Fifteen thousand hours-secondary schools and their effects on children: Michael Rutter,Barbara Maughan,Peter Mortimore,and Janet Ouston,with Alan Smith. Cambridge,MA: Harvard University Press, 1979. Pp. 205. $10.00 (cloth)     

Garrett K. Mandeville 《Economics of Education Review》1982,2(1):95-101

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On the Need for an Integrated Policy Infrastructure for the Delivery of Technical and Vocational Education in the Arab Gulf Region     

Larry Neal Garrett  Ali Farghaly 《比较教育学》1987,23(3):317-328

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Viewing students consistently: how stable are teachers’ expectations?     

Christine M. Rubie-Davies  Penelope W. St J. Watson  Annaline Flint  Lynda Garrett  Lyn McDonald 《Educational Research and Evaluation》2018,24(3-5):221-240

ABSTRACT

Over the past 50 years, research has shown that teacher expectations can influence student outcomes. Many studies have examined within-year effects. There is, however, a paucity of research that has investigated the stability of teachers’ expectations across a single year, and there are no studies that have examined stability beyond 1 year. The current study examined the stability of 94 teachers’ expectations within 3 separate years and across 3 years in mathematics and reading. In both subject areas, teachers’ expectations remained relatively stable from beginning to end-of-year for each separate year and also across 3 years. Additionally, teachers who under- or overestimated their students by more than half a standard deviation continued to do so across all periods in the study. This was despite the teachers having different students each year. The study suggests that teachers view students’ capabilities similarly despite having different student cohorts.  相似文献   

Teaching with ‘Fanfare and Military Glamour’: School Mathematics,the Federal Government,and World War II     

Dr. Alan W. Garrett 《The Educational forum》2013,77(3):225-234

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The Goodly Portion     

Garrett Oppenheim 《The Educational forum》2013,77(1)

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PE: it’s just me: physically active and healthy teacher bodies     

Alison Wrench  Robyne Garrett 《International journal of qualitative studies in education》2013,26(1):72-91

This paper focuses on the significance of embodied understandings to the emerging subjectivities and pedagogical practices of pre-service teachers undertaking a Physical Education (PE) specialisation through a B.Ed. (primary/middle). Data from a research project conducted at an Australian university with seven pre-service teachers will be presented through three themes: ‘Naturally’ sporty bodies; Healthy bodies; and Embodied pedagogical practices. Our findings suggest that through the configurative function of narrative identity, participants merge lasting dispositions around embodied physicality with acquired dispositions around embodied health, fitness and pedagogical practices. In doing so, they locate themselves in a contemporary narrative of PE which reinforces assumptions that bodies, subjectivities and lives can be shaped so as to protect against risks associated with obesity.  相似文献   

Mainstreaming for Every Child     

John Patrick Garrett 《Clearing house (Menasha, Wis.)》2013,86(6):294-296

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The student voice in well-being: a case study of participatory action research in positive education     

Amber J. Halliday  Margaret L. Kern  David K. Garrett  Deborah A. Turnbull 《Educational Action Research》2013,21(2):173-196

Positive education blends academic learning and student well-being. Although research and application in positive education is growing, most has involved psychologists and educators applying strategies in schools, with little research that involves student voices in the development and implementation of a school’s positive education strategy. Assumptions are frequently made about what is best for student well-being, with little input from the students themselves. This paper describes a case study of participatory action research (PAR) carried out by students (N = 10) at a publically funded Australian school aiming to implement positive education. PAR is a form of collective inquiry undertaken by the people that the issue directly affects. The PAR group researched the school community regarding well-being during the school year. Mixed methods examined PAR student’s well-being, self-efficacy, autonomy, social and emotional assets, and other competencies before and after the process. Student involvement allowed the school to better understand their students’ well-being, and student-led communication about positive education laid the groundwork for its implementation. Results suggested benefits for the PAR students, particularly in engagement and self-efficacy. This realistically scaled study suggests that involving students using a framework of PAR is a promising, accessible, evidence-based, and developmentally beneficial approach to the implementation of positive education.  相似文献   

Examining the Success Factors of High-Achieving Puerto Rican Male High-School Students     

Tomás Garrett  René Antrop-González  William Vélez 《Roeper Review》2013,35(2):106-115

This article works to dispel the myth that Latino urban high-school students are not capable of performing at high academic levels. Whereas much educational research emphasizes the academic underachievement of urban Latino students, this article counteracts this research by describing the four success factors that three working-class Puerto Rican male high-school students attribute to their high academic achievement. These success factors are: (a) the acquisition of social capital through religiosity and participation in school and community-based extracurricular activities, (b) having a strong Puerto Rican identity, (c) the influence of these students' mothers/sisters on their academic achievement, and (d) the potential for caring and sincere teachers and other school staff to influence high academic achievement. These findings have implications for Latina/o education and recommendations are provided.  相似文献   

BOOKS     

Mabel Garrett Wagner∗ 《Religious education (Chicago, Ill.)》2013,108(5):519-522

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