Scientific Education,Girls’ Schools and the Industrial Fund: a research note     

Kevin McCormick 《British Journal of Sociology of Education》1989,10(1):53-66

During the 1950s a group of major companies launched the Industrial Fund for the Advancement of Scientific Education in Schools to build and equip laboratories in independent and direct grant schools. The Industrial Fund remains as one of the most impressive industrial initiatives in school education. It is sometimes criticised for either neglect or parsimony towards girls’ schools. This research note provides a brief account of the initiation and operation of the Industrial Fund. Although the Industrial Fund did provide fewer resources for girls’ schools this outcome stemmed from using the same and not different criteria for boys’ and girls’ schools and reflected the state of schools at the outset of the Industrial Fund.  相似文献   

Accounting for diverse missions: can classification systems contribute to meaningful assessments of institutional performance?     

Borden  Victor M. H.  McCormick  Alexander C. 《Tertiary Education and Management》2020,26(3):255-264

Tertiary Education and Management - Although they have been developed for a variety of purposes, classification systems for tertiary or postsecondary education institutions offer a foundation for...  相似文献   

Arguments from Analogy and Beyond: The Persuasive Artistry of Local American Civic Life     

Samuel McCormick 《Quarterly Journal of Speech》2013,99(2):186-212

This essay analyzes a local civic debate in which the purposive, referential, and deliberative structures of an argument by comparison are rendered inoperative. In so doing, it advances our understanding of the rhetoric of exemplarity, widens our conception of democratic political contention, and directs scholarly attention to local forums of civic life, where rhetorical motive often gives way to pure persuasion, reasoned debate commonly slips into everyday talk, democratic deliberation frequently verges on radical dissensus, and emotional investments routinely culminate in affective events.  相似文献   

Curling,ripples, dimples: Observations from a condition survey of animation cels     

Katharina Hoeyng  Suzanna Etyemez  Kristen McCormick  Michael Schilling  Alan Phenix 《文物保护研究》2016,61(3):294-296

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Same planet,different worlds: why projects continue to fail. A generalist review of project management with special reference to electronic research administration     

Ian McCormick 《Perspectives: Policy and Practice in Higher Education》2013,17(4):102-108

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Challenges in Transdisciplinary, Integrated Projects: Reflections on the Case of Faculty Members’ Failure to Collaborate     

Linda Vanasupa  Kathryn E. McCormick  Carolyn J. Stefanco  Roberta J. Herter  Margot McDonald 《Innovative Higher Education》2012,37(3):171-184

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Research in Religious Education*     

Charles G. McCormick 《Religious education (Chicago, Ill.)》2013,108(5):271-273

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An Investigation of the Contingent Relationships Between Learning Community Participation and Student Engagement   总被引：1，自引：0，他引：1  

Gary R. Pike  George D. Kuh  Alexander C. McCormick 《Research in higher education》2011,52(3):300-322

This study examined the contingent relationships between learning community participation and student engagement in educational activities inside and outside the classroom using data from the 2004 administration of the National Survey of Student Engagement (NSSE). Results indicated that learning community participation was positively and significantly related to student engagement, both for first-year students and seniors. For some types of engagement, relationships were significantly stronger for seniors than for first-year students. Analyses also revealed there was substantial variability across institutions in the magnitude of the relationships between learning community participation and first-year students’ levels of engagement. Although institutional characteristics accounted for some of the variability across institutions, a substantial amount of the variability in engagement–learning community relationships remained unexplained.  相似文献   

On the Cross-Country Comparability of Indicators of Socioeconomic Resources in PISA     

Artur Pokropek  Francesca Borgonovi  Carina McCormick 《教育实用测度》2017,30(4):243-258

Large-scale international assessments rely on indicators of the resources that students report having in their homes to capture the financial capital of their families. The scaling methodology currently used to develop the Programme for International Student Assessment (PISA) background indices is designed to maximize within-country comparability over time. However, questions remain on the extent to which alternative scaling methodologies can ensure greater cross-country comparability. Establishing indicators of household resources that are comparable both across countries and over time is fundamental to assessing cross-country differences in socioeconomic inequalities in academic achievement. We use multigroup confirmatory factor analysis for categorical variables to examine the measurement equivalence of the household resource factors across the Organisation for Economic Co-Operation and Development countries that participated in the PISA 2000 and 2012 cycles. We construct a series of alternative measures that use students’ reports on the availability of household resources and compare them to the index of home possessions that is generally used in analyses of PISA data. Our findings show that alternative scaling methodologies can be useful in developing cross-country indicators of socioeconomic status.  相似文献   

An evaluation of European learning objects in use     

Robert McCormick  Nai Li 《Learning, Media and Technology》2006,31(3):213-231

Most studies on reusable digital learning materials, learning objects (LOs), relate to their use in universities. Few empirical studies exist to explore the impact of LOs on pedagogy, especially in schools. This paper provides evidence from an evaluation of the use of LOs in schools. The evidence is from a European Union‐funded project, Context eLearning with Broadband Technologies (CELEBRATE), involving 500 schools in six countries across Europe, in a pilot to examine the impact of LOs on pedagogy. It brought together producers and users to try out technically and pedagogically sound ways of producing, making available through a portal, and using LOs. This paper reports data from both quantitative and qualitative studies conducted during 2004, including: online surveys (of all the teachers involved), routine data from the portal and semi‐structured interviews in 40 schools in all six countries.  相似文献