School choice with education vouchers: an empirical case study from Hong Kong     

Amelia N. Y. Lee  Carl Bagley 《International Studies in Sociology of Education》2017,26(1):3-18

This paper seeks to question what impact education vouchers have on the process of school choice. The context examined in the paper is the Pre-primary Education Voucher Scheme (‘Voucher Scheme’) introduced in 2007 in Hong Kong. Using a Straussian grounded theory method, data collected from 40 parent interviews are coded, analysed and developed into categories. The paper analytically situates the findings within a model, derived from the data, which is based on two properties: orientation and time. Orientation differentiates and emphasises the significance of choice factors in relation to the school versus the family, and time is related to focus on the present versus the future. The paper subsequently presents the data related to these properties and reflects on the intricate dynamic of parents’ school choice decisions under the Voucher Scheme.  相似文献   

Reframing Resources in Engineering Teaching and Learning     

Zach Simpson  Helen Inglis  Carl Sandrock 《Africa Education Review》2020,17(3):175-188

Abstract

The notion of “resources” is often framed in an economic sense: money, time, equipment and the like. The authors reconceptualise this notion, situating resources as embedded in curricular frameworks, teacher practice and student experience. This leads them to define resources as “the potential to participate in socio-cultural action” which is illustrated in this article through a series of reflections on the part of the authors, all within the context of engineering education. First, they demonstrate that curriculum can be productively thought of as a route marker for the development of resources that students need in order to enact their role as professional engineers. Thereafter, they show that lecturers bring tacit resources of trust, care, creativity and credibility to the teaching and learning space, and that these are necessary to overcome the inertia that often resists the transformation of teaching and learning practice. Finally, they reflect on how students’ prior learning experiences can be harnessed as a resource for teaching and learning. In so doing, they present resources as tied to sociocultural practices and personal and institutional histories, and encourage others to take up these ideas so as to consider how resources, viewed in the authors’ sense, are valued within (engineering) education.  相似文献   

Foreword     

Carl J. Lange 《ASHE Higher Education Report》1974,3(4):i-i

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Teaching the design and interpretation of graphs through computer-aided graphical data analysis     

David F. Jackson  Billie Jean Edwards  Carl F. Berger 《科学教学研究杂志》1993,30(5):483-501

Graphs are one of the primary means of exploration and communication in the practice of science, but students in science laboratories are customarily taught only the low-level mechanics of constructing a single kind of graph when given a table of information. The use of a microcomputer can relieve the drudgery of plotting, allowing students to pursue higher-level issues in the design and interpretation of graphs through repeated “thought experiments.” We introduced computer-assisted graphical data analysis to inner-city high school students with weak math and science backgrounds, emphasizing the dynamic manipulation of various kinds of graphs to answer specific questions. Drawing on extensive recordings and classroom observations, we describe examples of the performance of these students on open-ended problem-solving tasks in which graphs can be used to arrive at meaningful answers to applied data analysis problems.  相似文献   

To the president of my university     

Carl Cohen 《Academic Questions》2006,19(4):78-82

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Orton-gillingham methodology: Where have all of the researchers gone?     

Carl L. Kline M.D. 《Annals of dyslexia》1977,27(1):82-87

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Dyslexia quotient: An index of reading ability     

Carl L. Kline M.D.  Marjorie Ashbrenner M.A.  Byron Barrington PhD  Louis Reimer M.S.W. 《Annals of dyslexia》1968,18(1):23-31

Summary A new index for expressing degree of reading disability in children is presented. Called the Dyslexia Quotient (D. Q.), it has the advantages of being simple to calculate and of being expressed in round numbers. Standardization of this new index is presented. In addition, the use of the Dyslexia Quotient in 50 patients who completed intensive dyslexia therapy is presented. An age-improvement distribution diagram, using the D. Q. is given. The authors suggest that the Dyslexia Quotient offers a valuable universal means of indicating degree of reading disability at any grade or age level.  相似文献   

In the field with two rural primary school head teachers in England     

Carl Bagley  Sam Hillyard 《Journal of educational administration and history》2019,51(3):273-289

ABSTRACT

The research focuses on the complexities associated with contemporary rural primary school leadership. The paper draws on in-depth ethnographic research undertaken in two contrasting English rural primary schools and their surrounding community over a period of three years and in particular the experiences and perspectives of the two head teachers from these schools. The paper is conceptually informed by the work of Bourdieu [1984. Distinction: A Social Critique of the Judgement of Taste. London: Routledge and Kegan Paul] and his work around field, habitus and capital as a means of understanding practice. The paper contends that as the neo-liberal economic field increasingly contaminates the field of schooling so a contextual understanding of the complex and shifting social space which a head teacher occupies, including their habitus and the capital they deploy, is of central importance to understanding practice.  相似文献   

Multi-informant assessment of maltreated children: convergent and discriminant validity of the TSCC and TSCYC     

Lanktree CB  Gilbert AM  Briere J  Taylor N  Chen K  Maida CA  Saltzman WR 《Child abuse & neglect》2008,32(6):621-625

OBJECTIVE: This study examined the convergent and discriminant validity of two trauma symptom measures, the Trauma Symptom Checklist for Children (TSCC) [Briere, J. (1996). Trauma Symptom Checklist for Children (TSCC). Odessa, FL: Psychological Assessment Resources] and the Trauma Symptom Checklist for Young Children (TSCYC) [Briere, J. (2005). Trauma Symptom Checklist for Young Children (TSCYC). Odessa, FL: Psychological Assessment Resources]. METHODS: Children's scores on the TSCC and their caretakers' ratings on the TSCYC were analyzed in a study of 310 children presenting to one of two child abuse treatment centers. RESULTS: TSCC and TSCYC scales generally converged in their assessment of symptomatology in maltreated children. Equivalent scales measuring anxiety, depression, anger, dissociation, and sexual concerns were generally most correlated with one another. Similarly, the Posttraumatic Stress-Intrusion (PTS-I) scale of the TSCYC correlated highest with the Posttraumatic Stress (PTS) and Anxiety (ANX) scales of the TSCC, the TSCYC Posttraumatic Stress-Arousal (PTS-AR) scale was correlated with the TSCC ANX scale, and the TSCC PTS scale was most correlated with the TSCYC ANX, PTS-I, and Sexual Concerns (SC) scales. The TSCYC Posttraumatic Stress-Avoidance scale was unrelated to any TSCC scale. Discriminant function analysis revealed that the TSCC PTS scale was the best single predictor of sexual abuse-related PTSD status as identified by the TSCYC. CONCLUSIONS: The TSCC and TSCYC display moderate convergent and discriminant validity with respect to one another, despite different information sources. Nevertheless, the relatively small association between relevant TSCC and TSCYC scales indicates that different symptom informants may have different perspectives on the child's symptomatology; an outcome that may be beneficial when both measures are administered simultaneously. PRACTICE IMPLICATIONS: These results reinforce the notion that both child- and parent/caretaker report measures should be used in the evaluation of traumatized children, so that multiple sources of information can be considered simultaneously. In the current context, administration of the TSCC to the child and the TSCYC to the caretaker, when appropriate (i.e., in children 8-12 years of age) may yield more clinical information on the child's symptomatology than either measure would alone-perhaps especially in cases when one of the two respondents under- or over-reports the child's distress.  相似文献   

A transcultural study of dyslexia: Analysis of reading disabilities in 425 Chinese children simultaneously learning to read and write in English and in Chinese     

Kline  Carl L.  Lee  Norma 《Annals of dyslexia》1969,19(1):67-81

Annals of Dyslexia -  相似文献