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排序方式: 共有109条查询结果,搜索用时 15 毫秒
71.
Jane M. Hutchinson Helen E. Whiteley Chris D. Smith Liz Connors 《Journal of Research in Reading》2003,26(1):19-32
Many children who speak English as an additional language (EAL) underachieve in areas of English literacy, especially in the primary years. These difficulties are often attributed to low levels of English language fluency as they enter the education system. In an effort to provide a greater understanding of this underachievement, the cognitive‐linguistic factors underlying literacy development in monolingual children and children learning EAL were examined in a three‐year longitudinal project. The project, conducted in schools in the north of England, followed the developmental progression of forty‐three children learning EAL and forty‐three monolingual children from school years Two to Four. Children were assessed on measures of reading accuracy, reading and listening comprehension, receptive and expressive vocabulary, and reception of grammar. Analysis revealed similarities between the two groups of children on reading accuracy, but children learning EAL had lower levels of vocabulary and comprehension at each point in time. Data are discussed in terms of the development of underlying language skills and the impact of these skills on both reading and listening comprehension. The implications of the findings for classroom practice are considered. 相似文献
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William Balzer Nancy Boudreau Peter Hutchinson Ann Marie Ryan Todd Thorsteinson James Sullivan Robert Yonker Deanne Snavely 《Research in higher education》1996,37(6):633-658
Multiple regression procedures are commonly used to investigate gender equity in faculty salary. However, a review of 19 case studies indicates that many of them fail to (a) adequately develop a regression model that examines the linear and nonlinear (i.e., interactive and curvilinear) relations between predictors and the criterion and (b) appropriately apply regression diagnostic statistics throughout salary model development. A seven-step process is presented as a comprehensive framework for testing allegations of gender discrimination in faculty salary. Steps include (a) identifying predictors of faculty salary, (b) identifying and establishing criteria for interpreting statistical tests and diagnostic procedures, (c) determining the criterion variable used in the salary model, (d) developing a salary model, (e) testing for gender discrimination in pay, (f) conducting diagnostic procedures to confirm the appropriateness of the final salary model, and (g) testing the assumptions of the regression model. An application of this model is presented using a case study (N = 725 faculty). 相似文献
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Erin F. Hutchinson Beverley Kramer Brendon K. Billings Desiré M. Brits Nalini Pather 《Anatomical sciences education》2020,13(4):512-519
Historically, legislature has been utilized to facilitate appropriate use of cadavers in the anatomical sciences. However, cadaver acquisition and use have also been guided by ethically appropriate and morally acceptable principles. Various global and regional frameworks of “ethical practice” guide body donation, including the use of unclaimed bodies by institutions. These frameworks are responsive to, and reciprocal with the various ethical, moral and legal factors that influence the development of body donation programs. This reciprocity supports the notion that anatomists and anatomical societies have a responsibility to advocate for legal reform when required. In this study, two body bequest programs from geopolitically and socially disparate countries are used as cases to contrast existing legal and governance frameworks for body donation and to examine whether anatomists can direct the acquisition of ethically donated cadavers. The study includes an Australian donor program that has exclusively accepted bequests since its inception, and a South African program that has recently transitioned to a bequest system. Elements such as consent by next-of-kin and Inspector of Anatomy, use of unclaimed bodies and ethics committee approval amongst others, are compared. It is acknowledged that legal frameworks for cadaver acquisition generally deliver broad guidance on acceptable utilization of bodies for the anatomical sciences. However, professional discretion is of importance in adapting to societal needs and values. Thus, while anatomists have been able to progress toward more ethical practice than that which is required by the law, they must continue to do so as societal values evolve. 相似文献
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Factors that explain placement decisions for students with multiple disabilities: findings from national data 下载免费PDF全文
Rashida Banerjee Todd Sundeen Susan R. Hutchinson Lewis Jackson 《Journal of Research in Special Educational Needs》2017,17(2):110-122
The Special Education Elementary Longitudinal Study data set was utilised to examine the potential influences on placement decisions for students with multiple disabilities in the US. The sample consisted of 415 students. Specifically, the study investigated whether factors including students’ prior special education experiences, parental involvement, parental expectations and educational risk factors explain the placement of students in classrooms. Results indicate significant relations between the explanatory variables and the hours spent daily in general education classrooms. However, only two variables, parents’ education and receipt of early childhood special education services, were significantly associated with the dichotomised outcome of whether or not a child received any academic instruction in a general education classroom. Research limitations and implications for future research, policy and practice in the international context are discussed. 相似文献
76.
