School educational project as a criterion of school choice: discourses and practices in the city of Barcelona     

Ricard Benito  Isaac Gonzàlez 《教育政策杂志》2014,29(3):397-420

In its advancement towards an education quasi-market, Catalonia has recently been driving the development of school educational projects in all schools (both public and private) as a tool to facilitate school autonomy and family choices. A school educational project is a formal document in which schools identify their pedagogical goals, missions and orientations, their academic resources and organisational structures. Through the analysis of 60 in-depth interviews with parents of children at the age of commencing universal pre-primary education (three years old) and data collected from surveys completed by a representative sample made up of 3245 families, this article explores the impact of this policy on discourses and practices of school choice amongst families in the city of Barcelona. On the one hand, we observe that interest in educational projects has penetrated the discourses of the most educated parents, even though, at the same time, we detect a generalised lack of knowledge of the content of such projects. On the other hand, we note that the social composition of schools is still a prominent factor in choice practices. Such findings question the ideal of the autonomous and rational citizen-consumer that underlies the policy of establishing educational projects.  相似文献   

Study on Impact of Iron and Folic Acid on the Plasma Trace Minerals in Pregnant Anemic Women     

Amit Kumar Mani Tiwari  Abbas Ali Mahdi  Sanjay Mishra 《Indian journal of clinical biochemistry : IJCB》2018,33(1):31-37

Iron deficiency anemia is one of the causes that lead to significant mortality and morbidity among pregnant women and fetus. The present study was undertaken to explore oral iron supplementation can modify the metal contents in pregnant anemic women. Iron and folic acid supplementations was given to 500 anemic women (mild = 200, moderate = 200, and severe = 100) and 100 age matched non-anemic controls daily for 100 days. Blood index values and plasma trace minerals were estimated as per standard protocols. Haemoglobin and ferritin levels were found significantly increased (p < 0.001) in anemic and control subjects after treatment. Moreover, the serum transferring receptor levels and total iron binding capacity were found significantly decreased in all treated groups. Iron (Fe), zinc (Zn) and copper (Cu) levels were found increased (p < 0.01) after oral iron supplementation groups. Moreover, selenium (Se) manganese (Mn) and were found to be decreased in all treated groups. Data provides the conclusion that iron and folic acid supplementation recovered the essential trace minerals, except manganese, which may lead to various complications including peroxidation of vital body molecules resulting in increased risk for pregnant women as well as fetus.  相似文献   

Using History to Teach Invention and Design: The Case of the Telephone   总被引：1，自引：1，他引：0  

Gorman  Michael E.  Robinson  J. Kirby 《Science & Education》1998,7(2):173-201

This paper shows how a historical case, the invention of the telephone, can be used to teach invention and design in a way that combines engineering, social sciences, and humanities. The historical problem of transmitting speech was turned into an active learning module, in which students sought to improve patents obtained by early telephone inventors like Alexander Graham Bell and Elisha Gray, using equipment similar to what was available at the time. The result was a collaborative learning environment in which students from a wide range of majors worked in teams, eventually producing a patent application. As part of the project, they were allowed to search historical materials like the Bell notebooks, which were made available on line. This experience gave them a better understanding of the invention and design process.  相似文献   

Associations Between Perceived Material Deprivation,Parents’ Discipline Practices,and Children's Behavior Problems: An International Perspective     

Anika Schenck-Fontaine  Jennifer E. Lansford  Ann T. Skinner  Kirby Deater-Deckard  Laura Di Giunta  Kenneth A. Dodge  Paul Oburu  Concetta Pastorelli  Emma Sorbring  Laurence Steinberg  Patrick S. Malone  Sombat Tapanya  Liliana M. Uribe Tirado  Liane P. Alampay  Suha M. Al-Hassan  Dario Bacchini  Marc H. Bornstein  Lei Chang 《Child development》2020,91(1):307-326

This study investigated the association between perceived material deprivation, children's behavior problems, and parents’ disciplinary practices. The sample included 1,418 8- to 12-year-old children and their parents in China, Colombia, Italy, Jordan, Kenya, the Philippines, Sweden, Thailand, and the United States. Multilevel mixed- and fixed-effects regression models found that, even when income remained stable, perceived material deprivation was associated with children's externalizing behavior problems and parents’ psychological aggression. Parents’ disciplinary practices mediated a small share of the association between perceived material deprivation and children's behavior problems. There were no differences in these associations between mothers and fathers or between high- and low- and middle-income countries. These results suggest that material deprivation likely influences children's outcomes at any income level.  相似文献   

Teacher perceptions of a physical education statewide assessment program     

Rink J  Jones L  Kirby K  Mitchell M  Doutis P 《Research quarterly for exercise and sport》2007,78(3):204-215

A statewide program assessment was established to make positive change in physical education school programs in South Carolina. Reform efforts depend both on balancing accountability for change and teacher support for change (Odden &Anderson, 1986). The purpose of the study was to determine teacher perceptions of the South Carolina Physical Education Assessment Program and its effects across six related themes including: changes in teaching and learning, changes in curriculum and instruction, teacher awareness of the assessment program, teacher support for the program, work place conditions, and the advocacy role of the program. It was also the purpose of this study to determine if the survey responses were in any way related to teacher and school variables. The overall results of the study indicated positive change and support for the assessment program, supporting the viability of the standards, assessment, and accountability reform effort to positively impact physical education programs.  相似文献