Taking a Closer Look at the Factors That Influence Ethnic Identity     

Lanier F. Holt  Shelly R. Hovick  Emma M. Fete  Phokeng M. Dailey 《Communication Studies》2017,68(2):227-241

Ethnic identity (EI) has long been known to supersede race as a predictor for attitudes and behaviors. However, little is known about the constituent parts that comprise and influence ethnic identity. In order to improve communications that target EI, we examine both demographic and communication variables to determine which have a greater pull on people’s attitudes and actions. Race appears to moderate the effects of age on ethnic identity, whereby age was negatively related to ethnic-identity exploration among White participants and positively related to ethnic identity commitment among Black participants (p < .05). Having a higher income, print-media use, and information-engagement orientation were also positively correlated with ethnic identity; education and gender were not. Implications and future directions are discussed.  相似文献   

PITFALLS AND PROMISES: THE USE OF SECONDARY DATA ANALYSIS IN EDUCATIONAL RESEARCH     

Emma  Smith 《British Journal of Educational Studies》2008,56(3):323-339

ABSTRACT:  This paper considers the use of secondary data analysis in educational research. It addresses some of the promises and potential pitfalls that influence its use and explores a possible role for the secondary analysis of numeric data in the 'new' political arithmetic tradition of social research. Secondary data analysis is a relatively under-used technique in Education and in the social sciences more widely, and it is an approach that is not without its critics. Here we consider two main objections to the use of secondary data: that it is full of errors and that because of the socially constructed nature of social data, simply reducing it to a numeric form cannot fully encapsulate its complexity. However, secondary data also offers numerous methodological, theoretical and pedagogical benefits. Indeed by treating secondary data analysis with appropriate scepticism and respect for its limitations, by demanding that tacit assumptions about the unreliability of secondary data are applied equally to other research methods, and crucially by combining secondary data analysis with small-scale in-depth work, this paper argues for a return to prominence of secondary data analysis in its own right as well as becoming a central component of the new political arithmetic tradition of social research.  相似文献   

The developmental influence of sex composition in preschool classrooms: Boys fare worse in preschool classrooms with more boys     

Arlen C. Moller  Emma Forbes-Jones  A. Dirk Hightower  Ron Friedman 《Early childhood research quarterly》2008

A multilevel modeling approach was employed to investigate the relation between sex composition and developmental change in 70 urban preschool classrooms. The research represents a unique contribution as (1) few studies have examined the influence of sex composition during the preschool years, (2) it represents the first research to use a continuous (i.e., sex ratio) as opposed to binary (i.e., mixed- versus single-sex) indicator for classroom sex composition, and (3) the sample represents an important and often neglected group (i.e., low-income children from urban schools). A series of HLM models were run, addressing the nested nature of the data (children within classrooms), and relating classroom sex composition to developmental change using the cognitive, motor, and social subscales from the Child Observation Record (COR). Overall, there were no main effects at the classroom-level for sex composition. However, a cross-level interaction indicated that, while girls’ development was not influenced by classroom sex composition, boys in classrooms with proportionally more boys fared significantly worse in terms of development as assessed by combined score on the COR. More specifically, this interaction was significant when predicting the COR cognitive subscale, but nonsignificant when predicting the COR social and motor subscales. This was true when controlling for the number of students at the classroom-level, as well as child's age and baseline ability (i.e., Time 1 COR) at the child-level. Implications for early childhood education policy are discussed.  相似文献   

Designing for “challenge” in a large-scale adaptive literacy game for primary school children     

Laura Benton  Manolis Mavrikis  Asimina Vasalou  Nelly Joye  Emma Sumner  Elisabeth Herbert  Andrea Revesz  Antonios Symvonis  Chrysanthi Raftopoulou 《British journal of educational technology : journal of the Council for Educational Technology》2021,52(5):1862-1880

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Listening harder: Queer archive and biography     

Emma Jean Kelly 《Educational Philosophy and Theory》2019,51(10):995-1005

This article emerges from a wider study on bicultural film archiving practice. It focuses on Jonathan Dennis as a subject of (my) archiving, and as a distinctive archivist himself in relation to a specific archive at a particular moment. Dennis practice differed significantly from North American and European conventions contemporaneous with his life work. The charismatic founding director of Ngā Taonga Sound & Vision (formerly The New Zealand Film Archive) Jonathan Dennis (1953–2002) became a conduit for tensions and debates during the 1981–2002 period in relation to indigenous and non indigenous presentation of (film) archival materials. This resulted in a film archive and curatorship practice which differed significantly from that of the North American and European archives he originally sought to emulate. As a Pākehā (non Māori/indigenous New Zealander) with a strong sense of social justice he argued for an awareness of geographical location and cultural context in his work. He supported a philosophical shift in archival practice, by engaging indigenous peoples in developing creative and innovative exhibitions and programmes from the 1980s period until his death.

Note: From 1988 the official name for the New Zealand Film Archive was Ngā Kaitiaki o ngā Taonga Whitiāhua (Guardians of the Treasured Images of Light). Since August 2014 the institution is called Ngā Taonga Sound & Vision, New Zealand Archive of Film, Television and Sound Ngā Taonga Whitiāhua Me Ngā Taonga Kōrero to acknowledge the acquisition of the state-owned Television NZ Archive and Sound Archives from Radio NZ. For brevity’s sake the Archive is referred to throughout as NTSV (Ngā Taonga Sound & Vision).

