Examinations and entry to university: Pressure and change in a mass system     

Steven Bakker  Alison Wolf 《Assessment in Education: Principles, Policy & Practice》2001,8(3):285-290

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The Academic Achievement of Craft Apprentices in France and England: contrasting systems and common dilemmas     

Alison Wolf  Marie‐Thérèse Rapiau 《比较教育学》1993,29(1):29-43

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Letters     

Dr. W. A. Suchting  Jonathan S. Wolf  Dr. Ana M. Morais  Dr. Margaret Rutherford 《Science & Education》1993,2(1):107-109

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Professional development and teaching portfolios: The Douglas County outstanding teacher program     

Kenneth Wolf  Gary Lichtenstein  Ellen Bartlett  Doublas Hartman 《Journal of Personnel Evaluation in Education》1996,10(3):279-286

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Do ‘learners’ always learn? The impact of workplace adult literacy courses on participants’ literacy skills          下载免费PDF全文

Alison Wolf  Andrew Jenkins 《British Educational Research Journal》2014,40(4):585-609

This paper examines the degree to which British adults participating in workplace literacy courses improved their reading comprehension skills, using longitudinal data which cover the period from enrolment until between two and three years later. Learners were tested using an instrument designed explicitly for adults, with two parallel forms. For those who were native English speakers, there is no evidence of improvement. Learners for whom English was a second language showed modest but statistically significant improvements, but it is impossible to tell whether these were the result of instruction, or of subjects’ longer exposure to an English‐speaking environment. The data were re‐analysed using imputed data, in order to address the problem of missing data, which is common in longitudinal studies, and using multilevel models. The results of these further analyses were the same in all key respects. These findings are important because improvement of adult literacy and numeracy skills has been central to successive governments’ policies for improving both economic productivity and social mobility. Policy‐makers have confounded the acquisition and award of certificates with substantive skill improvement. This study shows that one cannot, in fact, assume that the award of a new qualification indicates that substantive learning has taken place. It also underlines the complexity of reading skills, and the need for long periods of learning and instruction if serious progress is to be made.  相似文献   

Films and Film-Makings: The Current Scene     

I.C. Jarie  Gone Youngblood  Robert Gessner  Robert Richardson  Wolf Rilla 《Communication Booknotes Quarterly》2013,44(4):5-6

I.C. Jarie's Movies and Society (Basic Books, $10.00)

Gone Youngblood's Expanded Cinema (Dutton, $9.95)

Robert Gessner's The Moving Image (Dutton $8.95)

Robert Richardson's Literature and Film (University of Indiana Press, $4.95)

Wolf Rilla's A-Z of Movie-Making (Viking/Studio Press Book, $6.95)  相似文献   

Effects and side effects of inspections and accountability in education: an overview of empirical studies   总被引：1，自引：0，他引：1  

Inge F. de Wolf  Frans J. G. Janssens 《牛津教育评论》2013,39(3):379-396

This paper presents an overview of studies into effects and side effects of control mechanisms in education. We focus on effects and side effects of inspection visits and public performance indicators. A first conclusion is that the studies do not provide us with a clear answer to the question of whether inspections have positive causal effects on the quality of schools. Results of studies of publications on public performance indicators are more unambiguous. They lead us to the conclusion that although principals and teachers believe performance indicators are important, parents and pupils take very little notice of these indicators when choosing schools. A third conclusion concerns the occurrence of side effects of school inspections and other control mechanisms in education. Several of the studies discussed clearly refer to the existence of these side effects, such as ‘window dressing’ and other types of ‘gaming’.  相似文献   

Teacher depressive symptoms and children's school readiness in Ghana     

Morgan Peele  Sharon Wolf  Jere R. Behrman  J. Lawrence Aber 《Child development》2023,94(3):706-720

This study investigated associations between kindergarten teachers' (N = 208) depressive symptoms and students' (Ghanaian nationals, N = 1490, M_age = 5.8) school-readiness skills (early literacy, early numeracy, social–emotional skills, and executive function) across 208 schools in Ghana over one school year. Teachers' depressive symptoms in the fall negatively predicted students' overall school-readiness skills in the spring, controlling for school-readiness skills in the fall. These results were primarily driven by social–emotional skills (r = .1–.3). There was evidence of heterogeneity by students' fall skill levels; teacher depressive symptoms predicted more negative spring overall school readiness for children who had higher fall school-readiness skills. Findings underscore the importance of teachers' mental health in early childhood education globally, with implications for policy and practice.  相似文献   

Tackling bullying: Victimized by peers as a pupil,an effective intervener as a teacher?     

Teemu H.J. Kokko  Maili Prhl 《Teaching and Teacher Education》2009,25(8):1000-1008

The present study focuses on student teachers as a prospective special resource in the prevention of school bullying in the course of their future professional careers. Special attention is paid to the influence the respondents' own childhood experiences of bullying may have in this regard. To investigate this question, we assessed the respondents' estimations of the level of empathy they felt towards the victims of bullying, the degree of effort they made to prevent bullying, and their ability to identify it. Further, an attempt to assess the long-term consequences of bullying was made, using two different communicative indices: the willingness to communicate and self-perceived communication competence. It is suggested that teachers' own experiences of victimization may enhance their ability to communicate effectively when fighting against bullying at school.  相似文献   

Restricting skyline sizes using weak Pareto dominance     

Wolf Tilo Balke  Ulrich Güntzer  Wolf Siberski 《Informatik - Forschung und Entwicklung》2007,13(2):165-178

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