Education and psychological distress in adolescence and mid-life: Do private schools make a difference?     

Alice Sullivan  Samantha Parsons  George Ploubidis  Richard D. Wiggins  Francis Green 《British Educational Research Journal》2021,47(3):599-615

This article extends the evidence base on childhood circumstances, education and psychological distress. We examine the link between childhood advantage and disadvantage, the type of school attended during adolescence and psychological distress at ages 16 and 42. The analysis uses a large, population-based birth cohort study, the 1970 British Cohort Study (BCS70) (n = 17,198) using a structural equation modelling (SEM) approach. More advantaged young people were more likely to attend private schools, but we find no evidence for an effect of private schooling on psychological distress for men, and for women there was an association between private schooling and raised psychological distress at age 16. Having a university degree was associated with a modest reduction in psychological distress in mid-life. We establish that maternal psychological distress at age 10 was a risk factor for the offspring’s psychological distress both in adolescence and in mid-life, and adolescent psychological distress predicts psychological distress in mid-life. We conclude that schools which are academically successful do not necessarily provide wider benefits in terms of mental health.  相似文献   

Learning in professional practice schools: Beyond clinical experiences and teacher workshops     

Sharon E. Nichols  Betsy Sullivan 《Research in Science Education》1992,22(1):315-322

Over the past two years, Florida State University's Science Education Program and Sabal Palm Elementary have collaborated to develop a PPS. The formation of the Sabal Palm PPS was not based upon a predetermined design nor has one group served as an authority to direct how the PPS ought to operate. The success of this model relies on PPS participants working collaboratively to establish goals and plans for actions to be taken to support teacher-learning. The Sabal Palm PPS continues to evolve as dynamic model for creating a center for teacher and student learning. The purpose of this paper is to discuss our involvement in the formation a PPS and implications for enhancing teacher education programs. Specializations: professional practice school development, teacher research, primary science education Specializations: environmental science, primary science education.  相似文献   

Disciplinary choices of mothers of deaf children and mothers of normally hearing children     

Knutson JF  Johnson CR  Sullivan PM 《Child abuse & neglect》2004,28(9):925-937

OBJECTIVE: To assess the disciplinary preferences of mothers of profoundly deaf children and normally hearing children in a test of the hypothesized link between child disabilities and punitive parenting. METHOD: Disciplinary preferences of mothers seeking a cochlear implant for their profoundly deaf child (n=57), mothers not seeking an implant for their deaf child (n=22), and mothers of normally hearing children (n=27) were assessed using an analog task in which subjects select discipline in response to slide images of children engaging in normative or frankly deviant behaviors that are potentially irritating. RESULTS: Results indicated that mothers of children with profound hearing impairments were more likely to select physical discipline in response to depicted child transgressions and more likely to escalate to physical discipline when the depicted child was described as persisting in the transgression. Additionally, escalation was more probable in response to scenes depicting children engaged in dangerous and destructive acts than in rule-violating acts. CONCLUSIONS: Findings were consistent with the hypothesized link between childhood disabilities and child maltreatment as well as the hypothesis that children with disabilities associated with communication problems could be at risk of physical abuse.  相似文献   

The 2004 Benjamin Franklin Medal in Mechanical Engineering presented to Roger Bacon     

Brian J. Sullivan 《Journal of The Franklin Institute》2005,342(6):618-625

The Franklin Institute, Philadelphia, PA, awarded the 2004 Benjamin Franklin Medal in Mechanical Engineering to Roger Bacon for his fundamental research on the production of graphite whiskers and the determination of their microstructure and properties, for his pioneering development efforts in the production of the world's first continuously processed carbon fibers and the world's first high modulus and high-strength carbon fibers, and for his contributions to the development of carbon fibers from alternative starting materials.  相似文献   

Predictors of Behavior Problems in Three-Year-Old Sons of Alcoholics: Early Evidence for the Onset of Risk     

Hiram E. Fitzgerald  Linda A. Sullivan  Hazen P. Ham  Robert A. Zucker  Stefan Bruckel  rew M. Schneider  Robert B. Noll 《Child development》1993,64(1):110-123

We investigated risk factors in a population-based sample of alcoholic (father) and comparison families with 3-year-old sons. Alcoholic and comparison parents did not differ in socioeconomic status (SES), education, years married, family size, or cognitive functioning. Anti-social behavior and depression were significantly greater in alcoholic parents. High risk children were more impulsive than comparison children, but there were no differences in developmental age, IQ, or behavior problems. A higher percentage of high-risk children were rated in the extreme clinical range for behavior problems than were comparison children. For alcoholic families, mothers' ratings of their children's total behavior problems, externalizing behavior problems, and internalizing behavior problems were predicted by mothers' lifetime alcohol problems, current depression, and family SES. Father variables failed to predict children's behavior problems. Maternal variables were stronger predictors of their 3-year-old sons' problem behaviors than were paternal variables.  相似文献   

Does what you study at age 14–16 matter for educational transitions post-16?     

