The middle years slump: addressing student-reported barriers to academic progress     

Colin Jevons  Sophie Lindsay 《高等教育研究与发展》2018,37(6):1156-1170

First-year university student attrition has been widely explored. However, there is a gap in our understanding when it comes to later years. Why do students who successfully navigate the hurdles of transition into university become at risk of exclusion in the middle years of study because of poor academic progress? This qualitative project develops a student-centred understanding of the problem of attrition through academic failure. It investigates the reasons given by students wishing to avoid involuntary exclusion from their course. Specifically, we address why middle-year students say they fail when they wish to succeed by examining self-reports. We find six main self-reported themes in three categories. The problems faced by mid-degree undergraduates are broader and more complex than those encountered in the first year. Our findings contrast with previous work on first-year attrition, which found that negative expectations of their own ability to succeed were a major factor in students’ decisions to drop out, although our study is constructed differently in that we analyse people wishing to continue their studies. The results expand our understanding of student involuntary attrition in the middle years. The overarching major issues in the themes we identified were financial, family/personal issues and health problems. In particular, mental health issues were remarkably apparent. This has significant implications for future student support. We find that there are commonly multiple reasons underlying each student’s at-risk status and provide suggestions for managers of programs that help students succeed.  相似文献   

Cognitive preferences and achievement in physics,chemistry, science and mathematics     

Lindsay D. Mackay 《Research in Science Education》1975,5(1):49-58

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Not Just "Ghosts in the Nursery":¹ Contemporaneous Intergenerational Relationships and Parenting in Young African-American Families     

Lauren S. Wakschlag  P. Lindsay Chase-Lansdale  Jeanne Brooks-Gunn 《Child development》1996,67(5):2131-2147

The association of the mother-grandmother relationship with parenting of preschoolers was examined in a sample of 96 African-American multigenerational families. Mother-grandmother and parent-child interactions were assessed at home with videotaped problem-solving tasks. The Scale of Intergenerational Relationship Quality (SIRQ), a global observational coding system, was developed to assess the quality of the mother-grandmother relationship via observational ratings of mothers' and grandmothers' discussion of conflict. It yielded 4 factors: Emotional Closeness (connectedness), Positive Affect (upbeat tone), Grandmother Directness (demandingness and clarity), and Individuation (balance of autonomy and mutuality). Regression analyses controlling for socioeco-nomic background variables showed that SIRQ factors, particularly Individuation, were consistently related to mothers' parenting. Relationship effects varied when interacted with age and coresidence. The importance of a multigenerational, contextual perspective for research and intervention with young African-American mothers is discussed.  相似文献   

Facilitating communication between education and health services: the provision for children with speech and language needs   总被引：1，自引：0，他引：1  

James Law  Geoff Lindsay  Nick Peacey  Marie Gascoigne  Nina Soloff  Julie Radford  & Sue Band 《British Journal of Special Education》2001,28(3):133-137

In this article, James Law, Marie Gascoigne and Nina Soloff, of the Department of Language and Communication Science at City University, London; Geoff Lindsay and Sue Band, of the Institute of Education, University of Warwick; and Nick Peacey and Julie Radford, of the Institute of Education, University of London, explore provision for children with speech and language needs. The authors report the outcomes of Government-funded research into the provision of speech and language therapy services and identify 13 key themes which emerge from a review of these findings. They proceed to make a series of important and challenging recommendations, many of which focus on the need for enhanced collaboration at a range of levels.  相似文献   

Healing Images and Narratives: Undocumented Chicana/Latina Pedagogies of Resistance     

Lindsay Pérez Huber 《Journal of Latinos & Education》2017,16(4):374-389

This article draws from a longitudinal study of 38 in-depth testimonio interviews with 10 undocumented Chicanas/Latinas from 2008 to 2014, first as college students and then as professionals. A Chicana feminist theoretical perspective in education was utilized to explore how undocumented Chicana/Latina ways of knowing emerged in the ways they worked with and for immigrant communities as professionals. The study found that participants drew from their multiple identities, social locations, and life experiences as undocumented Chicana/Latina women to engage in pedagogies of resistance—everyday forms of teaching and learning that challenge the subjugation of undocumented communities, and are shaped by personal and collective experiences, knowledge, and identities. The study found that participants utilized mestiza consciousness, convivencia, and bodymindspirit to employ these pedagogies of resistance in their professional work with and for immigrant communities.  相似文献   

