Localising history 1940-1965: The extra-mural contribution     

Sarah Speight 《Journal of educational administration and history》2003,35(1):51-64

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An Inquiry into Protein Structure and Genetic Disease: Introducing Undergraduates to Bioinformatics in a Large Introductory Course          下载免费PDF全文

April E Bednarski  Sarah C.R Elgin    Himadri B Pakrasi 《CBE life sciences education》2005,4(3):207-220

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Deaf parents and pediatric cochlear implantation: an exploration of the decision-making process   总被引：1，自引：0，他引：1  

Hardonk S  Daniels S  Desnerck G  Loots G  Van Hove G  Van Kerschaver E  Sigurjónsdóttir HB  Vanroelen C  Louckx F 《American annals of the deaf》2011,156(3):290-304

The study examined factors in deaf parents' decision between cochlear implantation (CI) and traditional hearing aids for their child. The subjects were 6 Flemish children ages 5-9 years with severe/profound congenital hearing loss, with at least 1 deaf parent. The researchers, who conducted thematic content analysis of qualitative data collected through parent interviews, found that with the exception of a family with 1 hearing parent, parents gave priority to Deaf identity, sign language, and ethical issues in deciding between CI and hearing aids. Medical risks were also mentioned. The researchers conclude that the decision-making processes of the parents involved factors that have also been found among hearing parents, as well as aspects that have not been reported to play a role in hearing parents' decision making. A further conclusion is that deaf parents' perspective merits attention in professional practice and empirical research.  相似文献   

The academic impact on children of maternal post-secondary enrollment     

Sarah M. Estelle 《Economics of Education Review》2011,30(2):353-364

Numerous empirical studies have found that maternal educational attainment is correlated positively with desirable outcomes for children, including academic achievement. At the same time, little is known about the effect of the timing of mothers’ schooling on the same set of child outcomes. Using the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), I find a positive effect of full-time maternal post-secondary enrollment on the reading scores of kindergarten students after controlling for child-specific, time-persistent unobserved heterogeneity. This effect is especially strong when the sample is narrowed to children with married mothers or in households where a father is present. No similar effect is found for kindergarten math scores.  相似文献   

What will I be when I grow up? An analysis of childhood expectations and career outcomes     

Sarah Brown  Aurora Ortiz-NuñezKarl Taylor 《Economics of Education Review》2011,30(3):493-506

In this paper, we utilise the British National Child Development Study to explore the determinants of career expectations formed at the age of 16. We analyse the influence of careers advice and resources at school on career expectations as well as the influence of education. In addition, we explore the accuracy of occupational expectations as compared to the occupation that the respondents subsequently become employed in. Throughout our findings, human capital and gender play a pivotal role in explaining career expectations as well as explaining the accuracy of the occupational forecast. Interestingly, the level of school resources available for careers guidance in terms of the number of teachers who are qualified to give careers advice and the amount of specific careers guidance training received by these teachers both have relatively small effects upon career expectations.  相似文献   

“Are two better than one?” the impact of years in head start on child outcomes, family environment, and reading at home     

Shulamit Natan Ritblatt  Sarah Maury Brassert  Ronn Johnson  Francisco Gomez 《Early childhood research quarterly》2001,16(4)

This study examined whether children attending Head Start for two years have better developmental outcomes than children attending for one year and whether their families enjoy a more positive family environment. Forty-five children were in the one-year duration group and 29 were in the two-years duration group. The Family Environment Scale (FES), the Child Development Inventory (CDI), and a demographic questionnaire were administered. Results indicated that children’s scores on the CDI did not differ as a function of the length of participation in Head Start. However, families who participated for two years reported an increased intellectual-cultural orientation, and increased active recreational orientation. These families placed greater emphasis on organization, and read more times to their child during the week than families who participated in the program for only one year.  相似文献   

Do girls’ scholarship programs work? Evidence from two countries     

David W. Chapman  Sarah Mushlin 《International Journal of Educational Development》2008

This study examined the extent that a scholarship program operating in Sierra Leone and Djibouti was successful in increasing girls’ persistence in basic education. Results of field studies indicated that scholarships could be appropriately targeted and delivered in ways that appear to minimize misappropriation of funds. However, the scholarships often created significant tensions between award recipients and non-recipients and among their families that frequently isolated recipient girls and led to their harassment by non-recipients. These findings are interpreted within the context of the larger debate about the relative merit of abolishing school fees for all students or targeting scholarships for only the neediest students.  相似文献   

Fitting derivational morphophonology into a developmental model of reading     

Linda Jarmulowicz  Sarah E. Hay  Valentina L. Taran  Corinna A. Ethington 《Reading and writing》2008,21(3):275-297

Oral language is the foundation on which literacy initially builds. Between early developing oral language skills and fluent reading comprehension emerge several types of metalinguistic ability, including phonological and morphological awareness. In this study, a developmental sequence is proposed, beginning with receptive language followed by phonological awareness, morphological awareness, and a new metalinguistic task measuring oral morphophonological accuracy (MPA), followed by decoding and culminating in reading comprehension. MPA is a measure of accurate primary stress placement in the production of derived words with non-neutral, stress changing suffixes (e.g., -ity). A path analysis with data from 76 third graders was used to evaluate the direct and indirect effects of these variables. The developmental model was confirmed, and a metalinguistic continuum, with MPA emerging after both PA and MA, was supported. Decoding and receptive language were the best unique predictors of reading comprehension. Surprisingly, MPA was more important to decoding than was PA, whereas MA was only indirectly implicated in both decoding and reading comprehension.  相似文献   

“Your Vagina Is Not Supposed to Be This Scary Monster”: Young Heterosexual Women's Recommendations for Improving Sexual Satisfaction and Implications for Sexuality Education     

Heather D. Blunt-Vinti  Sarah E. Stokowski  Brooke M. Bouza 《American journal of sexuality education》2018,13(2):245-265

Sexual satisfaction is an important component of sexuality, yet rarely discussed in sexuality education. In an effort to better understand young adult women's experiences and thoughts about sexual pleasure and satisfaction, we conducted interviews with heterosexual young women (N = 30, ages 18–25) attending college, asking their recommendations on how to improve women's sexual satisfaction. Two coders utilized grounded theory-based thematic analysis, which revealed three dominant themes: communication with sexual partners, sexual self-awareness and acceptance, and sources of information and education. All three themes fit broadly under women's sexual agency and societal acceptance of women's sexuality. Themes are discussed in relation to their applicability to sexuality education.  相似文献   

Gender and mode of assessment at university: should we assume female students are better suited to coursework and males to unseen examinations?1     

Ruth Woodfield  Sarah Earl‐Novell  Lucy Solomon 《Assessment & Evaluation in Higher Education》2005,30(1):35-50

This paper reports on research conducted at the University of Sussex and examines whether female students have a particular preference for coursework, and whether such a preference is a key factor in their current undergraduate success. The performances of 638 students on courses whose assessment modes comprised both coursework and examinations were analysed to determine what, if any, gender differences were evident in relation to performances on each elements. In order to supplement the quantitative findings, qualitative data elicited via two online surveys, and focusing on student perceptions of coursework and examinations and attitudes to undergraduate study, are also discussed. Our findings contribute to the debate about gender differences across modes of assessment, and in particular take issue with the claim that female students, by contrast with males, both favour and are favoured by the use of coursework as opposed to unseen examinations in mode of assessment arrays.  相似文献