Participative transformation learning and development in practising change     

Cathy Sharp 《Action Learning: Research and Practice》2015,12(2):250-254

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THE DEVELOPMENT OF MORAL THOUGHTFULNESS IN THE SCHOOL     

Frank Chapman Sharp Ph.D. 《Religious education (Chicago, Ill.)》2013,108(2):210-219

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The relationship of visual closure to speechreading     

E Y Sharp 《Exceptional children》1972,38(9):729-734

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Comparing School Systems to Explain Enduring Birth Date Effects: A response to McDonald (2001)     

Caroline Sharp  Dougal Hutchison  Wendy Keys 《Compare》2002,32(2):239-241

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The Origins of Technical Education for the Printing Industry     

M. Henry  E. W.Jenkins  P. R. Sharp 《Journal of educational administration and history》1994,26(1):4-19

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Victorian Values and the Private Funding of Education — the Case of the Schools of Art in the 1860s     

P. R. Sharp 《Journal of educational administration and history》1989,21(2):18-27

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But can she cook? Women’s education and housework productivity     

David C. Sharp  Julia A. Heath  William T. Smith  David S. Knowlton 《Economics of Education Review》2004,23(6):605

Previous inquiries into the relationship between education and housework productivity reveal that expectations differ along disciplinary (i.e., economics vs. non-economics) lines and empirical results from the economics literature are mixed. Expectations of a positive sign between education and housework productivity in the economics literature may be a function of misinterpretations of [J. Polit. Economy 81 (1973) 306] original theory pertaining to all non-market production, which is far more general than just housework. Mixed empirical results may be a function of incomplete or overly assumption-reliant econometric models derived previously. We streamline the procedures for estimating the parameters of a one-person, one-period housework production function such that the system of equations may be specified with a single, literature-based assumption. Our estimation of the production function parameter that measures the effect of education on housework productivity suggests that authors in the non-economics literature may have a point; the relationship between education and housework productivity may be negative due to “morale” effects.  相似文献   

Evaluating Subject Attainment in Secondary Schools without a Prior Measure of Pupil Potential     

Stephen Sharp 《Educational studies》1996,22(1):111-124

Recent developments in statistics have enabled much more effective use to be made of examination results both in educational research and in school management. These developments, however, have assumed that the educational potential of pupils can be assessed by some measure external to the teaching context, such as score on a standardised test of verbal reasoning. This paper considers the extent to which examination results can be used in this way without such an external measure. A method is described which involves comparing a pupil's grade in a given subject with what that pupil would expect on the basis of his/her grades in other subjects taken at the same time. Evidence is presented which suggests that, for most subjects, the resulting measure of subject attainment is not affected by the nature of the catchment area. Applications of the method in studying subject‐based patterns at school, regional and national levels are explored and limitations to its use in research and management are outlined.  相似文献   

Perceived Local Job Prospects and School Connectedness in a Struggling Rural Economy: A Life-Course Perspective     

Karen T. Van Gundy  Cesar J. Rebellon  Eleanor M. Jaffee  Nena F. Stracuzzi  Erin Hiley Sharp  Corinna Jenkins Tucker 《Peabody Journal of Education》2016,91(2):224-245

Late in first decade of the 2000s, the closing of pulp and paper mills in the rural northeastern United States contributed to economic decline in the region and to rising concerns about population decline due to out-migration among local emerging adults in search of occupational or educational opportunities. In this context, and drawing on a life-course framework, the present study used four waves of panel data from the population of 7th- and 11th-grade public school students in a rural northeastern U.S. county to explore whether the county unemployment rate was related to perceived local job prospects; school connectedness was related to subsequent perceived job prospects; and the effects of county unemployment and school connectedness on perceived local job prospects varied by age cohort. Initially, changes in respondents’ perceptions about local job prospects paralleled shifts in local unemployment similarly for both cohorts; yet after the older cohort respondents had completed high school, their perceived local job prospects fell sharply, while perceptions among the younger cohort respondents, who were still in high school, remained stable. Among the older cohort respondents only, school connectedness was associated with subsequent positive perceptions about local job prospects net of relevant controls. Same-age cohort comparisons, evaluated when each cohort was in 12th-grade, showed no differences in the short-term effects of school connectedness on perceived local job prospects, despite variations in the age-linked timing of the most dramatic rise in unemployment during the study. The results highlight the lasting importance of school connectedness for teens raised in struggling rural economies.  相似文献   

Academic boredom,approaches to learning and the final-year degree outcomes of undergraduate students     

John G. Sharp  Brian Hemmings  Russell Kay  Chris Atkin 《Journal of Further & Higher Education》2018,42(8):1055-1077

Academic boredom is a largely negative and disabling achievement-related emotion. In this mixed-methods exploration of 224 students attending a single university in England, academic boredom was found to arise at the point of course delivery, while studying at other times and during the completion of assignments for assessment. Quantitative data from the recently adapted Boredom Proneness Scale for use across the UK higher education sector (the BPS-UKHE) and the Approaches and Study Skills Inventory for Students (ASSIST), enriched with qualitative data from 10 semi-structured research interviews, indicate that those with a higher propensity towards academic boredom than others displayed the deep, strategic and surface profiles of ‘less effective learners’. This was reflected in their interest in ideas, their ability to organise resources and manage time, what they had to memorise or do to ‘get by’, their achievement motivation and their sense of purpose. As part of a greater evolving network of other contributing factors, this translated into lower final degree marks and fewer ‘good’ degree awards. Recommendations surrounding boredom mitigation and approaches to learning are suggested which warrant serious consideration. The work presented here makes an important contribution to a surprisingly neglected field of UK higher education research and the student engagement agenda.  相似文献