Johnson, L. (2001). Media, Education, and Change     

Becky Fong 《Journal of Educational Change》2002,3(3-4):417-420

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University Lecturers' Perceptions of Gender and Undergraduate Writing   总被引：2，自引：0，他引：2  

Becky Francis  Barbara Read  Lindsay Melling  Jocelyn Robson 《British Journal of Sociology of Education》2003,24(3):357-373

It has been argued that male and female undergraduates adopt different, gendered writing styles. This paper discusses findings from a project that examined this issue, and explores lecturers' perceptions of gender and undergraduate writing. It shows that, in the case of 'second-class' awarded essays, a majority of academics were unable to correctly identify the authors gender. Applying analysis of discourse to the explanations of academics concerning their attempts at gender identification, we found that narratives used by academics tended to support discourses of gender difference, particularly in terms of ability. These various narratives, and the resulting constructions of male and female students, are discussed. It is argued that the narratives position male and female students in stereotypical ways, with implications for their power positions. We conclude that while it is important that gendered trends around undergraduate writing are recognised and addressed, the stereotyping of students according to gender must be avoided.  相似文献   

The roles of specialist provision for children with specific speech and language difficulties in England and Wales: a model for inclusion?     

Geoff Lindsay  Julie E. Dockrell  Clare Mackie  Becky Letchford 《Journal of Research in Special Educational Needs》2005,5(3):88-96

Children with specific speech and language difficulties pose a challenge to the education and health systems. In addition to their language difficulties they are also at risk of literacy and social, emotional and behavioural difficulties. The main support for children with more severe difficulties has been enhanced provision in mainstream schools (language units or integrated resources) and special schools. The move to an inclusive education system challenges this tradition. This paper reports the results of interviews with heads of language units/integrated resources and head teachers of special schools (n = 57) as part of a larger study within England and Wales. Their views are considered with reference to criteria for entry to specialist provision, the development of collaborative practice between teachers, teaching assistants and speech and language therapists, and the implications for inclusive education.  相似文献   

A Grandmothers’ Tea: Evaluation of a Breastfeeding Support Intervention     

Jane S. Grassley  Becky S. Spencer  Becky Law 《The Journal of perinatal education》2012,21(2):80-89

This study’s purpose was to evaluate an intervention to facilitate grandmothers’ knowledge and support of breastfeeding. A pilot study with a quasi-experimental two-group posttest design was used to evaluate whether the intervention made a difference in grandmothers’ knowledge, attitudes, and intent to recommend breastfeeding. The 26 grandmothers in the intervention group attended A Grandmothers’ Tea program; the 23 grandmothers in the control group received written information. The intervention group had greater posttest knowledge scores than the control group but had no significant differences in attitudes or intent. However, a significant difference was evident between the attitude scores of grandmothers who breastfed their infants and of grandmothers who did not breastfeed their infants regardless of receiving the intervention.  相似文献   

What’s in a word? Effects of morphologically rich vocabulary instruction on writing outcomes among elementary students     

McCutchen  Deborah  Northey  Mary  Herrera  Becky Logan  Clark  Teixeira 《Reading and writing》2022,35(2):325-351

Reading and Writing - We examined effects of a 12-week, teacher-delivered, morphology-infused vocabulary intervention on writing outcomes for 4th and 5th grade U.S. students. The intervention (1)...  相似文献   

Peer Victimization: Cause or Consequence of School Maladjustment?   总被引：12，自引：0，他引：12  

Becky J. Kochenderfer  Gary W. Ladd 《Child development》1996,67(4):1305-1317

Past research has shown that peer victimization and school maladjustment are related, but it is unclear whether victimization is a cause or consequence of such difficulties. This study examined whether ( a ) peer victimization is a precursor of school maladjustment, ( b ) the effects are limited to the period of victimization, and ( c ) stable peer victimization experiences compound adjustment difficulties. Toward this end, data were collected on 200 5- and 6-year-old children (105 males, 95 females) in the fall and spring of kindergarten. Findings supported the hypothesis that victimization is a precursor of children's loneliness and school avoidance. Whereas children's feelings of loneliness were more pronounced while victimization was occurring, delayed effects were found for school avoidance. Furthermore, the duration of children's victimization experiences was related to the magnitude of their school adjustment problems.  相似文献   

