On ‘Politics,Markets, and American Schools‘     

Jennifer Evans  Frances Castle  Deborah Cooper  Ron Glatter  Philip A. Woods 《教育政策杂志》2013,28(2):223-235

This paper traces the trajectory of New Labour education policy since the formation of the first New Labour government in 1997. During that time the policy discourse has moved from a position of individualized school improvement through competition, to one where there is an emphasis on ‘partnership’ and ‘collaboration’ as key mechanisms for improvement. We note, however, that ‘specialism’, ‘diversity’ and ‘choice’ are still key components of policy and that ‘partnership’ often denotes a deficit model, with more successful schools supporting (or in some cases taking over) less successful ones. Although there are the beginnings of a recognition that social class and social deprivation are factors which make achievement at school more problematic, generally New Labour policy has not attempted to alleviate the tendency to social polarization which has emerged as a result of school choice policies.  相似文献   

Unflattening     

Frances Kelly 《高等教育研究与发展》2017,36(2):450-452

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Testing,French Style     

Frances C. Fowler 《Clearing house (Menasha, Wis.)》2013,86(4):197-200

Teachers are novices at any stage of their careers when they are faced with incidents that disrupt their expected patterns of teaching and learning. A first-day-of-school incident experienced by the author illustrates the evolution of a teacher's personal pedagogical theory construction, which is ultimately illuminated through the lens of Nel Noddings's ethic of care.  相似文献   

Open Forum     

Frances Paterson 《The Educational forum》2013,77(4):294-295

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Correlation between the WISC‐R and physical fitness scores of intellectually gifted youth     

Frances A. Karnes  Leta A. Lee  Linda Cundiff 《Roeper Review》2013,35(2)

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Creating a Context for Constructivist Pedagogy in Teacher Education     

Frances O'Connell Rust 《Journal of Early Childhood Teacher Education》2013,34(2):27-33

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THE FIRST 20 YEARS OF THE UNIVERSITY OF OREGON CENTER FOR GERONTOLOGY     

Frances G. Scott  Robert E. Kime 《Educational gerontology》2013,39(6):471-480

At 20 years of age the University of Oregon Center for Gerontology is one of the oldest academic gerontology centers in the nation. The origins of the center and its accomplishments are highlighted in this paper. Also discussed are the center's current design, including both the continuities and the changes that have characterized its development.  相似文献   

The Culture of Mexican-Americans: Its Importance for Early Childhood Educators     

Olivia N. Saracho  Frances Martínez-Hancock 《Multicultural Perspectives》2013,15(2):43-50

This paper provides an introduction to the Mexican-American culture, describing (1) cultural diversity and linguistic policies in the United States; (2) cultural and linguistic studies that have examined the backgrounds of Mexican-American individuals; (3) the characteristics of this population; (4) issues on discrimination and human relations; (5) the socioeconomic factors that Mexican-American individuals encountered due to their lack of education; and (6) the predominance of poorly paid and undereducated unskilled workers. Although many Mexican Americans have moved up the social ladder to the middle class, others have not. However, they have a richness of language and culture to share with the school.  相似文献   

The relationship between implicit theories of intelligence,attainment and socio-demographic factors in a UK sample of primary school children     

Frances Warren  Emily Mason-Apps  Sherria Hoskins  Victoria Devonshire  Mathilde Chanvin 《British Educational Research Journal》2019,45(4):736-754

Research emerging from the USA suggests that holding an incremental theory of intelligence (growth mindset) has a positive impact on academic success. However, limited empirical work has explored this relationship in a UK sample, and there has been a lack of research into the antecedents which might influence the development of certain intelligence beliefs. This study aimed to explore these gaps in the existing literature. Data was collected from 710 9-year-old pupils (UK Year 5). Participants completed attainment tests in Maths and English, and a questionnaire to assess their implicit theories of intelligence (mindset). Socio-demographic information—including gender, ethnicity, free school meal (FSM) status and special educational needs (SEN) status—was also collected. Results showed that pupils eligible for FSM or SEN endorsed more of an entity theory of intelligence than pupils not eligible for either. Analysis of the whole sample showed that attainment significantly correlated with implicit theories of intelligence, however, this relationship did not exist for children with FSM or SEN status. These findings help to elucidate the relationship between implicit theories of intelligence and attainment in the UK, but also suggest the importance of external support in potentially facilitating pupils’ belief systems. Results are discussed in relation to avenues for targeted intervention.  相似文献   

The Earlier the Better? Individual Participant Data and Traditional Meta-analysis of Age Effects of Parenting Interventions     

Frances Gardner  Patty Leijten  G.J. Melendez-Torres  Sabine Landau  Victoria Harris  Joanna Mann  Jennifer Beecham  Judy Hutchings  Stephen Scott 《Child development》2019,90(1):7-19

Strong arguments have been made for early intervention for child problems, stating that early is more effective than later, as the brain is more malleable, and costs are lower. However, there is scant evidence from trials to support this hypothesis, which we therefore tested in two well-powered, state-of-the-art meta-analyses with complementary strengths: (a) Individual participant data (IPD) meta-analysis of European trials of Incredible Years parenting intervention (k = 13, n = 1696; age = 2–11); (b) Larger, trial-level robust variance estimation meta-analysis of a wider range of parenting programs (k = 156, n = 13,378, M_age = 2–10) for reducing disruptive behavior. Both analyses found no evidence that intervention earlier in childhood was more effective; programs targeted at a narrower age range were no more effective than general ones.  相似文献