’The Cream Team’: an ethnography of BTEC National Diploma (Catering and Hotel Management) students in a tertiary college     

George F. Riseborough 《British Journal of Sociology of Education》1992,13(2):215-245

This is an ethnographic study of vocational students in a tertiary college in England who intend entering a service industry which expanded in the 1980s and is predicted to expand into the next decade. The students are outwardly highly conformist with upward mobility aspirations. They are ‘labour market‐wise’ and know the importance of educational qualifications. At this level they are highly committed to the course. However, they are also very critical of the college provision. In such a situation they are highly instrumental, they want the Diploma without ‘the education’. The students are obsessed with getting good grades and passing the examinations. Paradoxically, although college is ‘boring’ and ‘a waste of time’, the students do not reject education/training/credentials and the majority go on to higher education. This overall lived experience is an ideal preparation for work in their chosen industry and life.  相似文献   

Never-ending repetitiveness,sadness, loss,and “juggling with a blindfold on:” Lived experiences of Canadian college and university faculty members during the COVID-19 pandemic     

Charlene A. VanLeeuwen  George Veletsianos  Nicole Johnson  Olga Belikov 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(4):1306-1322

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The relationship between child behaviour problems at school entrance and teenage vocabulary acquisition: A comparison of two generations of British children born 30 years apart     

Sam Parsons  Alice Sullivan  Vanessa Moulton  Emla Fitzsimons  George B. Ploubidis 《British Educational Research Journal》2021,47(5):1361-1387

Behaviour problems in early childhood have a lasting impact on cognitive development and education attainment in later adolescence and into adulthood. Here we address the relationship conduct and hyperactivity problems at school entrance, and vocabulary acquisition in adolescence. We compare performance in identical assessments across two generations of British children born 30 years apart in 1970 (n = 15,676) and 2000/2 (n = 16,628) and find that both conduct and hyperactivity problems have a negative association with later vocabulary in both generations. We take advantage of rich longitudinal birth cohort data and establish that these relationships hold once family socioeconomic status and a child’s personal characteristics and earlier vocabulary acquisition are taken into account. We also find that teenagers today achieved substantively lower scores in the vocabulary assessment compared to their counterparts born 30 years earlier, and that this holds across all categories within each of the family and individual characteristics considered in this article. As vocabulary and language skills are key prerequisites for wider learning, we discuss implications the findings have for education policies.  相似文献   

Why is Anatomy Difficult to Learn? The Implications for Undergraduate Medical Curricula     

Chun Chung Cheung  Susan M. Bridges  George L. Tipoe 《Anatomical sciences education》2021,14(6):752-763

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Going up to the Spirit in the Sky     

George Gale 《Metascience》2006,15(2):339-344

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Circulating Thrombotic Risk Factors in Young Patients with Coronary Artery Disease Who Are on Statins and Anti-platelet Drugs     

Reema George  Harikrishnan Sivadasanpillai  Narayani Jayakumari  Anugya Bhatt  Jissa V. Thulaseedharan  Jaganmohan A. Tharakan 《Indian journal of clinical biochemistry : IJCB》2016,31(3):302-309

Thrombotic risk factors may contribute to premature coronary artery disease (CAD), in addition to the conventional risk factors. There is paucity of data on studies evaluating the role of thrombotic factors in premature CAD in Indian patients. Thus a case–control study was performed to evaluate the role of thrombotic and atherogenic factors in young patients with angiographically proven CAD who are on treatment with statins and anti-platelet drugs. 152 patients (≤55 years) with angiographically proven CAD and 102 asymptomatic controls were recruited. Clinical and biochemical data were obtained in both groups. Blood levels of thrombotic factors-fibrinogen, antithrombin-III, tissue-plasminogen activator (t-PA), plasminogen activator inhibitor-1 (PAI-1), von-Willebrand factor (v-WF), lipoprotein(a) [Lp(a)] and homocysteine were analyzed. Patients had high levels of conventional CAD risk factors (diabetes mellitus, smoking, hypertension, dyslipidemia and positive family history) compared to controls. Logistic regression analysis revealed that low antithrombin-III (odds ratio/OR 11.2; 95 % confidence interval/CI 2.29–54.01), high fibrinogen (OR 6.04; 95 % CI 1.09–33.21) and high Lp(a) (OR 4.54; 95 % CI 0.92–22.56), as important, independent risk factors in patients. PAI-1(OR 0.15; 95 % CI 0.03–0.69) levels were significantly lower in patients. But other thrombotic risk factors studied (t-PA, v-WF and homocysteine) were comparable among patients and controls. The treatment using statins and anti-platelet drugs might be contributing to the control of some of the thrombotic risk factors. The strategies aiming at lowering the levels of thrombotic risk factors along with conventional risk factors may be useful in primary and secondary prevention of CAD.  相似文献   

Recent feyerabendiana     

George Couvalis 《Metascience》2001,10(1):39-49

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A cross-national mixed-method study of reality pedagogy     

George SirrakosJr.  Barry J. Fraser 《Learning Environments Research》2017,20(2):153-174

This mixed-methods cross-national study investigated the effectiveness of reality pedagogy (an approach in which teachers become part of students’ activities, practices and rituals) in terms of changes in student perceptions of their learning environment and attitudes towards science. A questionnaire was administered to 142 students in grades 8–10 in the Bronx, New York City and Dresden, Germany. The questionnaire combines learning environment scales from the Constructivist Learning Environment Survey and the What Is Happening In this Class? Questionnaire with attitude scales from the Test of Science-Related Attitudes. Student interviews were used to support questionnaire findings. Quantitative data analyses revealed that reality pedagogy had a greater impact on students in the Bronx than in Dresden, with qualitative data clarifying differences in how reality pedagogy was enacted in each geographic area. Overall, our findings add to the body of evidence concerning the effectiveness of reality pedagogy as an approach to teaching and learning science across a variety of contexts.  相似文献   

A note on reports of statistical analysis     

Ronald James Mckay  John Raymond Nicholas  George Edward Tibbitts 《Educational technology research and development : ETR & D》1976,24(1):87-89

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Developing a student-led school mental health strategy     

Cathy Atkinson  George Thomas  Natasha Goodhall  Laura Barker  Isabella Healey  Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.  相似文献