Looking for gender differences in a co-educational paired writing activity     

Pam Nilan 《The Australian Educational Researcher》1996,23(2):101-129

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The incidence of infant physical abuse in Alaska     

Gessner BD  Moore M  Hamilton B  Muth PT 《Child abuse & neglect》2004,28(1):9-23

OBJECTIVES: To determine the incidence of and risk factors associated with infant (< 1 year of age) physical abuse in Alaska. METHODS: A population-based retrospective cohort study for the 1994-2000 resident birth cohort was conducted by linking data from birth certificates, Child Protective Services, a statewide hospital-based trauma registry, hospital discharge data, and the Alaska Infant Mortality Review (including death certificates). The main outcome measures were the incidences of overall physical abuse and abuse resulting in hospitalization or death. A case of child abuse was defined as an instance of substantiated physical abuse to an infant identified in the Child Protective Services database or an infant death with homicide identified on the death certificate as the manner of death. RESULTS: During the 7-year study period, there were 70,842 births and 325 cases of physical abuse including 72 that led to hospitalization (n = 58), death (n = 4), or both (n = 10); respective incidences for all abuse and abuse leading to hospitalization or death were 4.6 and 1.0 per 1000 live births. Following multivariate analyses, the risk factors with the highest population attributable risks were maternal or paternal education < or = 12 years, unmarried mother, and maternal prenatal substance use. To determine if the study methodology was likely to have missed cases of severe abuse, we examined information for all 216 infants hospitalized for trauma during the study period who did not have identification of abuse in one of the study databases; of these, at least 39 had injuries inconsistent with the reported mechanism (a long bone or skull fracture that reportedly resulted from a fall of less than 3 feet or from a caretaker's arms or for which the caretaker denied a history of trauma). Conclusions: Alaska has one of the highest documented infant physical abuse incidences reported in the literature and abuse is associated with potentially modifiable-primarily social-risk factors. Despite this high incidence, substantial under-reporting of hospitalized cases likely occurs.  相似文献   

Is hearing-impaired children's reading delayed or different?     

Pam Hayes  Paul Arnold 《Journal of Research in Reading》1992,15(2):104-116

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Structural Change,Leadership and School Effectiveness/Improvement: Perspectives from South Africa     

Brahm Fleisch  Pam Christie ? 《Discourse: Studies in the Cultural Politics of Education》2004,25(1):95-112

This article comments on leadership within mainstream literature on school effectiveness/improvement, where it is almost always considered to be a factor of change. The article argues that systemic school improvement, particularly for disadvantaged children, is inextricably linked to wider social, economic and political conditions—in South Africa’s case, the political transition from apartheid to democratic government. These structural conditions and specific historical contexts are often glossed over in models of school effectiveness/improvement. Through an analysis of dysfunctional and resilient schools as a legacy of apartheid, and of the slow reconstruction of education in the post‐apartheid period, the article argues for the importance of political legitimacy and authority in school improvement. The article concludes by suggesting that states in transition require a different theoretical lens in order to understand the impact of wider social changes on schools. In such societies, the establishment of legitimacy and authority is a precondition for sustainable effectiveness and improvement, and this has implications for theorising the role of leadership in school change more generally.  相似文献   

A Profession in Transition: educational policy and secondary school teaching in England in the 1980s     

Pam Poppleton  George Riseborough 《比较教育学》1990,26(2-3):211-226

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Fundraising and institutional advancement: theory,practice, and new paradigms,by Noah D. Drezner and Frances Huehls,New York and London,Routledge, 2014, 177 pp., $47.95 (paperback), ISBN-13: 978-0-415-51734-8     

Pam L. Gustafson 《Journal of Higher Education Policy & Management》2016,38(2):227-229

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Multilingual Information Access (MLIA) Tools on Google and WorldCat: Bi/Multilingual University Students’ Experience and Perceptions     

Peggy Nzomo  Liwen Vaughan  Isola Ajiferuke  Pam McKenzie 《图书馆管理杂志》2013,53(8):831-853

Abstract

This article reports on the results of an exploratory user-centered study that examined how technological advancements in natural language processing (NLP) such as the availability of multilingual information access (MLIA) tools impact the information searching behavior of bi/multilingual academic users. Thirty-one bi/multilingual students participated in a controlled lab-based user experiment in which they carried out two assigned tasks each on Google and WorldCat for a total of four tasks, and then completed a post experiment questionnaire. The captures from the experiment showed 86.7% of the participants using multilingual information access tools. Further analyses of the captures also showed that participants were more likely to use MLIA tools when the instructions for the task were stated in their native language. An independent samples t-test revealed that participants spent less time on their searches when they used MLIA tools. The study revealed considerable diversity in the information searching behavior of the participants, even within the same pair of languages, and even for the same user. Diversity was noted for instance, on which tasks MLIA tools were used and in how these tools were used. User-centered designed, personalized multilingual information retrieval (PMLIR) models could hold promise for best representing the information searching behavior of bi/multilingual users.  相似文献   

Stability and Consistency in Secondary Schools’ Effects on Students’ GCSE Outcomes over Three Years∗     

Sally Thomas  Pam Sammons  Peter Mortimore  Rebecca Smees 《School Effectiveness & School Improvement》2013,24(2):169-197

This paper reports the results of a UK study investigating the issue of differential school effectiveness. The size of overall school effects versus departmental differences in effects on 16 year old students’ General Certificate in Secondary Education performance are examined, as well as the internal (within school) consistency of departmental effects across six GCSE subject outcomes and the stability of school and departmental effects across three GCSE cohorts (1990‐1992). A value added approach is adopted, controlling for selected student intake measures (such as attainment at secondary transfer). The findings of multilevel analyses suggest that very few schools perform both consistently (across subjects) and with stability (over time). The implications of the results are discussed in relation to the publication and interpretation of schools’ examination results as well as the use of school and departmental effectiveness measures for school self‐evaluation.

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Preschool affects longer term literacy and numeracy: results from a general population longitudinal study in Northern Ireland     

Edward Melhuish  Louise Quinn  Kathy Sylva  Pam Sammons  Iram Siraj-Blatchford  Brenda Taggart 《School Effectiveness & School Improvement》2013,24(2):234-250

The Effective Pre-school Provision in Northern Ireland (EPPNI) project is a longitudinal study of child development from 3 to 11 years. It is one of the first large-scale UK projects to investigate the effects of different kinds of preschool provision, and to relate experience in preschool to child development. In EPPNI, 683 children were randomly selected from 80 preschools, and 151 children were recruited without preschool experience. Progress was then followed from age 3 to age 11. Preschool experience was related to age 11 performance in English and mathematics. High-quality preschools show consistent effects that are reflected not only in improved attainment in Key Stage 2 English and mathematics but also in improved progress in mathematics over primary school. Children who attended high-quality preschools were 2.4 times more likely in English, and 3.4 times more likely in mathematics, to attain Level 5 than children without preschool experience.  相似文献   

Communities of practice in inclusive education     

Kathleen Mortier  Pam Hunt  Mieke Leroy  Inge Van de Putte  Geert Van Hove 《Educational studies》2010,36(3):345-355

The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the inclusion of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed relevant knowledge to support these children with special educational needs in their class. The findings show the potential benefits of partnerships and local knowledge in addressing the educational challenge of inclusion.  相似文献