Assessing the importance of cultural capital on post-secondary education attendance in Canada     

Stephen Childs  Ross Finnie 《Journal of Further & Higher Education》2018,42(1):57-91

This paper extends the current literature on access to post-secondary education by investigating the role played by various family background characteristics related to the home environment and family habits and behaviours. Exploiting the extraordinary richness of the Youth in Transition Survey in this regard, we include whether the family ate dinner together, whether they discussed current affairs, and how often their children went to concerts – and if so, what kind of concerts. Many of these factors are found to have a significant relationship with attending post-secondary education, university in particular. Furthermore, these factors are in addition to – and at least to some degree independent of – more conventional influences such as parental education and family income. With appeal to the paradigm of ‘cultural capital’ – which refers to the knowledge, experiences, and connections which help individuals succeed in life – these results indicate how advantages in accessing higher levels of education accrue to those from families that are rich in this kind of asset, while others are left behind.  相似文献   

Teachers’ emotional labour,discrete emotions,and classroom management self-efficacy     

Mikyoung Lee  Stephen van Vlack 《教育心理学》2018,38(5):669-686

Extending research on teachers’ emotions beyond general educational contexts and Western samples, we examined how teachers’ emotions correlated with their emotional labour strategies and classroom management self-efficacy with an East-Asian sample in an English teaching context (127 Korean English teachers). Surface acting (emotional expressions modification) correlated positively with anxiety and frustration, whereas deep acting (internal feelings modification) correlated positively with enjoyment and pride and negatively with anxiety. Enjoyment and anger correlated positively and frustration negatively with classroom management self-efficacy. Enjoyment and frustration were documented as mediators in the relationship between emotional labour strategies and classroom management self-efficacy. The results suggest that deep acting is linked to experiencing positive emotions, which in turn is positively related to classroom management self-efficacy, whereas surface acting is linked to experiencing negative emotions, which in turn relates negatively to classroom management self-efficacy. Theoretical and educational implications will be further discussed.  相似文献   

Applying a Thurstonian,Two-Stage Method in the Standardized Assessment of Writing     

Joshua Aaron McGrane  Stephen Mark Humphry  Sandra Heldsinger 《教育实用测度》2018,31(4):297-311

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我国自然旅游资源私有化后果动态管理研究   总被引：1，自引：0，他引：1  

黄向  保继刚  Stephen Smith 《软科学》2008,22(4):88-92

通过对"自然旅游资源私有化(NBTRP)"现象的机会和危险分析。NBTRP产生的影响既有正面影响也有负面影响,因此"NBTRP净影响监管模型"被设计用以动态综合评价目标目的地NBTRP的成效。  相似文献   

Standards for Teacher Tests     

Stephen P. Klein 《Journal of Personnel Evaluation in Education》1998,12(2):123-138

States are increasingly requiring that public school teachers pass one or more tests as a condition for permanent employment. As a result of a recent federal court decision, these tests must now satisfy the same legal standards as other employment tests. Moreover, some of the measures used to assess teacher competence no longer rely on multiple-choice items. They now utilize various types of open-ended performance assessments. This article discusses how these developments may affect the adverse impact, reliability, validity, and pass-fail standards of teacher certification tests. The article concludes by recommending that such tests combine multiple-choice questions with open-end tasks that focus on the common or critical situations that are likely to arise across the full range of practice setting for which the teacher is being certified or licensed.  相似文献   

Environmental Consciousness among Students in Senior Secondary Schools: the case of Hong Kong     

Stephen Pui‐Ming Yeung 《Environmental Education Research》1998,4(3):251-268

This paper examines the level of environmental consciousness of students in an education system where curriculum objectives emphasised in the classroom are often strongly shaped by public examinations. The study sample was drawn randomly in 1993 from Secondary 5 geography classes taught by teachers who had earlier completed a survey on style and emphasis in the teaching of environmental issues. Respondents were asked to complete a questionnaire on environmental understanding, attitude and behaviour. A sample of them was given a further set of questions on participation in activities and lifestyle patterns with an environmental bearing. Findings indicate that respondents had only a limited understanding of environmental issues, especially with respect to higher order cognitive objectives like synthesis and evaluation and the comprehension of information presented in various diagrammatic forms. In terms of attitude and behaviour the degree of concern for environmental quality was also limited. Most respondents did not show much willingness to take an active role in environmental protection in cases where conflicts with personal freedom or demands on physical effort, expression of opinions or attempts to influence other people were involved. To a certain extent this pattern is the result of the rapid growth of materialistic values in society and the lack of attention to attitudinal and behavioural objectives in classroom teaching and public examinations. The coordinated efforts of teachers and supporting teams like curriculum planners, examiners and environmentalist associations are certainly required to improve the situation and promote the balanced development of environmental consciousness in schools.  相似文献   

Standards for Teacher Tests     

Klein  Stephen P. 《Educational Assessment, Evaluation and Accountability》1998,12(2):123-138

States are increasingly requiring that public school teachers pass one or more tests as a condition for permanent employment. As a result of a recent federal court decision, these tests must now satisfy the same legal standards as other employment tests. Moreover, some of the measures used to assess teacher competence no longer rely on multiple-choice items. They now utilize various types of open-ended performance assessments. This article discusses how these developments may affect the adverse impact, reliability, validity, and pass-fail standards of teacher certification tests. The article concludes by recommending that such tests combine multiple-choice questions with open-end tasks that focus on the common or critical situations that are likely to arise across the full range of practice setting for which the teacher is being certified or licensed.  相似文献   

The role of educational technology in establishing a "learning society"     

Neil Selwyn  & Stephen Gorard 《British journal of educational technology : journal of the Council for Educational Technology》1999,30(4):374-376

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School violence in the Canadian context: An overview and model for intervention     

Stephen P. Carter  Leonard L. Stewin 《International journal for the advancement of counseling》1999,21(4):267-277

School violence and the incidence of violent crimesamong Canadian youth is seen to be increasing. Whilemore research is being conducted in the area ofschool violence little has previously been done toexamine psychopathology as a possible factorinfluencing violent student behavior. A recent studyconducted by Carter (1998) using the BehaviorAssessment System for Children and a structuredinterview showed a high incidence of psychopathologyamong violent junior high male students. Acomprehensive model for intervention is described inwhich several factors are presented. Implications ofcurrent research includes the need to developintervention strategies that are consistent withdiagnostic findings and the need for earlyidentification and intervention before behaviorpatterns become fixed in adolescence.  相似文献   

Labour,Learning and the Economy: a ‘policy sociology’ perspective     

Stephen J. Ball 《Cambridge Journal of Education》1999,29(2):195-206

This paper considers Labour's education policy portfolio in two loosely related ways. Firstly, I argue for the need to see the policy continuities between the Conservatives and Labour in an international context and to suggest that in a sense Labour's policies are not specific to Labour at all; they are local manifestations of global policy paradigms. Secondly, I begin to sketch out an argument which suggests that in one key respect Labour's policy thrust is contradictory in its own terms. That is, the over‐riding emphasis on education's role in contributing to economic competitiveness rests on a set of pedagogical strategies the effects of which are actually antithetical to the needs of a ‘high skills’ economy. This contradiction arises in part from an inherited, and ultimately self‐defeating, impoverished view of ‘learning’. I shall also point to some of the effects of performativity in relation to teaching and learning  相似文献