Innovative approaches towards an economic fusion reactor     

Houyang Guo  Francis Y C Thio  Michl W Binderbauer  Richard J Buttery  Thomas R Jarboe  Rajesh Maingi  John S Sarff  Peter C Stangeby  Derek A Sutherland  Mickey R Wade  Michael C Zarnstorff 《国家科学评论(英文版)》2020,7(2):245

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Holistic academic development: Is it time to think more broadly about the academic development project?     

Kathryn A. Sutherland 《International Journal for Academic Development》2018,23(4):261-273

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Revisiting free school meal eligibility as a proxy for pupil socio‐economic deprivation          下载免费PDF全文

Sonia Ilie  Alex Sutherland  Anna Vignoles 《British Educational Research Journal》2017,43(2):253-274

Whether someone has ever had free school meal (FSM) eligibility over a six‐year period is the measure of socio‐economic disadvantage currently used in the English school system. It is used to monitor the socio‐economic gap in achievement in the education system, to identify particular children at risk of low achievement and to direct funding to particular children and schools. In this paper we assess how well this measure predicts pupil attainment in secondary school in comparison to other measures of socio‐economic background known to influence pupil attainment, such as parental education or income. We ask whether the FSM measure is an adequate proxy for a pupil's socio‐economic disadvantage in an educational context. To do this we draw on the Longitudinal Study of Young People in England and matched administrative data. We find that the FSM eligibility measure correlates highly with other measures of socio‐economic disadvantage, however it does not identify all children living in what would be deemed deprived households. We then compare the extent to which the FSM eligibility measure predicts educational achievement relative to other measures of deprivation and find that its predictive power is only marginally lower than many richer survey measures. This provides some reassurance on its use in policy.  相似文献   

ICT and educational (dis)advantage: families,computers and contemporary social and educational inequalities     

Lawrence Angus  Wendy Sutherland‐Smith 《British Journal of Sociology of Education》2004,25(1):3-18

Because access to new technologies is unequally distributed, there has been considerable debate about the growing gap between the so‐called information‐rich and information‐poor. Such concerns have led to high‐profile information technology policy initiatives in many countries. In Australia, in an attempt to ‘redress the balance between the information rich and poor’ by providing ‘equal access to the World Wide Web’ (Virtual Communities, 2002 Virtual Communities (2002) About us. Available online at: http://www.virtualcommunities. com.au (accessed 18 August 2002)  [Google Scholar]), the Australian Council of Trade Unions, Virtual Communities (a computer/software distributor) and Primus (an Internet provider) in late 1999 formed an alliance to offer relatively inexpensive computer and Internet access to union members in order to make ‘technology affordable for all Australians’ (Virtual Communities, 2002 Virtual Communities (2002) About us. Available online at: http://www.virtualcommunities. com.au (accessed 18 August 2002)  [Google Scholar]). In this paper, we examine four families, one of which had long‐term Information and Communication Technologies (ICT) access, and three of which took advantage of the Virtual Communities offer to get home computer and Internet access for the first time. We examine their engagement with ICT and suggest that previously disadvantaged family members are not particularly advantaged by their access to ICT.  相似文献   

Academic developers as partners in change,scholarship, and reflection     

Kathryn A. Sutherland 《International Journal for Academic Development》2013,18(3):159-161

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The “learning disabilities” label: An experimental analysis     

Bob Algozzine  John Sutherland 《Contemporary educational psychology》1977,2(3):292-297

The “learning disability” label is a relatively new addition to the field of special education and its effects have begun to be investigated. This study examined the differences produced by two categorical labels on students impressions of the “disturbingness” of behavior and their willingness to work with the labeled child. Aggressive behaviors thought to be exhibited by learning disabled youngsters were rated differently from identical behaviors thought to be exhibited by emotionally disturbed children. Implications of this study suggest that the “LD” label may connote a milder form of disability; and that teacher and professional training institutions should consider the deleterious effects labels may convey with regard to expected behaviors.  相似文献   

Assessing the role of curriculum coherence in student learning about energy     

David Fortus  LeeAnn M. Sutherland Adams  Joseph Krajcik  Brian Reiser 《科学教学研究杂志》2015,52(10):1408-1425

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THE ROLE OF WOMEN IN HIGHER EDUCATION     

Margaret B. Sutherland 《Higher Education in Europe》1985,10(3):47-56

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Is there an optimum size for a university?     

Gordon Sutherland 《Minerva》1973,11(1):53-78

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SOME COMMENTS ON COURSE EVALUATION IN THE CONTEXT OF THE HUMBERSIDE DIP H.E.     

Rosamund Billington  Sheelagh Strawbridge 《Assessment & Evaluation in Higher Education》1983,8(2):147-162

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