The Changing Relationship between Institutional Governance and Management in the United Kingdom: A Scottish Higher Education Funding Council Perspective     

Sizer  John  Howells  Laurence 《Tertiary Education and Management》2000,6(3):159-176

The changing relationship betweeninstitutional governance and management in the unitedkingdom arising from the second report of thecommittee on standards in public life, the UnitedKingdom National Committee of Inquiry into HigherEducation, and from significant increased governmentexpenditure on higher education is examined. Theframework of accountability within which highereducation institutions operate is related to thesereports. The Scottish Higher Education FundingCouncil's (SHEFC) perspective of the role of thegoverning body is examined and contrasted with bargh,scott and smith's research on governing bodies. BothSHEFC's perspective and Bargh et al.'s researchare also contrasted with, and related to, a number ofNational Audit Office (NAO) reports and also toProfessor sizer's investigation and the nao reportinto allegations of misconduct at glasgow caledonianuniversity (1998). Finally, the paper drawsconclusions on the changing relationship betweengoverning bodies and managements, on the requirementon governing bodies to demonstrate that they areappropriately constituted and operate effectively ascorporate bodies, and on how these are reflected inthe SHEFC code of good practice and good practicebenchmarks.  相似文献   

Parental influences on adolescent problem behavior: revisiting Stattin and Kerr     

Fletcher AC  Steinberg L  Williams-Wheeler M 《Child development》2004,75(3):781-796

High school students (approximately 14-18 years old; N=2,568) completed questionnaires in which they reported on their involvement in substance use and delinquency, and their perceptions of parental warmth, control, monitoring, and knowledge. Three alternative models were compared describing the nature of relations among these variables. Problem behavior was best predicted by a model that included indirect effects of warmth, control, and monitoring (all by way of parental knowledge), as well as direct effects of control and monitoring. Analyses are framed and findings are discussed with reference to recent work by Stattin and Kerr (2000; Kerr & Stattin, 2000) on the measurement and meaning of parental monitoring.  相似文献   

Three Views of Language and Their Influence on Instruction in Reading and Writing   总被引：1，自引：0，他引：1  

Linda M. Phillips  Laurence Walker 《Educational theory》1987,37(2):135-144

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Mental arithmetic in children with mathematics learning disabilities: the adaptive use of approximate calculation in an addition verification task     

Rousselle L  Noël MP 《Journal of learning disabilities》2008,41(6):498-513

The adaptive use of approximate calculation was examined using a verification task with 18 third graders with mathematics learning disabilities, 22 typically achieving third graders, and 21 typically achieving second graders. Participants were asked to make true-false decisions on simple and complex addition problems while the distance between the proposed and the correct answer was manipulated. Both typically achieving groups were sensitive to answer plausibility on simple problems, were faster at rejecting extremely incorrect results than at accepting correct answers on complex addition problems, and showed a reduction of the complexity effect on implausible problems, attesting to the use of approximate calculation. Conversely, children with mathematics disabilities were unaffected by answer plausibility on simple addition problems, processed implausible and correct sums with equal speed on complex problems, and exhibited a smaller reduction of the complexity effect on implausible problems. They also made more errors on implausible problems. Different hypotheses are discussed to account for these results.  相似文献   

I: INTRODUCTION     

Caroline Floccia  Thomas D. Sambrook  Claire Delle Luche  Rosa Kwok  Jeremy Goslin  Laurence White  Allegra Cattani  Emily Sullivan  Kirsten Abbot-Smith  Andrea Krott  Debbie Mills  Caroline Rowland  Judit Gervain  Kim Plunkett 《Monographs of the Society for Research in Child Development》2018,83(1):7-29

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Impact of Parenting Practices on Adolescent Achievement: Authoritative Parenting, School Involvement, and Encouragement to Succeed   总被引：21，自引：0，他引：21  

Laurence Steinberg  Susie D. Lamborn  Sanford M. Dornbusch  Nancy Darling 《Child development》1992,63(5):1266-1281

This article examines the impact of authoritative parenting, parental involvement in schooling, and parental encouragement to succeed on adolescent school achievement in an ethnically and socio-economically heterogeneous sample of approximately 6,400 American 14-18-year-olds. Adolescents reported in 1987 on their parents' general child-rearing practices and on their parents' achievement-specific socialization behaviors. In 1987, and again in 1988, data were collected on several aspects of the adolescents' school performance and school engagement. Authoritative parenting (high acceptance, supervision, and psychological autonomy granting) leads to better adolescent school performance and stronger school engagement. The positive impact of authoritative parenting on adolescent achievement, however, is mediated by the positive effect of authoritativeness on parental involvement in schooling. In addition, nonauthoritativeness attenuates the beneficial impact of parental involvement in schooling on adolescents achievement. Parental involvement is much more likely to promote adolescent school success when it occurs in the context of an authoritative home environment.  相似文献   

Emotional Autonomy Redux: Revisiting Ryan and Lynch   总被引：4，自引：0，他引：4  

Susie D. Lamborn  Laurence Steinberg 《Child development》1993,64(2):483-499

Ryan and Lynch have suggested that emotional autonomy in adolescence, at least as indexed by Steinberg and Silverberg's Emotional Autonomy Scale, is associated with poor family functioning and might therefore be better conceptualized as detachment. In the present study, we contrast adjustment scores among adolescents who differ in both emotional autonomy and perceptions of support in their relationship with their parents. Several thousand adolescents aged 14 through 18 completed Steinberg and Silverberg's emotional autonomy measure, a measure designed to assess the provision of support in the parent-adolescent relationship, and a number of standardized measures of adjustment. Adolescents high in emotional autonomy but low in relationship support show problematic adjustment profiles, consistent with Ryan and Lynch's interpretation of the measure as an index of detachment. Although adolescents high in both emotional autonomy and relationship support report more internal distress and behavior problems than some adolescents, they score higher on measures of psychosocial development and academic competence than their peers. Emotional autonomy in the context of a supportive adolescent-parent relationship may carry some developmental advantages as well as some deleterious consequences suggested by Ryan and Lynch.  相似文献   

Young refugees’ and asylum seekers’ career choices: a qualitative investigation     

Fedrigo  Laurence  Udayar  Shagini  Toscanelli  Cecilia  Clot-Siegrist  Eva  Durante  Federico  Masdonati  Jonas 《International Journal for Educational and Vocational Guidance》2022,22(2):407-428

International Journal for Educational and Vocational Guidance - A major challenge for refugees and asylum seekers is social and professional integration. Using constructivist and capability...  相似文献   

Experimental problem solving and the school setting     

Laurence G. Branch 《Psychology in the schools》1970,7(1):86-87

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Programming success for the disadvantaged learner     

Mark Laurence Berman 《Performance Improvement》1969,8(9):14-16

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