'She just got me’: supporting care experienced young people negotiating relationships and identities at school     

Gale Macleod  Robin Dallas-Childs  Colin Brough  Martin Toye 《Journal of Research in Special Educational Needs》2021,21(Z1):25-35

In this article we examine the complex relationship between care experience, mental health and exclusion from school and how young people (YP) negotiate these different experiences and identities. The study is a secondary analysis, informed by symbolic interactionist theory, of interviews conducted with 19 care experienced YP in Scotland. Not all of the YP were excluded and not all had a formal mental health diagnosis, as such our study design allows interrogation of the contexts and relationships which not only facilitate but also disrupt pathways to exclusion. It also allows reconsideration of assumptions of vulnerability which are often applied to care experienced YP. Our findings suggest that these YP are moving beyond ‘role playing’ the identities ascribed to them and actively seek out relationships which enable them to construct alternative identities.  相似文献   

Proclaiming Library Worth in a Program Prioritization Process at a Mid-Sized Public University     

Michelle J. Oh  Robin J. Harris  Lisa C. Wallis 《图书馆管理杂志》2020,60(3):250-262

Abstract

In an economic climate when colleges can no longer presume that legislators see institutions of higher learning as tacit public goods, institutions around the country are facing budget cuts. This article presents a case study of the experience of a mid-sized public state university and its Library in a budget crisis undergoing a university-wide program prioritization process. The authors review the process of writing three reports on the Library’s value, along with the approach to engaging staff in the process including a retreat. This article raises questions about what every library should consider assessing and provide tools for libraries navigating similar terrain.  相似文献   

Extending the Range: Making Links with University English     

Robin Peel 《English in Education》1993,27(2):32-32

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Reading and Riding the SATs: A survey of Year 2 children's reading habits Summer 1991     

Robin Peel 《Literacy》1992,26(2):28-33

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E‐learning in Tertiary Education: Where do we stand? Centre for Educational Research and Innovation     

Robin Mason 《Higher Education Quarterly》2006,60(3):287-289

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Shared Reading within an Apprenticeship Approach to Reading     

Robin Campbell 《Educational studies》1992,18(2):173-183

Williamson & Carrington argued, in a recent edition of Educational Studies, the need for a major investigation of the effectiveness of an apprenticeship approach to reading. This paper considers some of the problems associated with such investigations. It also seeks to clarify some of the terminology in the whole language repertoire before looking in detail at shared reading as an important part of such approaches. The article concludes by suggesting that ethnographic studies are the means by which issues in the teaching and learning of reading may best be clarified, and teachers and children assisted.  相似文献   

Measuring Cultural Dimensions of Classroom Interactions     

Bryant Jensen  Sara Grajeda  Edward Haertel 《Educational Assessment》2018,23(4):250-276

We trace the development and analyze the generalizability of the Classroom Assessment of Sociocultural Interactions (CASI), an observation system designed to measure cultural dimensions of classroom interactions. We establish CASI measurement properties by analyzing panoramic videos of 4th and 5th grade classrooms from the Measures of Effective Teaching project, and argue for its significance in terms of achievement opportunity for minoritized students and needed evidence regarding equitable teaching. We frame ten dimensions of sociocultural interactions within three domains: Life Applications (i.e., connections with what students know and do outside of school); Self in Group (i.e., interdependence to motivate learning and foster social identities); and Agency (i.e., how freedom and choice are managed).

We demonstrate how measurement error is associated with raters, lessons, and lesson segments, and discuss implications for CASI refinement, as well as appropriate instrument uses to enrich learning opportunities for minoritized students across a variety of classroom settings.  相似文献   

Cultures of running: characteristics and determinants     

Geoffrey Lassalle  Robin Recours  Jean Griffet 《Sport in Society》2019,22(3):342-360

Based on the studies of Mauss (1935 Mauss, M. 1935. “Les techniques du corps.” Journal de Psychologie 32: 271–293. [Google Scholar]) and Bourdieu (1980 Bourdieu, P. 1980. Le Sens pratique. Paris: Editions de Minuit. [Google Scholar]) on the determination of body techniques by culture and social background, this study seeks to describe the rules, dispositions and habits specific to different forms of athletic running. It is based on a sample of 732 athletes, all of them are the members of French athletics clubs, comprising 220 sprinters, 213 half-distance runners and 299 long-distance runners. Sports practices are different depending on sub-culture affiliation, sociological characteristics and forms of commitment. This being said, simple links between variables should not be transformed into causal connections. Before drawing such conclusions, it is important to identify the nature of the sport studied. This shows that middle-distance and long-distance enthusiasts, traditionally classified in the same family, have less, in common, than those practising sprint and middle distance. These results potentially question the methodological groups and sociological interpretations made by researchers and sports science.  相似文献   

Reviews of Educational Films     

Robin Brenneman 《Multicultural Perspectives》2020,22(1):17-19

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Children's ideas about the reliability of experimental data     

Fred Lubben  Robin Millar 《International Journal of Science Education》2013,35(8):955-968

This paper reports some of the findings of the Procedural and Conceptual Knowledge in Science (PACKS) project. It documents children's ides about the reliability of experimental data, an important element of their understanding of science procedures. These ideas were elicited using a written survey instrument completed by over 1000 students aged 11, 14 and 16, chosen to be representative of the full ability range. The results show progression with age in understanding of empirical data. A range of ideas about the function of repeat measurements, how to handle repeat measurements and anomalous readings, and the significance of the spread of a set of repeated measurements emerge and are discussed.  相似文献