Creativity and Life Cycles of Artists     

Victor Ginsburgh  Sheila Weyers 《Journal of Cultural Economics》2006,30(2):91-107

Age curves, which relate age to creativity or exceptional achievements, seem to take two forms: some artists bloom early (Picasso), others later in life (Cézanne). We argue that this objective fact is not related to their mode of creation according to which some artists proceed by drawings made prior to the painting's execution, while others are more likely to imitate and achieve this through color and the process of painting itself. JEL numbers:Z10,Z11A very preliminary version of this paper was presented as a discussion at the conference Measuring Art: A Scientific Revolution in Art History, University of Chicago and American University of Paris, June 2003.  相似文献   

The Effects of Word Frequency and Contextual Richness on ESL Students' Word Identification Abilities     

Kyle Perkins  Sheila R. Brutten 《Journal of Research in Reading》1983,6(2):119-128

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The Significance of the Learning Society for Women and Men with Learning Difficulties     

Sheila Riddell  Stephen Baron  Alastair Wilson 《Gender and education》2001,13(1):57-73

This article draws on work undertaken as part of the Economic and Social Research Council's Learning Society Programme. The project from which data are drawn, entitled 'The Meaning of the Learning Society for Adults with Learning Difficulties', focused on lifelong learning opportunities available to people with learning difficulties and experiences of these services. The article begins by examining theories of late modernity, their use by feminist and disability studies theorists and their relationship to ideas of a learning society. Subsequently, using case study material, it is argued that the identities of people with learning difficulties are not chosen freely from a range of options but are socially ascribed. The status of learning difficulties is used as a dominant category to justify deprivation of basic political and economic rights. In addition, the lives of people with learning difficulties are structured by gender and class, and these intersect with the category of learning difficulties. For both women and men, the advantages of middle-class social and economic capital are overridden by the negative category of learning difficulties. In relation to gender, men with learning difficulties are more likely to receive post-school training, but in inappropriate areas of the labour market. Their domestic needs are also likely to be attended to by others, but in the absence of employment, they find themselves without any valued social role. Women with learning difficulties are also likely to be excluded from the labour market, but are more likely to be involved in reciprocal, albeit limited, social relationships. It is concluded that postmodernist theories are inadequate to describe the structuring of the lives of people with learning difficulties.  相似文献   

Teaching Education about Sexuality: a Scottish Regional Case Study     

Sheila Watt  Elizabeth Horn  & Cassie Higgins 《British Journal of Special Education》1997,24(3):115-123

This article examines the efficacy of policy and practice, within one Scottish region, of education about sexuality in secondary schools. The primary focus is on teaching sexuality to pupils with recorded learning difficulties, with a particular emphasis on the concepts of inclusion, normalisation and integration. The authors are Sheila Watt, Lecturer in the School of Education, University of Dundee; Elizabeth Horn, a teacher of pupils with special educational needs; and Cassie Higgins, a research assistant also based in the School of Education at the University of Dundee.  相似文献   

Exclusion from school and recognition of difference     

Gillean McCluskey  Sheila Riddell  Elisabet Weedon  Mariela Fordyce 《Discourse: Studies in the Cultural Politics of Education》2016,37(4):529-539

ABSTRACT

There has been an overall decrease in exclusion rates and numbers in recent years across the UK. This change has often been heralded as evidence that national inclusion policies are ‘working’ and that schools themselves are becoming increasingly inclusive. This article examines findings from a recent study on school exclusion in Wales, noting that exclusion is falling here in line with UK wide trends. However, exclusion rates of children with special needs and others who face multiple disadvantages remain stubbornly high. Given these findings, and the evidence that this is the case across the UK, an important question arises about the broader relationship between school exclusion and inequality. This article seeks to address this question, and asks whether and to what extent the politics of recognition of difference, in Nancy Fraser's terms, can help explain the continuing over-representation of some groups of marginalised and vulnerable children in exclusion figures, despite this overall downward trend.  相似文献   

A genetically sensitive investigation of the effects of the school environment and socio‐economic status on academic achievement in seven‐year‐olds     

Sheila O. Walker  Robert Plomin 《教育心理学》2005,25(1):55-73

Although it is well established that school characteristics (SCH) and socio‐economic status (SES) are associated with academic achievement (ACH), these correlations are not necessarily causal. Because academic achievement shows substantial genetic influence, it is useful to embed such investigations in genetically sensitive designs in order to examine environmental influences more precisely by controlling genetic influence on ACH. In the first study of this kind for academic achievement, data were collected for 1,063 same‐sex pairs of seven‐year‐old MZ and DZ twins for teacher‐assessed ACH, UK statistics on SCH, and parent‐reported SES. Exclusive of genetic influence on school achievement, shared environment (environmental influences that make siblings similar) accounts for 12% of the variance in academic achievement. SCH accounts for 17% and SES accounts for 83% of this shared environmental variance. Exclusive of genetic and shared environmental influence including SCH and SES, nonshared environment (environmental influences that do not make siblings similar) accounts for 19% of the variance in academic achievement. The importance of nonshared environmental influences on academic achievement leads to the question of what these child‐specific experiences might be that are not shared by children in the same family, school, and classroom.  相似文献   

