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ABSTRACT This paper examines the impacts of co-residence (admitting women to men’s colleges and men to women’s colleges) at the University of Oxford beginning in the 1970s. Co-residence increased the representation of women undergraduates at Oxford to near parity with men; the representation of women in academic positions rose but not as substantially as that of women undergraduates and postgraduates and today women comprise still only a third of academics in the colleges of the university; the fellowships of the former female colleges became genuinely mixed, the fellowships of the former male colleges more slowly; women are less likely to be appointed head of a former men’s college than are men to be appointed head of a former women’s college; the quality of Oxford undergraduates rose with the increased number of female undergraduates; and the quality of undergraduates in the former male colleges rose at the expense of the female colleges. 相似文献
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Most distance learning institutions collect vast amounts of learning data. Making sense of this ‘Big Data’ can be a challenge, in particular when data are stored at different data warehouses and require advanced statistical skills to interpret complex patterns of data. As a leading institute on learning analytics, the Open University UK instigated in 2012 a Data Wrangling initiative. This provided every Faculty with a dedicated academic with expertise data analysis and whose task is to provide strategic, pedagogical and sense-making advice to staff and senior management. Given substantial changes within the OU (e.g. new Faculty structure, real-time dashboards, two large-scale adoptions of predictive analytics approaches, increased reliance on analytics), this embedded case study provides an in-depth review of lessons learned of five years of data wrangling. We will elaborate on the design of the new structure, its strengths and potential weaknesses, and affordances to be adopted by other institutions. 相似文献
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The nature and correlates of underachievement among elementary schoolchildren in Hong Kong 总被引:2,自引:0,他引:2
This study investigated for the first time several characteristics of underachievement in a large sample of Hong Kong elementary schoolchildren. More males were identified as underachievers than females, but the ratio was substantially less than the two-to-one rate typically found in the American literature. The stability and persistence of underachievement increased during the elementary school years, and the stability of underachievement tended to be higher in subject matter that was relatively more difficult, which varied with gender. Underachievement became more specific to particular academic subjects rather than more general across the elementary grades. Parents and teachers, but not the children themselves, perceived that underachievers were more capable than same-grade nonunderachievers (who score lower on ability tests), although this awareness is more likely directed at male than female underachievers, which has been observed in other samples. In grades 1-4, teachers provided extra mentoring, communications, and support to underachievers. Thereafter, underachievers became more disruptive, impatient, and aggressive in school and perhaps at home. At that point, teachers became less supportive, offered less extra mentoring, and applied greater behavioral control over underachievers. Underachieving children also perceived that their parents became less supportive and used more discipline in grades 5-6 relative to grades 3-4. These correlates of underachievement suggests the existence of a syndrome of underachievement that separates underachievers from children who have the same grades but lower mental ability. 相似文献
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Do preadolescent sport self-concepts influence subsequent sport performance? Longitudinal data (Grades 3, 4, and 6) for young boys and girls (N= 1,135; mean age = 9.67) were used to test reciprocal effects model (REM) predictions that sport self-concept is both a cause and a consequence of sport accomplishments. Controlling prior sport performance (performance-based measures and teacher assessments), prior sport self-concept had positive effects on subsequent sport performance in both Grade 4 and Grade 6 and for both boys and girls. Coupled with previous REM studies of adolescents in the academic domain, this first test for preadolescents in the sport domain supports the generalizability of REM predictions over gender, self-concept domain, preadolescent ages, and the transition from primary to secondary school. 相似文献
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Maurizio Fanchini Carlo Castagna Aaron J. Coutts Federico Schena Alan McCall Franco M. Impellizzeri 《Journal of sports sciences》2014,32(20):1950-1957
AbstractThe aim of this study was to compare the reliability, internal responsiveness and interchangeability of the Yo-Yo intermittent recovery test level 1 (YY1), level 2 (YY2) and submaximal YY1 (YY1-sub). Twenty-four young soccer players (age 17 ± 1 years; height 177 ± 7 cm; body mass 68 ± 6 kg) completed each test five times within pre- and in-season; distances covered and heart rates (HRs) were measured. Reliability was expressed as typical error of measurement (TEM) and intraclass correlation coefficient (ICC). Internal responsiveness was determined as effect size (ES) and signal-to-noise ratio (ESTEM). Interchangeability was determined with correlation between training-induced changes. The TEM and ICC for distances in the YY1 and YY2 and for HR in YY1-sub were 7.3% and 0.78, 7.1% and 0.93 and 2.2% and 0.78, respectively. The ESs and ESTEMs were 0.9 and 1.9 for YY1, 0.4 and 1.2 for YY2 and ?0.3 and ?0.3 for YY1-sub. Correlations between YY1 vs. YY2 and YY1-sub were 0.56 to 0.84 and ?0.36 to ?0.81, respectively. Correlations between change scores in YY1 vs. YY2 were 0.29 and ?0.21 vs. YY1-sub. Peak HR was higher in YY1 vs. YY2. The YY1 and YY2 showed similar reliability; however, they were not interchangeable. The YY1 was more responsive to training compared to YY2 and YY1-sub. 相似文献