promising practices in eliciting views, the importance of a school participation ethos and inconsistencies between policy and practices. The study also illustrates the complexity and challenge of consulting and sharing decision making with children and young people. The outcomes are discussed in terms of educational psychologists becoming involved in research and in supporting whole school developments of participation practices.  相似文献   

Book Review     

I. W. Kelly 《Teaching Statistics》1986,8(2):62-62

Book reviewed in this article: Statistics Concepts and Controversies. By D. S. Moore (2nd Ed.). W. H. Freeman.  相似文献