Key: NTSV PP JD refers to the NTSV Personal Papers of Jonathan Dennis (uncatalogued at time of writing).  相似文献   

Education in England – a testbed for network governance?     

Geoff Whitty  Emma Wisby 《牛津教育评论》2016,42(3):316-329

Abstract

Since devolution in the late 1990s, education policy in England has diverged further from that in Scotland and also from policy in Wales and Northern Ireland. In this paper we review the roots and trajectory of the English education reforms over the past two decades. Our focus is the schools sector, though we also touch on adjoining reforms to early years and further and higher education. In so doing, we engage with various themes, including marketisation, institutional autonomy and accountability. Changes in governance arrangements for schools have been a defining feature of education reforms since devolution. This has been set against an evolution in national performance indicators that has put government priorities into ever sharper relief. In theorising the changes, we pay particular attention to the suggestion that the English education system now epitomises the concept of ‘network governance’, which has also been applied to education in a global context. We question the extent to which policies have in practice moved beyond the well-established mechanisms of ‘steering at a distance’ and undermined the very notion of an education system in England. We conclude by considering possible futures for education policy and how they may position England in relation to other parts of the UK and the wider world.  相似文献   

'They don't give us our marks': The role of formative feedback in student progress   总被引：2，自引：1，他引：2  

Emma Smith  Stephen Gorard 《Assessment in Education: Principles, Policy & Practice》2005,12(1):21-38

This paper presents the results of an experimental evaluation of a change in assessment practice in one comprehensive secondary school. The school divided 104 Year 7 pupils into four mixed-ability teaching groups. One of these was given enhanced formative feedback on their work for one year, but no marks or grades. The other three groups were given marks and grades with minimal comments, which was the usual prior practice in this school (and many others). Using data derived from assessment, prior attainment, pupil attitudes and background information, we conducted a contextualized analysis of progress in the four teaching groups for all subjects. This showed that progress in the treatment group (formative feedback only) was substantially inferior to that of the other three groups. In this paper, we also use data from observation of the process and from group interviews with the students involved, to help explain these results. Our findings are relevant to a consideration of the often lessened impact of research findings when 'rolled' out into wider practice, and what may be done about this.  相似文献   

The development and application of a specialised word list: the case of Fabrication     

Averil Coxhead  Emma McLaughlin  Aleeshea Reid 《Journal of Vocational Education & Training》2019,71(2):175-200

Learners in the trades are faced with learning a large amount of technical vocabulary along with the content of their field, but they do not tend to encounter this language outside their courses of study. This technical vocabulary is a core element in their developing knowledge of their trade and their learner identity. This article focuses first on identifying technical vocabulary in Fabrication using specialised written and spoken corpora, and through extensive checking with experts in the field as well as reference sources. A technical word list of 1079 types was developed, along with a list of common abbreviations and their meanings and a list of proper nouns. The technical word list covers over 30% of the vocabulary in the written Fabrication corpus and just over 9% of the spoken Fabrication corpus. The second part of the article discusses this vocabulary in light of the concept of vocational thresholds and provides suggestions for incorporating the word list into pedagogy, including an apprenticeship approach in which a focus on literacy/literacy acquisition is embedded into content teaching. Suggestions for future research are also included.  相似文献   

Pupils' views on equity in schools     

Emma Smith  Stephen Gorard 《Compare》2006,36(1):41-56

This paper presents student perspectives on what they consider to be a fair and equitable national education system, based on their own experiences of primary and secondary level schooling by the age of 13 or 14. A survey of 5432 students in five countries involved a questionnaire administered as part of an EU‐funded project to develop indicators of equity in European school systems. Overall, the UK students reported favouring an egalitarian system where all students were treated in the same way, and this was largely what they felt that they experienced. In this respect, they differed from their peers in the other EU countries, a substantial proportion of whom thought that the least able should receive more support and attention in class, but who found that more attention was actually given to the more able. The UK students also appeared to be more self‐confident about their ability to succeed in school. We discuss these results in terms of policies for school allocation, student assessment and the formation of personal notions of justice. In particular, we argue that equity in structure and procedure is important for the effective teaching of notions of justice in citizenship studies.  相似文献   

Media rich, resource poor: practical work in an impractical environment     

Emma van der Vliet  Andrew Deacon 《British journal of educational technology : journal of the Council for Educational Technology》2004,35(2):213-222

Film and media courses appear well placed to exploit technology convergence in exposing students both to practical skills and to theoretical concepts. For the University of Cape Town's (UCT) large film and media studies courses, it is impractical simply to use the technology of professionals as this would typically be too expensive to purchase and time‐consuming to run. Our approach has been to develop activities that can run with large classes in generic computer laboratories and which simulate environments and tools of the real world. Two illustrative examples, emphasising writing skills in context, involve the production of a TV news story and the development of a proposal for an educational soap opera. Using these, we reflect on our experience of integrating practical skills into the curriculum of a traditional academic institution, where these skills have a lower status and must be sufficiently flexible to accommodate changes in the higher‐status academic components. This suggests that such flexibility has to be part of the design of practical interventions and that they should additionally aim to provide a challenge to some of the more theoretical aspects of these courses. While developing one's own interventions allows for some of this flexibility to be incorporated into the design, it remains difficult for academic departments to adopt these solutions as their own, thus requiring continued involvement of the original developers to adapt to changes.  相似文献