Evaluation of Self by Young People with Down Syndrome     

Sheila Glenn  Cliff Cunningham 《International Journal of Disability, Development & Education》2001,48(2):163-177

There have been relatively few studies of self-esteem with young people with moderate and severe intellectual disability. One reason for this is likely to be measurement difficulties. The purpose of the present study was to assess the usefulness of three measures of self-esteem in 72 young people with Down syndrome aged from 17 to 24 years. Forty-five young people, mean VMA 5 years 10 months, were assessed on the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and the Joseph PreSchool and Primary Self-Concept Screening Test. Nineteen young people, mean VMA 8 years 9 months, completed the Self-Perception Profile for Learning Disabled Students. Validity was assessed by reading scores and by interviews with the young people and their parents. Eight young people with the most severe intellectual disability could not do any test; the remainder were able to respond to the format of the appropriate tests. On all measures they rated themselves positively. Internal consistency estimates were high, but validity was only demonstrated for the Self-Perception Profile for Learning Disabled Students, supporting its use with the young people who had VMAs of around 7 years. Evaluation of self also showed a standard developmental trend.  相似文献   

Phoneme awareness in language-delayed children: comparative studies and intervention     

Nicola Warrick  Hyla Rubin  Sheila Rowe-Walsh 《Annals of dyslexia》1993,43(1):153-173

Our initial study compared 15 normally- developing and 13 language- delayed four- and- five- year- olds on a range of phoneme awareness tasks differing in the degree of explicit linguistic analysis required. The language- delayed group performed more poorly than the normally- developing children, and there were significant group differences on several tasks. A significant interaction effect reflected the particular difficulty the language- delayed group had with the more explicit tasks. Follow- up testing suggests that group differences are maintained over time and that the language- delayed children perform more poorly than the normally- developing children on tests of decoding and spelling at the end of first grade. An intervention study, training phoneme awareness skills in language-delayed kindergarten children, was undertaken with a new group of subjects. Fourteen language- delayed children participated in 16 training sessions over eight weeks. Fourteen normal and 14 language- delayed children served as controls. Only the language- delayed training group made significant gains from pre- to posttraining measures. Following training, the language-delayed training group performed similarly to normal controls and significantly better than language- delayed controls whom they had matched before intervention. One year later, the language-delayed children who received training maintained their gains on phoneme analysis tasks and performed significantly better than the language-delayed controls on reading measures. Educational implications are discussed.  相似文献   

Educational Media and ‘Agit Prop’: II. The Vertov Process repatriated     

Sheila James 《Learning, Media and Technology》1996,22(3):161-173

In the preceding article, a 75‐year old educational media process involving interactive multimedia, formative evaluation, and a sophisticated distance education system, was described. Although these techniques are mainstays of modem educational technology, their origins in the work of 1920s' film director Dziga Vertov have not previously been recognised. The previous article registered the techniques' roots on the Leninist ‘agit prop’ film train, and their development by Vertov for social intervention purposes. It described their essence, a feedback process whereby media footage is viewed and discussed by its producers and the people it portrays, and used as a catalyst for mass education and change. The Vertov Process culminated during the 1930s in the work of Alexander Medvedkin before being suppressed by Stalin. The article charted the subsequent influence of Vertov's educational techniques on the European schools of film documentary led in Britain by John Grierson, and in France by the avant‐garde movement and by the anthropologist film‐maker Jean Rouch. In 1996, Vertov's centennial year, the two articles indicate the film‐maker's role as an unsung founding father of the modern educational media, and political and cultural reasons for the lack of recognition which his visionary educational impact has received.

Part II of the series examines the adoption of Vertov's techniques by French‐Canadian film‐makers, notably Michel Brault and Fernand Dansereau, in the early 1960s, and the manner in which their origins were further eclipsed by cultural and political discord within Canada's National Film Board. The implications of the process for educational media practitioners in the 1990s are discussed, and its 1995 repatriation on the railroads of the former Soviet Union by a team of educational media specialists from Britain, Canada, and Ukraine are described. The Vertov Process is seen as having unique modern potential, both as a catalyst for social change and as a means to maximise the effectiveness of the media's current and future content.  相似文献   

‘Bunking off’: The impact of truancy on pupils and teachers     

Valerie Wilson  Heather Malcolm  Sheila Edward  Julia Davidson 《British Educational Research Journal》2008,34(1):1-17

There is widespread interest in the impact of unauthorised absence on pupil attainment, links with disaffection, exclusion from school and criminality. However, little is heard about what those who take unauthorised absence from school think that the effect has been on them; nor do we hear the voices of other pupils and their teachers. This article presents evidence from a one‐year study of absence in seven local authorities in England funded by the Department for Education and Skills. It defines ‘truancy’, explores some issues from existing literature on pupil non‐attendance, and presents evidence to show the impact that absence from school has on truants, other pupils and teachers. Finally, it suggests that although the greatest impact is on the academic and socio‐psychological development of persistent absentees, the attitudes and learning of other pupils and the workload and morale of teachers are also affected.  相似文献