The Rise in Single-Mother Families and Children’s Cognitive Development: Evidence From Three British Birth Cohorts     

Susan Harkness  Paul Gregg  Mariña Fernández-Salgado 《Child development》2020,91(5):1762-1785

This article assessed changes in the association between single motherhood and children’s verbal cognitive ability at age-11 using data from three cohorts of British children, born in 1958 (n = 10,675), 1970 (n = 8,933) and 2000 (n = 9,989), and mediation analysis. Consistent with previous studies, direct effects were small and insignificant. For those born in 1958 and 1970 indirect effects, operating through reduced economic and parental resources, were associated with −.107-SD to −.156-SD lower attainment. Differences between the two cohorts, and by children’s age when parents separated, were insignificant. For the 2000 cohort, effect sizes for children born to single mothers did not change significantly (−.112-SD) but attenuated for children whose parents separated in early childhood (−.076-SD) or while of school age (−.054-SD).  相似文献   

Students with special educational needs and cooperative learning in the ordinary classroom: some learnings from teaching practice     

Ignacio Perlado Lamo de Espinosa  Yolanda Muñoz Martínez  Juan Carlos Torrego Seijo 《Journal of Research in Special Educational Needs》2021,21(3):211-221

This article presents the results of a study to determine the strategies used by teachers to include students with special educational needs in regular classrooms, primarily using Cooperative Learning strategies. It aims to identify the factors of inclusive learning in order to enhance the participation and learning of all students in the classroom and in their cooperative teams. A qualitative case study was carried out in the context of the teachers participating in a postgraduate course ‘expert in cooperative learning’ offered by the University of Alcalá (Spain), over a period of six years (2011–2017), involving the participation of 176 professional teachers. All the participants attended an annual university continuous training course on cooperative learning. Document analysis, in-depth interviews and a questionnaire designed ad hoc were used. The conclusions include the importance of cooperative work in facilitating inclusive education, with a variety of different strategies used to respond to all students' needs, and those with special educational needs in particular, and the coordination required between teachers and special educational needs specialists to implement those strategies.  相似文献   

Peer and self-assessment applied to oral presentations from a multidisciplinary perspective     

Joan Josep Suñol  Joan Pujol  Lidia Feliu  Rosa Maria Fraguell  Anna Planas-Lladó 《Assessment & Evaluation in Higher Education》2016,41(4):622-637

This article analyses the use of peer and self-assessment in oral presentations as complementary tools to assessment by the professor. The analysis is based on a study conducted at the University of Girona (Spain) in seven different degree subjects and fields of knowledge. We designed and implemented two instruments to measure students’ peer and self-assessment, and a rubric to guide the assessment process. Results were compared with the marks awarded by the professor. In contrast with studies by other authors, which show a high correlation between these different assessment systems, our study revealed significant deviations. Applying peer and self-assessment to oral presentation activities also demonstrates their formative value above and beyond their summative usefulness.  相似文献   

The Hidden Curriculum of Domestication     

Juan S. Muñoz  Rosario Ordoñez Jasis  Patricia A. Young  Peter McLaren 《The Urban Review》2004,36(3):169-187

Four ethnically diverse faculty members in the field of education discuss the professional impact and personal affects of introducing critical themes of race, class, gender, and culture within their research and course offerings. Given that the professional outlook for university faculty of color in general, is grim, a willingness to imbue their research and courses with a critical interrogation of prevailing education topics and theories would seem to invite greater personal risk and professional jeopardy. The following dialogue introduces both the mechanisms by which critical faculty in general, and faculty of color in particular, can be conditioned to subordinate their critical impulses and the strategies they use to resist academic cultures of domestication.  相似文献   

The development of analogical reading in Spanish     

Núria Sebastian-Gallés  Ana Parreño Vacchiano 《Reading and writing》1995,7(1):23-38

The use and development of analogical processes in learning to read in Spanish are presented. In the first experiment, the results show that children of 6 years old show analogical effects in reading pseudowords and that the magnitude of this effect is the same as with 10 years old children. However, it is found that children of 10 years old make many lexicalizations when reading pseudowords (about 50% of the items). In experiment 2 this finding is further analyzed. The results show that 9 years old children make more lexicalizations than adult control subjects do. It is suggested that the development of analogical procedures is a fast process (6 years old children already have done it), but that the precise control of lexical information over perceptual one is a later process.  相似文献   

