The educational endowments (Ireland) act, 1885, as part of nineteenth century educational reform     

Raymond Wilkinson 《Irish Educational Studies》2013,32(2):98-119

  相似文献   

Acculturation, well-being and classroom behaviour among white British and British Asian primary-school children in the south–east of England: Validating a child-friendly measure of acculturation attitudes     

Dennis Nigbur  Rupert Brown  Lindsey Cameron  Rosa Hossain  Anick Landau  Dominique Le Touze  Adam Rutland  Charles Watters 《Int J Intercult Relat》2008,32(6):493-504

Using a sample of white British and British Asian primary-school children (N = 386, aged 5–11 years), we measured acculturation attitudes (own and perceived outgroup), correlated constructs (ingroup and outgroup affect and identification) and relevant outcomes (self-esteem, classroom demeanour) in a structured interview to validate a customised, child-friendly measure of acculturation attitudes based on Berry's framework. Scale items measuring desire for culture maintenance and intergroup contact loaded onto the predicted factors, were internally reliable and showed concurrent validity with affect and identification. The predictive utility of measures was demonstrated in associations between children's acculturation attitudes (or perceived discrepancies with those of the outgroup) and outcomes such as self-esteem and teacher ratings of emotional symptoms.  相似文献   

A generic lexical URL segmentation framework for counting links,colinks or URLs     

Mike Thelwall  David Wilkinson 《Library & information science research》2008

Large sets of Web page links, colinks, or URLs sometimes need to be counted or otherwise summarized by researchers to analyze Web growth or publishing. Computing professionals also use them to evaluate Web sites or optimize search engines. Despite the apparently simple nature of these types of data, many different summarization methods have been used in the past. Some of these methods may not have been optimal. This article proposes a generic lexical framework to unify and extend existing methods through abstract notions of link lists and URL lists. The approach is built upon decomposing URLs by lexical segments, such as domain names, and systematically characterizing the counting options available. In addition, counting method choice recommendations are inferred from a very general set of theoretical research assumptions. The article also offers practical advice for analyzing raw data from search engines.  相似文献   

Fountains of fresh and salt water     

C.H. Wilkinson 《Journal of The Franklin Institute》1830,10(4):286-287

  相似文献   

Federation of University Women's ‘Camps’ for Schoolgirls     

Violet Wilkinson N.F.U. S.Th. 《British Journal of Religious Education》1937,4(3):165-166

  相似文献   

Felder and Silverman's Index of Learning Styles and Honey and Mumford's Learning Styles Questionnaire: How do they compare and do they predict academic performance?     

N. Van Zwanenberg  L. J. Wilkinson  A. Anderson 《教育心理学》2000,20(3):365-380

Samples of engineering and business students at undergraduate, postgraduate and post-experience levels at two UK universities completed the Index of Learning Styles (ILS) (N = 284) or the (Learning Styles Questionnaire LSQ) (N = 182) and a biographical data questionnaire. Broad psychological aspects of the two learning style instruments are examined and compared. Psychometric properties of the instruments, including factor structure, internal reliability and inter-scale correlation are analysed. Potential limitations are commented on, in particular those related to the construct validity and relatively low internal reliability of the ILS scales (alpha = 0.41 to 0.65). These compare with alphas of 0.59 to 0.74 for the LSQ. Relationships between the scales are discussed and a circumplex arrangement of the LSQ is proposed. Proposals for augmenting the circumplex are made. Academic performance results and scores on each of the two instruments are compared. The general lack of significant correlations between learning style scores and performance in these samples is discussed. Conclusions are drawn about the disappointing psychometric robustness of the measures, the activity-centred nature of learning styles and the advantages of viewing styles as a circumplex.  相似文献   

Practice Theory: Viewing leadership as leading     

Jane Wilkinson  Stephen Kemmis 《Educational Philosophy and Theory》2015,47(4):342-358

Abstract

Inspired by Theodore Schatzki’s ‘societist’ approach—in which he advocates a notion of ‘site ontologies’—in this article, we outline our theory of practice architectures (a theory about what practices are composed of) and ecologies of practices (how practices relate to one another). Drawing on case studies of four Australian primary schools, we examine how practices of leading relate to other educational practices: professional learning, teaching, student learning, and researching and reflecting. We find ‘leading’ not only in the work of principals and other formal leadership positions, but also in the activities of teachers and students. We show that changing leading practices requires changing more than the professional practice knowledge of individuals; it also requires changing the practice architectures (cultural-discursive, material-economic and social-political arrangements) in sites where leading and its interconnected practices are conducted. In order to study practices of leading, we adopt a philosophical-empirical enquiry approach, i.e. we conduct our research as a conversation between practice philosophy and theory and the empirical cases of leading we study. We study practices in the mode of research within practice traditions, sometimes described as ‘practical philosophy’, as a contribution to the self-reflective transformation of the practices we are studying.  相似文献   

Corrigendum to “What the discourse tells us: Talk and indicators of high-level comprehension” [Int. J. Educ. Res. 47 (2008) 372–391]     

Anna O. Soter  Ian A. Wilkinson  P. Karen Murphy  Lucila Rudge  Kristin Reninger  Margaret Edwards 《International Journal of Educational Research》2009,48(1):77

  相似文献   

The use and abuse of performance indicators in UK higher education     

Robert Ball  Rob Wilkinson 《Higher Education》1994,27(4):417-427

In the UK, interest in measuring the performance of higher education institutions has developed as part of an increasing performance culture in the public sector. This paper looks at development of national systems of indicators in both the University and former Polytechnic section in the light of this trend. The pressures leading up to the development of each system are examined together with an outline of the indicators chosen and forthcoming critical reaction. The use of performance indicators to compare institutional performance is explored. Regression methods that have been developed to try to enable meaningful comparison of indicators to be made between different insititutional types and environments are critically examined. A number of case studies of the use of performance indicators in both the University and former Polytechnic sector are presented. In each case the benefit and drawbacks of the application are commented on. The paper concludes by recommending a change from the league table approach to one based on adopting indicators for each institution which are consistent with its mission. The role of peer review in complementing the use of performance indicators is covered.  相似文献   

Acculturation preferences of majority and minority adolescents in Germany in the context of society and family     

Inga Pfafferott  Rupert Brown 《Int J Intercult Relat》2006,30(6):703-717

Four hundred and fifteen adolescents (134 German majority and 281 minority members) completed a questionnaire which measured attitudes towards acculturation, life satisfaction and intergroup relation variables. German majority members preferred integration followed by assimilation (according to Berry's taxonomy), while minority members had a clear preference for integration. Integration was more strongly associated with favourable intergroup relations and, in the case of minority members, life satisfaction, than the other acculturation orientations. Furthermore the study showed that discrepancies between own acculturation attitudes and perceived attitudes of the other group may influence life satisfaction and intergroup attitudes. Perceived acculturation preferences of the respondents’ parents were also examined. German majority adolescents perceived their parents’ attitudes as more favourable to exclusion than their own, and minority members perceived their parents’ attitudes as leaning more towards separation than their own. In the majority sample, these discrepancies were not related to any of the outcome variables, but in the minority sample they influenced life satisfaction, perceived quality of intergroup relations, and tolerance.  相似文献