So you think the guide materials look good!     

Ken Appleton  Eleanor Hawe  Fred Biddulph  Roger Osborne 《Research in Science Education》1984,14(1):206-212

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Caste and UK education: a historical overview     

Eleanor Nesbitt 《British Journal of Religious Education》2020,42(2):141-151

ABSTRACT

Caste, and awareness of it, have been a persistent, though changing, feature of South Asian communities’ experience in the UK. In twenty-first century Britain the issue of caste has come to the fore and has been hotly contested, in relation to equality legislation. In this wider context, the present article maps some of caste’s historical intersections with education in the UK. The focus is, variously, on: caste as it has intersected with post-18 education; caste as a factor in families’ attitudes to education; school children’s awareness of caste as an aspect of their own identity and as a way of differentiating their peers; the incidence of caste-based bullying in schools; and the inclusion of caste as a topic in religious education and a matter for ongoing consideration by religious educationists.  相似文献   

Towards multidimensional approaches to research on rural science education     

Eleanor Abrams  Michael Middleton 《Cultural Studies of Science Education》2017,12(1):167-176

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School experiences of Children in Need: Learning and support     

David Berridge  Judy Sebba  Mim Cartwright  Eleanor Staples 《British Educational Research Journal》2021,47(6):1700-1716

Children in Need (CIN) have received little attention in education circles. These are children who are usually living at home but where there are concerns over their health or development due to abuse or neglect, or they are disabled. Like Children in Care (CIC, who mostly live away), educational attainments for CIN are lower than for the general pupil population, with higher levels of special educational needs. This article draws on additional analysis from a recently completed, mixed methods study into this educational attainment gap for CIN and CIC. The overall research involved quantitative analysis from official statistics of a whole-birth cohort of children (n = 471,688) born in 2000/2001 and tracked through to their General Certificate of Secondary Education exams in 2017. This was complemented by semi-structured interviews with 18 CIN and 23 CIC, parents and associated professionals. This article focuses on interviews with CIN, their parents and professionals. Two main themes emerged from this further analysis of the qualitative data. One concerned children’s problems with learning. Children said that they often struggled with their schoolwork and received insufficient classroom support to help. The second theme was that pupils and parents reported more positive experiences of learning and support in Pupil Referral Units compared with secondary schools. The overall conclusion is that attention should rightly address the social, emotional and mental health difficulties of CIN, but this should be coupled with adequate support for classroom learning.  相似文献   

Supplementary english for specific language disabilities: Two independent school approaches     

Elizabeth A. K. Dailey  Eleanor Thurston Hall 《Annals of dyslexia》1979,29(1):251-262

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Sibling Differences in Divorced Families     

Susanne C. Monahan  Christy M. Buchanan  Eleanor E. Maccoby  Sanford M. Dornbusch 《Child development》1993,64(1):152-168

Sibling differences in family processes and individual adjustment were examined for 133 sibling pairs (10–18 years old) in divorced families. Although all siblings differed, siblings who lived apart after their parents' divorce differed more than siblings who lived together, contradicting past research that found negligible effects of shared environment on sibling similarities. The possibility that siblings might live apart because they were initially more different was considered. This hypothesis was not supported in the limited tests permitted by the data. Differences in family processes were associated with differences in adjustment for pairs who lived together as well as pairs who lived apart.  相似文献   

How does biological knowledge grow? a study of life scientists' research practices     

Eleanor Abrams  James H. Wandersee 《科学教学研究杂志》1995,32(6):649-663

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Young Children''s Understanding of Different Types of Beliefs     

John H. Flavell  Donna L. Mumme  Frances L. Green  Eleanor R. Flavell 《Child development》1992,63(4):960-977

The purpose of this investigation was to see whether children's understandings of different types of beliefs develop concurrently. Children of 3, 4, and 5 years of age were told or shown that child story characters held beliefs different from their own or from one another, not only concerning matters of physical fact ("false beliefs"), but also concerning morality, social convention, value, and ownership of property. In contrast to the older subjects, most 3-year-olds had difficulty in attributing to others deviant beliefs of all types, except perhaps ownership, sometimes even after having been told repeatedly what the other child believed. In addition, intercorrelations among different belief tasks were positive and substantial. It was suggested that an emerging representational conception of the mind is what enables older preschoolers to understand the possibility of belief differences of all these types.  相似文献   

Portfolio assessment: An alternate strategy for placement of the RN student in a baccalaureate program     

Barba  Marianne P.  Carrolton  Eleanor T.  Yeaw  Evelyn M. J. 《Innovative Higher Education》1985,9(2):121-127

Innovative Higher Education - This article presents portfolio as one alternate approach to assessment of prior learning as a means for placement of registered nurses in a large baccalaureate...  相似文献   

Less day care or different day care?     

Maccoby EE  Lewis CC 《Child development》2003,74(4):1069-1075

Commentary is provided on 2 papers published in this issue, which suggest some risks in nonmaternal or out-of-home care (National Institute of Child Health and Human Development [NICHD] Early Child Care Research Network, this issue; Watamura, Donzella, Alwin, & Gunnar, this issue). In light of the findings, 2 child care policy options are examined: first, support for in-home care in the early years; and second, changes in the nature of out-of-home care. From ethnographic and experimental research, it is argued that out-of-home pre-elementary care can contribute positively to social development if it emphasizes (a) children's attachment to school and peer group, (b) constructivist rather than didactic learning, (c) intrinsic and internalized motivation, and (4) group structures that support social development.  相似文献