Teaching Evidence-Based Practice in the Hospital and the Library: Two Different Groups,One Course     

Lindsay Blake  Darra Ballance 《Medical reference services quarterly》2013,32(1):100-110

Key roles in teaching evidence-based practice (EBP) are of interest to many hospital and academic librarians. This article describes how three academic librarians, in collaboration with the academic medical center's EBP Nursing Council, developed a seminar consisting of three credit hours of instruction in the basics of evidence-based practice. The seminar consists of three core elements: basic principles of EBP and finding literature, clinical experience and integration of knowledge into the hospital setting, and patient education and participation. Emphasis is placed upon analysis of the literature, institutional models of practice change, and the importance of patient roles in guideline development.  相似文献   

The Effect of Television Viewing on Adolescents' Civic Participation: Political Efficacy as a Mediating Mechanism     

Lindsay H. Hoffman Ph.D.  Tiffany L. Thomson Ph.D. 《广播与电子媒介杂志》2013,57(1):3-21

Pundits, parents, and scholars express concern about youth attention to late-night political comedy shows, such as The Daily Show, suggesting that such viewing is deleterious for an active, efficacious citizenry. Yet as civic participation declines among adults, it appears to be growing among adolescents. This study assessed the effects of television viewing on high school students' civic participation. Results demonstrate that viewing late-night TV and local TV news had a positive, significant effect on civic participation, and this relationship was mediated by political efficacy. Implications for the study of late-night TV and applications to research on political socialization are discussed.  相似文献   

Fine motor skills and executive function both contribute to kindergarten achievement   总被引：1，自引：0，他引：1  

Cameron CE  Brock LL  Murrah WM  Bell LH  Worzalla SL  Grissmer D  Morrison FJ 《Child development》2012,83(4):1229-1244

This study examined the contribution of executive function (EF) and multiple aspects of fine motor skills to achievement on 6 standardized assessments in a sample of middle-socioeconomic status kindergarteners. Three- and 4-year-olds' (n=213) fine and gross motor skills were assessed in a home visit before kindergarten, EF was measured at fall of kindergarten, and Woodcock-Johnson III Tests of Academic Achievement were administered at fall and spring. Correlations indicated that EF and fine motor skills appeared distinct. Further, controlling for background variables, higher levels of both EF and fine motor skills, specifically design copy, predicted higher achievement on multiple subtests at kindergarten entry, as well as improvement from fall to spring. Implications for research on school readiness are discussed.  相似文献   

Exploring time-lapse photography as a means for qualitative data collection     

Lindsay Persohn 《International journal of qualitative studies in education》2013,26(5):501-513

Collecting information via time-lapse photography is nothing new. Scientists and artists have been using this kind of data since the late 1800s. However, my research and experiments with time-lapse have shown that great potential may lie in its application to educational and social scientific research methods. This article is part history, part research method, and part methodology. As I uncover the science and art of time-lapse and sort through theory and practice from a number of fields, I share these findings, collect my own time-lapse data, and pose new queries into the use of time-lapse data collection for qualitative and social research.  相似文献   

Children with Specific Speech and Language Difficulties—the teachers' perspective   总被引：2，自引：0，他引：2  

Julie E. Dockrell  Geoff Lindsay 《牛津教育评论》2013,39(3):369-394

Children with specific speech and language difficulties are frequently placed in mainstream classrooms with varying degrees of support. Yet little attention has been paid to class teachers' views about the children's problems and educational needs. This paper reports the findings of a two-stage project in two local education authorities investigating the characteristics and needs of children with specific speech and language difficulties (SSLD). Teachers, educational psychologists, and speech and language therapists in two local education authorities identified 133 eight year-old children who experienced primary difficulties with speech and language. Fifty-nine children and a subsample of 10 children of the same age who attended specialist regional schools participated in further investigations. Each of the children was assessed using a battery of instruments covering language, basic attainments and self- esteem. In addition, their teachers completed behaviour rating scales and an individual interview. The teachers comprised those working in specialist provisions, but also those in mainstream schools. In this paper data derived from the interviews with the teachers, supplemented by information from the assessments of the children's skills, will be reported. The teachers faced three challenges: the additional difficulties experienced by the children, their own knowledge gaps, and the barriers to meeting the children's needs. The implications of the results for inclusive education are addressed.  相似文献