Vanessa Moulton  Alice Sullivan  Morag Henderson  Jake Anders 《牛津教育评论》2018,44(1):94-117

Abstract

This paper considers whether subject choice at 14–16 influences post-16 transitions, taking into account prior academic attainment and school characteristics, and if so, whether this accounts for socioeconomic, gender, and ethnic differences in access to post-16 education. We consider post-16 progression to full-time education, A-levels, and studying two or more facilitating subjects at A-level. We use ‘Next Steps’, a study of 16,000 people born in England in 1989–1990, linked to administrative education records (the National Pupil Database). We find that students pursuing an EBacc-eligible curriculum at 14–16 had a greater probability of progression to all post-16 educational outcomes, while the reverse was true for students taking an applied GCSE subject. Curriculum differences did not explain the social class differences in post-16 progression, but an academic curriculum was equally valuable for working-class as for middle-class pupils. Pursuing an EBacc-eligible curriculum particularly strongly increased the chances of girls and white young people staying in the educational pipeline, whereas applied subjects were particularly detrimental for girls. An EBacc-eligible curriculum at age 14–16 increased the chances of studying subjects preferred by Russell Group universities at A-level.  相似文献   

Relations of social‐emotional functioning and kindergarten academic achievement in children of immigrants     

Alaa K. Houri  Amanda L. Sullivan 《Psychology in the schools》2019,56(9):1413-1433

Nearly one in four students residing in the United States is from an immigrant family and these children's school readiness is related to their parent's nativity and other sociodemographic characteristics. Social‐emotional skills are an important conduit for academic development, yet these relations have not been explored for children from immigrant families. This study utilized the Early Childhood Longitudinal Study—Kindergarten Class of 2010–2011, a nationally representative sample of 13,400 students in the United States, to compare the social‐emotional development of kindergarten students from immigrant and nonimmigrant families, and to determine the relations of social‐emotional functioning to kindergarten achievement. Results indicate elevated social‐emotional functioning among children from immigrant families, particularly those who emigrated immigrated from Mexico, compared with children of U.S.‐born parents. Parent nativity predicted reading achievement, but not mathematics performance, even when controlling for sociodemographic factors and social‐emotional skills. This study suggests an immigrant advantage in early social‐emotional development. Implications for research and practice are discussed.  相似文献   

Interdisciplinary Perspectives on Learning to Read: Culture,Cognition and Pedagogy (Routledge Psychology in Education). By Kathy Hall,Usha Goswami,Colin Harrison,Sue Ellis and Janet Soler (Eds.)     

Mary Pat Sullivan  Jacquelynn S. Popp  Taffy E. Raphael 《Literacy》2011,45(2):98-98

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How age and race affect the frequency,timing, and content of conversations about race with children     

Jessica Sullivan  Leigh Wilton  Evan P. Apfelbaum 《Child development》2022,93(3):633-652

Anti-racist efforts require talking with children about race. The present work tested the predictors of U.S. adults' (N = 441; 52% female; 32% BIPOC participants; M_age = 35 years) conversations about race with children across two timepoints in 2019. Approximately 60% of adult participants talked to their children (3–12 years) about race during the preceding week; only 29% talked to other adults about race during the same period. This paper describes the content and predictors of conversations about race, revealing how conversations differ depending on the participant's race, a child's age, and whether the conversation occurs with children or another adult. These data have important implications for theorizing about when, why, and how adults actually talk about race with children and adults.  相似文献   

Enacting policy: the capacity of school leaders to support early career teachers through policy work     

Anna M. Sullivan  Chad Morrison 《The Australian Educational Researcher》2014,41(5):603-620

Early career teachers often feel overwhelmed by the complex, intense and unpredictable nature of their work. Recently, policy initiatives have been introduced to provide new teachers with extra release-time from face-to-face classroom teaching duties to assist them in their transition to the workforce. This paper reports on a critical policy study that investigated the enactment of this policy initiative. A data set was created from a larger qualitative study which investigated early career teacher resilience. Drawing on a policy enactment theoretical ‘toolbox’, the findings indicate that school leaders can empower early career teachers to move beyond being ‘receivers’ of policy to assume a more active policy role. This paper argues that school leaders are very powerful in their capacity to enact policy to ensure strategic access to appropriate on-going learning opportunities to support early career teachers.  相似文献