Exclusionary Discipline Policies,School-Police Partnerships,Surveillance Technologies and Disproportionality: A Review of the School to Prison Pipeline Literature     

Muñiz  Julissa O. 《The Urban Review》2021,53(5):735-760

For this review I sought to understand how the field of education has come to conceptualize and study the relationship between schools and prisons. In doing so, I found that the vast majority of scholars who have studied the relationship(s) between school and prisons have done so within the context of the school to prison pipeline conceptual framework. This review both explores the affordances and contributions of the school to prison pipeline framework, as well as some of the limitations and critiques of the framework when used as the most preeminent frame by which we understand and study the ties between schools and prisons. I examine these limitations by focusing on four principal areas of study within the school to prison pipeline literature: (1) school discipline policies and practices, (2) school-police partnerships, (3) surveillance technologies in schools, and (4) disproportionality. The broader aim of this review is to develop the way we conceptualize the relationships between schools and prisons by building on what we have already learned in using the STPP framework, while also exploring new ways of theorizing and empirically studying the growing relations between schools and prisons.

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Between Scientific Ideas and Christian Religious Beliefs     

Peñaloza  Gonzalo  El-Hani  Charbel N.  Mosquera-Suárez  Carlos Javier 《Science & Education》2021,30(4):931-965

Science & Education - Despite the importance of evolution to understand living phenomena, evolution teaching confronts several tensions, especially with respect to teachers’ and...  相似文献   

They have gone,and now what? Understanding re-enrolment patterns in the Catalan public higher education system     

David Rodríguez-Gómez  Julio Meneses  Joaquín Gairín  Mònica Feixas  José Luís Muñoz 《高等教育研究与发展》2016,35(4):815-828

Studies of student re-enrolment patterns in higher education constitute, along with traditional studies of persistence and dropout, a key element for improving the quality of higher education institutions. However, these studies tend to be limited as they are centred on a single institution, due to the lack of national-scale data sets for monitoring students between different institutions. Using a longitudinal population-based data set provided by the Catalan University Assurance Agency (AQU), which includes information records on 21,473 undergraduate students, this paper aims to develop and test an exploratory model of student re-enrolment, specifically in the Catalan public university system. We are not only interested in student re-enrolment, but also in whether they do so during the first year after dropout or in the same area of knowledge. Results from logistic regression analysis revealed that although most students return to the university system in the first year after dropout, many of these change to a different area of knowledge, which is clear evidence of dysfunctional and inefficient guidance systems and university entrance. Findings provide a more accurate and complete picture of student re-enrolment behaviour and suggest the need to develop targeted policies to improve the efficiency and effectiveness of our university systems.  相似文献   

Faculty feelings as writers: relationship with writing genres,perceived competences,and values associated to writing     

Liliana del Pilar Gallego Castaño  Montserrat Castelló Badia  Antoni Badia Garganté 《Higher Education》2016,71(5):719-734

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Moving beyond the predictable failure of Ed-Tech initiatives     

Juana M. Sancho-Gil  Pablo Rivera-Vargas  Raquel Miño-Puigcercós 《Learning, Media and Technology》2020,45(1):61-75

ABSTRACT

The development of Information and Communication Technology has created waves of excitement about its power to fix educational problems and improve learning results, prompting a succession of policy efforts to integrate digital technology into education. Educators, schools and corporations are increasingly driving these initiatives. This article makes the argument that a narrow vision of digital technology, which both ignores the complexity of education and wastes valuable public resources, is becoming an obstacle to significant improvement and transformation in education. Utilising our research and experience in the field of educational technology, this paper problematises the common elision of ‘technology’ and ‘digital technology’. From this basis, we then critically reflect on various common approaches to introducing digital technology in education under the guise of promoting equality and digital inclusion. These include national government-led programmes, more recent trends for local school-led initiatives, and the role of non-formal education initiatives led by corporations/foundations. Amidst the varying surface-level ‘failure’ and/or ‘success’ of these approaches, we point to limited underpinning ‘information and knowledge society’ logics in framing the application of digital technology to education. As such we conclude by considering the educational challenges for future Ed-Tech initiatives.  相似文献