The Correspondence Principle and the 1988 Education Reform Act     

Lucy Bailey 《British Journal of Sociology of Education》1995,16(4):479-494

This article applies the correspondence thesis devised by Bowles and Gintis (1976) to the 1988 Education Reform Act. Theoretical shortcomings of the thesis are identified, and a reformulated version is suggested which incorporates resistances into the analysis of the education system. More limited claims for the thesis are posited. The Education Reform Act is then explored with reference to the revised correspondence principle. Building on the work of previous theorists, it is argued that we may be seeing shifts to post-Fordist education, although contradictions and tensions in this movement are identified. It is suggested that the quasi-market in education is to some extent a change in the legitimating processes of reproduction, rather than a change in what is being reproduced.  相似文献   

Socioeconomic status and receptive vocabulary development: Replication of the parental investment model with Chilean preschoolers and their families     

Catherine H. Coddington  Rashmita S. MistryAlison L. Bailey 《Early childhood research quarterly》2014

Drawing on the first wave of data from the Chilean Longitudinal Study for Early Childhood the current study examined the relation between family socioeconomic status (SES) and children's receptive Spanish vocabulary, and whether these relations were mediated by physical features of the home environment, parent–child interactions, and participation in center-based child care. The results of path analyses (n = 1589) estimating direct and indirect effects of SES on children's receptive vocabulary test scores provided evidence of partial mediation through indices of standard of living and parents’ level of cognitive and linguistic stimulation in the home. This study is among the first to replicate with a non-U.S. sample, a well-established linkage among SES, family-level conditions and processes, and young children's language outcomes.  相似文献   

Print Media     

Herbert S. Bailey  Robert J. Glessing  Ruth Kent  Harold D. Lasswell  Daniel Lerner 《Communication Booknotes Quarterly》2013,44(9)

Herbert S. Bailey's The Art and Science of Book Publishing (Harper & Row, $7.95).

Robert J. Glessingts The Underground Press in America (Indiana University Press, $6.50).

Ruth Kent's The Language of Journalism (Kent State University Press, $5.00/1.95)

Harold D. Lasswell and Daniel Lerner's The Prestige Press: A Comparative Study of Political Symbols (Massachusetts Institute of Technology Press, $12.00).  相似文献   

Mathematics Anxiety in Young Children: An Exploratory Study     

Rachel R. Harari  Rose K. Vukovic  Sean P. Bailey 《Journal of Experimental Education》2013,81(4):538-555

This study explored the nature of mathematics anxiety in a sample of 106 ethnically and linguistically diverse first-grade students. Although much is known about mathematics anxiety in older children and adults, little is known about when mathematics anxiety first emerges or its characteristics in young children. Results from exploratory factor analysis indicated that mathematics anxiety in first grade is a multidimensional construct encompassing negative reactions, numerical confidence, and worry. Negative reactions were related specifically to foundational mathematical concepts whereas numerical confidence was related specifically to computation skill; worry was not related to any outcome. Levels of mathematics anxiety did not differ by sex or language background. Overall, negative reactions and numerical confidence were found to be the most salient dimensions of mathematics anxiety in this sample.  相似文献   

The Public,The Media,and the Knowledge Gap     

George Arthur Bailey 《The Journal of environmental education》2013,44(4):3-8

Abstract

Academic wilderness education is separate from adventure and skills-oriented approaches. Though problems in logistics, academic expertise, and leadership place unusual demands on teachers and students, the qualitative benefits of field studies can be profound. Three programs are described ranging from short- to long-term immersion in backcountry environments. The University of Montana Wilderness and Civilization program focuses on the boundary between wildness and domesticity. The Outdoor Program of Hampshire College uses an individual-in-community approach that leads toward participatory empowerment. Sierra Institute programs, offered through the University of California Extension, Santa Cruz, challenge students with eight weeks in wilderness areas, probing the roots of ecology and attitudes toward nature. At the deepest level, wilderness studies direct participants toward reconnecting culture with nature through advocacy and cultivation of the ecological self.  相似文献   

WAR BOOKS     

Jessie Lee Bailey 《The Educational forum》2013,77(4):483-485

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Fear of Falling and Older Adult Peer Production of Audio-Visual Discussion Material     

Cathy Bailey  Karen King  Ben Dromey  Ciaran Wynne 《Educational gerontology》2013,39(9):781-797

A growing body of work suggests that negative stereotypes of, and associations between, falling, fear of falling, and ageing, may mean that older adults reject falls information and advice. Against a widely accepted backdrop of demographic ageing in Europe and that alleviating the impacts of falls and fear of falling are pressing health care matters, this is a critical issue. This paper describes a recent peer learning and sharing strategy that set out to iteratively produce a series of short audio visual discussion programs on falling and fear of falling. Key outcomes included older adults appreciating peer group sharing as an acceptable way of opening up the silence surrounding falls incidences, enjoying participating in a problem solving strategy, and emphasizing that falls prevention is not just their responsibility. Outcomes suggest that peer learning and sharing are valuable falls and fear of falling support strategies.  相似文献   

Relative Success? Determinants of College Graduation Rates in Public and Private Colleges in the U.S.     

Marc Scott  Thomas Bailey  Greg Kienzl 《Research in higher education》2006,47(3):249-279

Amid growing criticism of public universities, there is little discussion of what appropriate institutional evaluation would entail. Six-year graduation rates are commonly used, and public bachelors granting institutions have lower rates than private institutions, but with the growth in non-traditional college attendance, these can be misleading. We develop a regression analysis as a way to evaluate institutions serving vastly different populations. We do this with a dataset constructed from publicly available sources and focus on the evaluation of public colleges. We show that public colleges are able to do more with less: our models suggest that with equivalent resources and student populations, public schools would graduate a slightly larger percentage of students than privates. Since financial resources come from very different sources, we evaluate this finding closely.  相似文献   

Legal implications of profiling students for violence     

Kirk A. Bailey 《Psychology in the schools》2001,38(2):141-155

Predicting violent activity with a youth violence profile in schools raises a host of legal concerns focusing on the validity and use of profiles as social science evidence: the impact of potential discrimination, search and seizure, and the implications for privacy. Schools differ from airports or other settings where profiles are used. Profiles are useful if they properly establish reasonable suspicion to stop an individual. They raise more problematic constitutional issues when they support referring a student to alternative educational services. Where a profile identifies students based on race, gender, or proxies for these characteristics, it is invalid. It can also be invalid if it is not a reasonable method of achieving the government's interest in safe schools. In addition, profiles present significant problems for confidentiality. These issues rest on fundamental concerns about the general validity of profiles as scientific tools: their objectivity, accuracy, sensitivity, overinclusiveness, and general scientific acceptance. Consequently, the use of profiles in a school setting is highly problematic and controversial. © 2001 John Wiley & Sons, Inc.  相似文献   

Creating digital knowledge: Library as open access digital publisher     

D. Russell Bailey 《College & Undergraduate Libraries》2017,24(2-4):216-225

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