‘Over To You’: Group work to help pupils avoid school exclusion     

Sheila Burton 《Educational Psychology in Practice》2006,22(3):215-236

This paper describes the support of secondary pupils at risk of school exclusion through a course of group work designed to promote individual responsibility for behaviour. Following self‐reflection the young people are encouraged to write their own behavioural targets and consider their progress in working towards them throughout the six‐session course. The results of a study involving a mixed group of five Year 8 pupils are reported. All the pupils increased their self‐rating scores on a social skills assessment form completed before and after the course, and were also rated more highly by their teachers. Seven months later the five pupils had maintained behavioural improvements and had not been excluded.  相似文献   

THE DEVELOPMENT OF A SEQUENTIALLY SCALED ACHIEVEMENT TEST1     

Richard C. Cox  Glenn T. Graham 《Journal of Educational Measurement》1966,3(2):147-150

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Entering Initial Teacher Education: science graduates’ views of the interview and selection process     

Sheila Turner  Tony Turner 《欧洲师范教育杂志》1997,20(2):125-136

This paper describes ongoing research that builds on earlier studies by the authors that have investigated issues concerning the selection of science graduates to secondary PGCE courses. These studies identified the need for criteria that are understood by tutors and applicants to ensure that candidates from ethnic minority groups are not disadvantaged. The research focuses on the perceptions that science graduates have about the selection process for secondary teacher education courses and seeks to identify whether the procedures used disadvantage any particular groups or individuals. We are interested also in whether there is a mismatch between tutors’ perceptions of the interview process and those of the applicants. During 1995/96 current students and applicants for one year PGCE courses in science were asked how they had prepared for their interviews and for their impressions of the interviewing process. The paper describes initial findings and the implication of these findings.  相似文献   

A note on attrition among college presidents, 1971–1974     

James R. Glenn Jr.  James G. March 《Research in higher education》1975,3(4):323-328

Returning to the same stratified random sample of American colleges and universities studied by Cohen and March (1974) during the 1969–1970 academic year, the authors explore the extent to which theoretical estimates of attrition rates presented by Cohen and March predict recent presidential departures within their sample. They find that in the past four years (1971–1974) there has been little change in the attrition pattern among college presidents in this national sample. If there has been any change it is very small and in the direction of slightly longer tenure among presidents of large universities.  相似文献   

Nonword recall and phonemic discrimination in four‐ to six‐year‐old children     

Jackie Masterson  Veronica Laxon  Emma Carnegie  Sheila Wright  Janice Horslen 《Journal of Research in Reading》2005,28(2):183-201

Previous research has established that the degree of ‘wordlikeness’ of nonwords affects young children's nonword repetition performance. Experiment 1 examined the possibility that output processes are responsible for the wordlikeness effect by using a probed recall procedure. Wordlikeness was defined in terms of phonological neighbourhood density, although this measure was found to be related to the traditional measure of wordlikeness involving adult ratings. A significant effect of number of phonological neighbours/wordlikeness was observed in favour of nonwords with many neighbours. In Experiments 2 and 3 the wordlikeness effect was qualified by a significant interaction with nonword repetition ability. Children with poorer repetition ability were affected by number of neighbours/wordlikeness, while children with better repetition ability were not. Children with poorer repetition ability were significantly poorer than the better repeaters with nonwords with few neighbours. The results were interpreted in terms of theories of phonological development that suggest progressive segmentation of lexical representations. In Experiment 4 the relationship of children's nonword repetition ability to phonemic discrimination ability was investigated. The results demonstrated that children with better nonword repetition ability had superior phonemic discrimination performance than children with poorer nonword repetition ability.  相似文献   

Additional support needs policy in Scotland: challenging or reinforcing social inequality?     

Sheila Riddell  Elisabet Weedon 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):496-512

ABSTRACT

This paper focuses on Scottish policy on additional support needs and its material outcomes. The central question addressed is the extent to which the Scottish additional support needs system undermines or reinforces existing social and economic inequalities. Administrative data highlight the inflation of the additional support needs category, particularly in relation to non-normative sub-categories such as social, emotional and behavioural difficulties which are strongly associated with social deprivation. Strategies in navigating the additional support needs system by families from different social class backgrounds are illustrated through short vignettes. The paper concludes with a discussion of the way in which sociological theory may help us to understand recent developments in Scottish additional support needs policy and practice. It is argued that the expansion of the umbrella category of additional support needs has been accompanied by an intensification of its association with social class, particularly in relation to categories which carry high levels of social stigma.  相似文献   

Formative Automated Computer Testing (FACT)     

Nicoll Hunt  Janet Hughes  & Glenn Rowe 《British journal of educational technology : journal of the Council for Educational Technology》2002,33(5):525-535

This study describes the context for the development of a tool to formatively assess information technology skills of students. The tool provides a reliable and valid assessment of word processing competency, utilizing automation to apply the test instrument via the Microsoft Office package. Tests can be designed directly by tutors, and delivered via a network. Evaluation of the tests suggests that immediate automated testing is preferred by students compared to a traditional written test. There is evidence that the tool improves the IT skills of its users, whereas a traditional written test has no such beneficial effect.  相似文献   

Earned-secure attachment status in retrospect and prospect     

Roisman GL  Padrón E  Sroufe LA  Egeland B 《Child development》2002,73(4):1204-1219

Past research with the Berkeley Adult Attachment Interview demonstrates that retrospectively defined earned-secures (who coherently describe negative childhood experiences) parent as effectively as do continuous-secures (who coherently describe positive childhood experiences), but manifest liabilities in the form of depressive symptomatology. This article presents data from a 23-year longitudinal study that replicate and extend prior research, testing a key premise that earned-secures so defined actually have a history of insecure attachments that change over time and/or endure consistently harsh or ineffective parenting in their youth. Discrepant with assumptions, retrospective earned-secures were not more likely than continuous-secures to have been anxiously attached in infancy and were observed in childhood and adolescence to have encountered among the most supportive and structured maternal parenting in a high-risk sample. Prospectively defined earned-secures (operationalized using participants' infant attachment classifications) did indeed go on to have success in their close relationships, many without reporting relatively high levels of internalizing distress in adulthood.  相似文献   

Book reviews     

Herbert I. Schiller  Charles F. Hoban  Robert Steele  Wendell Shackelford  Roger W. Wescott  Richard J. Stonesifer  Bernard Rubin  Sol Worth  Glenn Hanson  Glenn White  Taher A. Razik  Gene Gilmore 《Educational technology research and development : ETR & D》1965,13(2):205-223

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Managerialism and equalities: tensions within widening access policy and practice for disabled students in UK universities   总被引：1，自引：0，他引：1  

Sheila Riddell  Elisabet Weedon  Mary Fuller  Mick Healey  Alan Hurst  Katie Kelly  Linda Piggott 《Higher Education》2007,54(4):615-628

This paper draws on a four-year longitudinal ESRC funded project examining learning experiences of disabled students in higher education in four universities. The focus here is on institutional responses to the demands of audit culture and legislation in relation to making reasonable adjustments for students with impairments. The data comes from institutional documents and face-to-face interviews with key informants within the institutions. The findings indicate that quality assurance regimes and legislation have had some positive effect on improving access for disabled students; however, local factors and type of institution also have a major impact on the way that national policies are expressed in particular contexts.  相似文献