Philosophy and Education: a personal retrospective     

Laurence Stott 《International Journal of Research & Method in Education》2013,36(1):49-53

This article reports a follow‐up study of students who had failed or had not completed the first year of an Advanced General National Vocational Qualification (GNVQ‐‐an academic qualification with a vocational focus intended mainly for 16‐18 year‐olds) in Business Studies in 1995‐96. Failure is usually attributed to student deficiency or deficient course‐related factors. Yet student accountability assumes capability, understanding and lack of coercion in making choices. In the present research these assumptions were critically examined and found misleading. The students’ career histories since the end of the course first year are sketched and the way in which the subjects made sense of their decisions and experience is reported. It is argued that simple ideas of choice, while supporting assignment of blame to failing students and exonerating their institutions, do not illuminate factors involved in making poor choices, or the way in which students who are ‘at risk’ can be supported.  相似文献   

Law,religious freedoms and education in Europe     

Nigel Fancourt 《British Journal of Religious Education》2013,35(2):218-220

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Personal and Social Education in the Special School: A Research and Development Project     

Nigel Leech  Eric Hall 《Pastoral Care in Education》2013,31(3):210-215

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Personality,moral purpose,and the leadership of an education for sustainable development     

Mike Bottery  Nigel Wright  Sarah James 《Education 3-13》2013,41(3):227-241

This paper describes how two primary head teachers, nationally recognised as role models for the development of an education for sustainable development (ESD) in their schools, manage the implementation of this area. In doing so, it shows how they adopt two very different approaches to ESD and to their job generally, and suggests that whilst there are some commonalities between them, educational leadership needs to be seen as driven by a moral purpose, engaging and re-engaging with each situation, entering into a dialectic with others’ visions, leading to the re-conceptualisation of problems in different ways. This not only suggests a continued tension between such uniqueness and standardised approaches to headship, but raises questions about current policy imperatives for developing models of sustainable leadership.  相似文献   

Classification of behavior disturbance among school-age students: Principles,epidemiology and syndromes     

D. H. Stott 《Psychology in the schools》1971,8(3):232-239

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When do children learn to read?     

Nigel Hall 《Literacy》1985,19(2):57-70

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Finding areas in the upper tail of the Standard Normal Distribution     

Nigel Smeeton 《Teaching Statistics》1993,15(1):21-21

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Towards a Vocational Curriculum     

Nigel Proctor 《Educational studies》1987,13(2):149-159

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The medical practice of George Chalmers, M.D     

Stott R 《Archivaria》1980,(10):51-67

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Adolescent physical activity levels: discrepancies with accelerometer data analysis     

Greig R.M. Logan  Scott Duncan  Nigel K. Harris  Erica A. Hinckson  Grant Schofield 《Journal of sports sciences》2016,34(21):2047-2053

This study investigated the effects of epoch length and cut point selection on adolescent physical activity intensity quantification using vertical axis and vector magnitude (VM) measurement with the ActiGraph GT3X+ accelerometer. Four hundred and nine adolescents (211 males; 198 females) aged 12–16 years of age wore accelerometers during waking hours. The GT3X+ acceleration counts were reintegrated into 1, 5, 15, 30 and 60 s epoch lengths for both vertical axis and VM counts. One cut point was applied to vertical axis counts and three different cut points were applied to VM counts for each epoch length. Significant differences (P < 0.01) in mean total counts per day were observed between vertical axis and VM counts, and between epoch lengths for VM only. Differences in physical activity levels were observed between vertical and VM cut points, and between epoch lengths across all activity intensities. Our findings illustrate the magnitude of differences in physical activity outcomes that occur between axis measurement, cut points and epoch length. The magnitude of difference across epoch length must be considered in the interpretation of accelerometer data and seen as a confounding variable when comparing physical activity levels between studies.  相似文献