Life versus death in the later criticism of F. R. Leavis     

Roger C. Poole 《Culture, Theory & Critique》2013,54(1):112-141

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Paying back student loans: Demographic,human capital and other correlates of default and repayment difficulty     

Roger Pizarro Milian  David Zarifa  Brad Seward 《Higher Education Quarterly》2021,75(1):77-97

Government‐sponsored student loans have emerged over the decades as a primary method of financing post‐secondary education across most North American jurisdictions. Despite this, the empirical literature examining the correlates of repayment difficulty and default in Canada has remained stagnant in recent years. This study taps into an underutilised data source—the 2013 National Graduates Survey—to examine the relationship between demographics, human capital, borrowing behaviour and other known predictors and repayment difficulty. Our logistic regression models demonstrate that disability status, geographic region and borrowing behaviour are correlated with loan default and repayment difficulty, while failing to verify the existence of other demographic effects routinely found in the existing literature. We discuss the implications of these findings, along with multiple avenues for further empirical work on this topic within Canada.  相似文献   

Interactionist Sociology of Education     

Roger Fielding 《British Journal of Sociology of Education》1984,5(1):89-95

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Promoting Positive Youth Development Through School‐Based Social and Emotional Learning Interventions: A Meta‐Analysis of Follow‐Up Effects          下载免费PDF全文

Rebecca D. Taylor  Eva Oberle  Joseph A. Durlak  Roger P. Weissberg 《Child development》2017,88(4):1156-1171

This meta‐analysis reviewed 82 school‐based, universal social and emotional learning (SEL) interventions involving 97,406 kindergarten to high school students (M_age = 11.09 years; mean percent low socioeconomic status = 41.1; mean percent students of color = 45.9). Thirty‐eight interventions took place outside the United States. Follow‐up outcomes (collected 6 months to 18 years postintervention) demonstrate SEL's enhancement of positive youth development. Participants fared significantly better than controls in social‐emotional skills, attitudes, and indicators of well‐being. Benefits were similar regardless of students’ race, socioeconomic background, or school location. Postintervention social‐emotional skill development was the strongest predictor of well‐being at follow‐up. Infrequently assessed but notable outcomes (e.g., graduation and safe sexual behaviors) illustrate SEL's improvement of critical aspects of students’ developmental trajectories.  相似文献   

Why Foucault? New directions in educational research – By Peters,Michael A & Besley,Tina     

Roger Lindsay 《British journal of educational technology : journal of the Council for Educational Technology》2008,39(4):758-759

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An Illusory Interiority: Interrogating the discourse/s of inclusion     

Linda J.  Graham & Roger  Slee 《Educational Philosophy and Theory》2008,40(2):277-293

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Introducing teaching cases with face-to-face and computer-mediated discussion: Two multi-classroom quasi-experiments     

Roger Bruning  Kamau O. Siwatu  Xiongyi Liu  Lisa M. PytlikZillig  Christy Horn  Stephanie Sic  Deborah Carlson 《Contemporary educational psychology》2008,33(2):299-326

Two studies were conducted in multisection introductory child and adolescent development classes to determine effects of introducing abbreviated teaching case studies that were then discussed either in face-to-face or online formats. Students receiving teaching case studies in either format in both classes showed improved ability to critically analyze probe and final cases compared to control participants. Both case study groups in the child development class also showed increased application of psychological concepts in analyzing new cases. No differences in course knowledge were expected as a function of condition and none were found. Hypothesized case-related increases in efficacy for teaching also were not observed. Results were interpreted as supporting a case analysis approach in educational psychology classes and use of online methods for presentation and discussion of abbreviated cases.  相似文献   

Editorial     

Rod Parker‐Rees 《Early Years: An International Journal of Research and Development》2008,28(3):217-219

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Exploring the fluctuation of motivation and use of self-regulatory processes during learning with hypermedia   总被引：1，自引：0，他引：1  

Daniel C. Moos  Roger Azevedo 《Instructional Science》2008,36(3):203-231

We collected think-aloud, pre-test, post-test, and motivation data from 43 undergraduates to examine the impact of conceptual scaffolds on the fluctuation of certain motivation constructs and use of self-regulatory processes during learning with hypermedia. Participants were randomly assigned to either the No Scaffolding (NS) or Conceptual Scaffolding (CS) condition. During the experimental session, each participant individually completed a pre-test on the circulatory system, a pre-task motivation questionnaire, one 30-min hypermedia learning task during which they learned about the circulatory system, a motivation questionnaire at three regular intervals during this learning task, a post-test on the circulatory system, and a post-task motivation questionnaire. Results indicated that while participants in both conditions gained declarative knowledge, participants who received conceptual scaffolds during learning demonstrated deeper understanding of the circulatory system on the post-test. In terms of self-regulatory processes, the results indicated that participants in the CS condition used significantly more planning processes during learning than participants in the NS condition. Additionally, participants in both conditions significantly decreased their use of strategies as they progressed through the learning task. Regarding motivation while learning with hypermedia, results indicated that participants in both conditions reported significantly increased levels of interest as they progressed through the learning task. Furthermore, participants in the CS condition reported the task as being easier and putting forth less effort than participants in the NS condition.

Daniel C. MoosEmail:

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The Development of Chemical Language Usage by “Non-traditional” Students: the Interlanguage Analogy     

Rees  Simon  Kind  Vanessa  Newton  Douglas 《Research in Science Education》2021,51(2):419-438

Research in Science Education - Students commonly find specialist scientific language problematic. This study investigated developments in chemical language usage by six non-traditional students...  相似文献