Primrose Letcher Christopher J. Greenwood Helena McAnally Jay Belsky Jacqui A. Macdonald Elizabeth A. Spry Kimberly C. Thomson Meredith O'Connor Judith Sligo George Youssef Jennifer E. McIntosh Ella Iosua Delyse Hutchinson Joyce Cleary Ann V. Sanson George C. Patton Robert J. Hancox Craig A. Olsson 《Child development》2023,94(1):60-73
This study examined whether positive development (PD) in adolescence and young adulthood predicts offspring behavior in two Australasian intergenerational cohorts. The Australian Temperament Project Generation 3 Study assessed PD at age 19–28 (years 2002–2010) and behavior in 1165 infants (12–18 months; 608 girls) of 694 Australian-born parents (age 29–35; 2012–2019; 399 mothers). The Dunedin Multidisciplinary Health and Development Parenting Study assessed PD at age 15–18 (years 1987–1991) and behavior in 695 preschoolers (3–5 years; 349 girls) and their New Zealand born parents (age 21–46; 1994–2018; 363 mothers; 89% European ethnicity). In both cohorts, PD before parenthood predicted more positive offspring behavior (βrange = .11–.16) and fewer behavior problems (βrange = −.09 to −.11). Promoting strengths may secure a healthy start to life. 相似文献
77.
Christopher DeLuca Lorraine Godden Nancy L. Hutchinson Joan Versnel 《Educational research; a review for teachers and all concerned with progress in education》2015,57(2):182-200
Background: The current global cohort of youth has been called ‘a generation at-risk’, marked by a dramatic rise in youth who are not in employment, education or training programmes. In 2010, youth were three times as likely as adults to be unemployed, with youth unemployment worsening in 2012 and 2013. Accordingly, there is an urgent need to examine educational structures that can promote greater labour market attachment and successful transition into employment for youth worldwide. Vocational and work-based education (WBE) has been identified as one of the most recommended and promising educational structures for curtailing youth under- and unemployment. However, WBE takes many forms, making it difficult to discern which WBE programme is most likely to meet the diverse needs of any individual at-risk youth. Moreover, there has been a dearth of theoretical conceptualisations to explain WBE as a context that promotes resilience for at-risk youth as they transition into the world of work.Purpose: The purpose of this paper is to present a revised model for WBE as an enabling context for at-risk youth in transition from school to employment. Specifically, a person-in-context approach is used, situating youth-related facets (e.g. agency) in relation to systemic facets (e.g. political, cultural) to provide a comprehensive theoretical basis for WBE. The revised model maintains three overlapping domains – the individual, the social-cultural and the economic-political – to address a theoretical gap in the literature on transition systems while providing a foundation for practical efforts to prepare at-risk youth for engaging in a changing labour market.Design and Methods: The model was constructed through a systematic and interdisciplinary integrative literature review that examined empirical, conceptual, policy-based and practice-based literature on at-risk youth transition from school to work. Articles and documents were analysed for both individual and contextual factors that influence transition, in order to contribute towards the development of a robust person-in-context model. Existing models of transition and other systems were also examined that addressed the needs of at-risk youth. A ‘person-in-context’ approach was selected for our model as it enabled representation of both macro- and microcosmic factors that shape effective WBE programming.Conclusions: The model is organised around three critical domains that were identified as being influential for school-to-work transition: the individual domain, the social-cultural domain and the economic-political domain. Within each of these domains, multiple facets are described that shape youth transition. WBE is positioned at the centre of the model as an educational structure that can attend to the multiple facets that shape engagement in school and work. The paper concludes with an explicit research agenda linked to the model and practical implications for WBE programming. 相似文献
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