Developing ‘active citizens’: Arts Award,creativity and impact     

Yvonne Robinson  Anna Paraskevopoulou  Sumi Hollingworth 《British Educational Research Journal》2019,45(6):1203-1219

Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area.  相似文献   

Cognitive and perceptual measures as predictors of fourth-grade achievement     

Larry C. Sexton  James H. Treloar 《Psychology in the schools》1982,19(1):122-128

This study used a multivariate approach and longitudinal design to examine the relationship of early perceptual and cognitive development to later school achievement. The extent to which a set of 4th-grade achievement measures could be predicted from a set of variables collected when the students were in first grade was determined through a series of canonical and multiple correlation analyses. These results were compared to results of an earlier phase of the study. Similarities between the two phases indicated that: (a) A measure of visual perception added significantly to the prediction of achievement afforded by consideration of sex and academic aptitude. (b) The variables used to predict achievement may differ somewhat between boys and girls. (c) The usefulness of sex as a predictor of school achievement depends upon the specific achievement area under consideration. Differences in the two phases involved the extent to which sex was a predictor of a specific achievement area.  相似文献   

White middle‐class parents,identities, educational choice and the urban comprehensive school: dilemmas,ambivalence and moral ambiguity   总被引：1，自引：1，他引：0  

Gill Crozier  Diane Reay  David James  Fiona Jamieson  Phoebe Beedell  Sumi Hollingworth 《British Journal of Sociology of Education》2008,29(3):261-272

At a time when the public sector and state education (in the United Kingdom) is under threat from the encroaching marketisation policy and private finance initiatives, our research reveals white middle‐class parents who in spite of having the financial opportunity to turn their backs on the state system are choosing to assert their commitment to the urban state‐run comprehensive school. Our analysis examines the processes of ‘thinking and acting otherwise’, and demonstrates the nature of the commitment the parents make to the local comprehensive school. However, it also shows the parents’ perceptions of the risk involved and their anxieties that these give rise to. The middle‐class parents are thus caught in a web of moral ambiguity, dilemmas and ambivalence, trying to perform ‘the good/ethical self’ while ensuring the ‘best’ for their children.  相似文献   

Effects of motivation,academic stress and age in predicting self-directed learning readiness (SDLR): Focused on online college students     

JeongChul Heo  Sumi Han 《Education and Information Technologies》2018,23(1):61-71

The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who are taking online counseling classes at one online university in Korea. A total of 186 students responded to the web-survey questionnaire. The Pearson correlation is used to examine whether there are significant correlations among motivation, academic stress, age, and SDLR. Results show that motivation and academic stress have an influence on the level of SDLR. However, there is no significant relationship between age and SDLR. Also, the multiple-regression is used to analyze any influence on three predictors (motivation, academic stress, and age) in predicting SDLR. As a result, motivation and academic stress turn out as significant predictors which are influential in predicting the level of SDLR. However, the variable of the age among online college students is not influential in predicting the level of SDLR. Lastly, suggestions and implications are discussed for future study.  相似文献   

Class,gender, (hetero)sexuality and schooling: paradoxes within working‐class girls’ engagement with education and post‐16 aspirations     

Louise Archer  Anna Halsall  Sumi Hollingworth 《British Journal of Sociology of Education》2007,28(2):165-180

This paper discusses the ways in which inner‐city, ethnically diverse, working‐class girls’ constructions of hetero‐femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working‐class young people in London, attention is drawn to three main ways through which young women used heterosexual femininities to construct capital and generate identity value and worth; namely, investment in appearance through ‘glamorous’ hetero‐femininities, heterosexual relationships with boyfriends, and the ‘ladettte’ discourse. We discuss how and why young women’s investments in particular forms of heterosexual working‐class femininity can play into their disengagement from education and schooling, drawing particular attention to the paradoxes that arise when these constructions play into other oppressive power relations.  相似文献   

Longitudinal links between spanking and children's externalizing behaviors in a national sample of White, Black, Hispanic, and Asian American families     

Gershoff ET  Lansford JE  Sexton HR  Davis-Kean P  Sameroff AJ 《Child development》2012,83(3):838-843

This study examined whether the longitudinal links between mothers' use of spanking and children's externalizing behaviors are moderated by family race/ethnicity, as would be predicted by cultural normativeness theory, once mean differences in frequency of use are controlled. A nationally representative sample of White, Black, Hispanic, and Asian American families (n = 11,044) was used to test a cross-lagged path model from 5 to 8 years old. While race/ethnic differences were observed in the frequency of spanking, no differences were found in the associations of spanking and externalizing over time: Early spanking predicted increases in children's externalizing while early child externalizing elicited more spanking over time across all race/ethnic groups.  相似文献   

film history     

Kevin Brownlow  Marshall Deutelbaum  R.W. Sexton  B.F. Betts  Ross Thorne  Roger Brett 《Communication Booknotes Quarterly》2013,44(1):17-20

Kevin Brownlow The War, the West and the Wilderness (New York; Alfred A. Knopf, 1979 – $27.50, hardcover).

Marshall Deutelbaum, "Image" on the Art and Evolution of the Film (New York: Dover Publications, 1979 – $8.95 in paper).

American Theatres of Today, Volumes I and II, by R.W. Sexton and B.F. Betts (New Yorks Architectural Book Publishing Inc., 1927 and 1930 – reprinted at $35.00 in one volume, 360 pages, hardcover).

Picture Palace Architecture in Australia by Ross Thorne (South Melbourne: Sun Books, 1976 – $9.95 in paper from Vestal).

Temples of Illusion by Roger Brett($14.95, paper).

Carol Herselle Krinsky Rockefeller Center (New York: Oxford University Press, 1978 – $17.50 hardcover/ $9.95 paper)

Richard Taylor Film Propaganda: Soviet Russia and Nazi Germany (London: Croom Helm/ New York: Barnes & Nonle, 1979—$25.00)

William Kittredge and Steren M. Krauzer, eds. Stories into Film (New York: Harper & RowP2olophon Books, 1979—price not given, paper)

Richard Dyer Stars (London: British Film Institute, 1979—E2.25, or about $5.00, paper)  相似文献   

Changing Urban Education     

Sumi Hollingworth 《International Journal of Lifelong Education》2013,32(3):428-430

  相似文献   

Lifelong learning and social justice     

Steven S. Sexton 《Gender and education》2012,24(2):244-245

  相似文献   

Transformative praxis in teacher practice: one tauira finds her place in education     

Steven S. Sexton 《Compare》2011,41(1):59-74

This paper reports on an initial teacher education programme that has been designed to facilitate and support Māori student teachers in New Zealand. This paper highlights the ambiguity in New Zealand on the theoretical foundation of initial teacher education. Therefore a background on transformative praxis and how it has impacted on the education system of New Zealand is first presented. Then the tauira’s (student teacher’s) narrative is presented which has been informed by two years of a Te Ao Māori (Māori worldview) programme. The programme was built upon critical theory to facilitate transformative praxis in student teachers. Specifically, this narrative was a vehicle for how her own past in mainstream education and the programme has impacted upon how she sees teaching and being the teacher. The paper highlights the positive impact a culturally responsive programme can have on the self‐efficacy of marginalised members of society.  相似文献