Personal and political: feminisms,sociology and family lives     

Becky Francis 《British Journal of Sociology of Education》2004,25(5):645-651

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The impact of tracking by attainment on pupil self-confidence over time: demonstrating the accumulative impact of self-fulfilling prophecy     

Becky Francis  Nicole Craig  Jeremy Hodgen  Becky Taylor  Antonina Tereshchenko  Paul Connolly 《British Journal of Sociology of Education》2020,41(5):626-642

Abstract

The impact of self-fulfilling prophecy in education, and of attainment grouping on pupil self-perception, remain topics of longstanding debate, with important consequences for social in/justice. Focusing on self-confidence, this article draws on survey responses from 9,059 12-13 year olds who were tracked by subject (‘setting’). They provided survey responses when placed in ‘ability’ sets at the start of their secondary schooling, and again late the following year; enabling analysis of impact over time. After controlling for prior attainment, the gap in general self-confidence between students in the top and bottom sets for mathematics is shown to widen over time, and high set students’ self-confidence in English had also grown significantly; although there was not further widening in the cases of self-confidence in mathematics or in general self-confidence between students in the top and bottom sets for English. Implications of these findings for interventions directed at addressing educational disadvantage are discussed.  相似文献   

Service-learning in engineering: a valuable pedagogy for meeting learning objectives     

Becky Ropers-huilman  Laura Carwile  Marybeth Lima 《European Journal of Engineering Education》2005,30(2):155-165

Service-learning is an educational practice that has been used successfully in many disciplines, and is defined as ‘a credit-bearing, educational experience in which students participate in an organized service activity that meets identified community needs and reflect on the service activity in such a way as to gain further understanding of course content, a broader appreciation of the discipline, and an enhanced sense of civic responsibility’ (Bringle, R. and Hatcher, J., A service-learning curriculum for faculty. Michigan J. Community Service-Learning, 1995 Bringle, R. and Hatcher, J. 1995. A service-learning curriculum for faculty. Michigan J. Community Service-Learning, 2: 112–122.  [Google Scholar], 2, 112–122). This research examines a first-year biological engineering design course that incorporated a service-learning project. Students participated in a survey and in focus groups to explore how well the service-learning project helped them to meet EC 2000 a–k objectives. Results showed that the service-learning project was a useful teaching method for accomplishing the learning objectives set forth by the instructor and by the Accreditation Board of Engineering and Technology. Women and non-white participants in this study generally assessed their learning outcomes to be greater than white males, which could have important implications in the recruitment and retention of such students in engineering.  相似文献   

Child Care Subsidy and Program Quality Revisited     

Becky F. Antle  Andy Frey  Anita Barbee  Shannon Frey  Jennifer Grisham-Brown  Megan Cox 《Early education and development》2013,24(4):560-573

Research Findings: Previous research has documented conflicting results on the relationship between program quality and the percentage of children receiving subsidized child care (subsidy density) in early childhood centers. This research examined the relationship between subsidy density and the quality of infant and preschool classrooms in child care centers, taking into consideration teacher education and salary as well as other structural variables associated with quality. A multimethod evaluation was conducted with 110 child care centers utilizing an interview of center directors as well as classroom observations using standardized measures of quality and language/literacy in the classroom. Regression analyses indicate that subsidy density does not predict the quality of infant classrooms. However, subsidy density is a significant predictor of the quality of preschool classrooms. Teacher education is predictive of some quality indicators, but teacher salary is not. Practice or Policy: Practice and policy implications are discussed to promote the quality of child care centers that serve low- income children. Statewide initiatives should target centers with higher subsidy density for quality improvements. Local programs and state policy should provide teachers with opportunities to obtain additional education and then offer incentives to remain in their current early childhood settings.  相似文献