An intimate ethnography: A review of ‘My Father’s Wars: Migration,Memory, and the Violence of a Century’     

Elizabeth M. Pope  Kathleen P. deMarrais 《Educational studies》2017,43(2):243-245

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Developmental dyslexia,cerebellar/vestibular brain function and possible links to exercise-based interventions: a review     

Debbie Pope  Helen Whiteley 《欧洲特需教育杂志》2013,28(1):109-123

The Phonological Processing Deficit (PPD) hypothesis remains the most influential theory to explain why some children fail to acquire appropriate reading skills. However, current research suggests that there may be other deficits operating, and that the phonological processing deficit may be just one manifestation of a deeper underlying anatomical syndrome that originates in the cerebellar or vestibular areas of the brain. Claims that exercise regimes or programmes of vestibular stimulation may provide a ‘cure’ for developmental dyslexia (specific reading difficulties) prompt scepticism among the scientific community and raise concerns about the exploitation of vulnerable parents. The paper provides a review of research into the causes of specific reading difficulties at the behavioural, cognitive and biological level of explanation, and considers whether or not there is any theoretical basis for the use of exercise-based intervention programmes. Following consideration of recent findings from a range of scientific disciplines, it is concluded that such ‘unconventional’ methods of intervention may draw some theoretical support from the scientific literature, although researchers are cautioned to be wary of comorbidity issues. It is also concluded that more rigorous and independent evaluations of the success (or otherwise) of exercise-based interventions are needed.  相似文献   

Pushout: The Criminalization of Black Girls in Schools by Monique W. Morris.     

Alexander Pope IV 《The Educational forum》2017,81(2):231-232

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Student & tutor consensus: a partnership in assessment for learning     

James Thompson  Don Houston  Kathryn Dansie  Timothy Rayner  Timothy Pointon  Simon Pope 《Assessment & Evaluation in Higher Education》2017,42(6):942-952

The mistakes made when attempting tasks often prove to be some of the most invaluable learning experiences. Despite this, outcome and results driven assessment formats largely penalise student performance errors or reward students who succeed by chance. The consequences of this paradigm are visible effects on student relationships with assessment. The student–tutor consensus approach to assessment was introduced to capture student learning achieved ‘from’ assessment to complement the measurement of performance outcomes. This approach parallels student and tutor judgement in a grade negotiation, affording the student an opportunity to share with their assessor what they have learned from the assessment activity. This student self-awareness was then considered alongside the conventional outcome-based score awarded by the tutor to generate a final grade for the assessed activity. Our study evaluated the perceptions of 90 undergraduate students enrolled in the bachelor of paramedic studies, who participated in this novel assessment approach as part of a final-year capstone topic. The results comprehensively indicated value for all aspects of the assessment approach, as well as a recognition that the skills will be useful in their future professional roles.  相似文献   

The Instructional and Emotional Quality of Parent–Child Book Reading and Early Head Start Children's Learning Outcomes     

Keely Dyan Cline  Carolyn Pope Edwards 《Early education and development》2013,24(8):1214-1231

Research Findings: The objective of this study was to understand how two dimensions of parent–child book-reading quality—instructional and emotional—interact and relate to learning in a sample of low-income infants and toddlers. Participants included 81 parents and their children from Early Head Start programs in the rural Midwest. Correlation and multiple regression analyses were used to test the hypothesis that parental book-reading qualities interact and relate to children's concurrent cognitive and language scores. Exploratory analyses examined if patterns of relationships varied for families who had different home languages (i.e., English, Spanish). Results included that book-reading qualities and home language interacted to predict child scores. Practice or Policy: Findings suggest a need to further explore potentially complex patterns of relationships among parental book-reading behaviors and child learning for diverse families. Understanding these patterns could inform the development of culturally-sensitive intervention approaches designed to support high-quality shared book reading.  相似文献   

The related effects of item characteristics in measures of epistemological beliefs     

Kathryn J. Pope  Gillian A. Mooney 《Africa Education Review》2016,13(2):1-16

Personal epistemology is concerned with people’s beliefs or assumptions about the nature of knowledge and knowing. Whilst contributions in this field can be traced back to the 1970s, fundamental questions about the ontology and epistemology of the construct still remain. The current study explored the effects of three characteristics of questions aimed at eliciting epistemological assumptions on our interpretations of an individual’s assumptions, namely the level of directness with which questions targeted assumptions, the domainspecificity of the question, and whether the questions were open or closed-ended. A paper-and-pencil measure was designed to manipulate these variables, and the interpretations made about the assumptions of 35 postgraduate Psychology students were compared. The results suggested that the characteristics do exert an influence and caution is raised regarding the validity of methodologies that are used in the study of personal epistemology.  相似文献   

Leisure Attitudes of Varsity Athletes vs. NonVarsity Athletes     

Francis A. Mcguire  Brian J. Mihalik  James R. Pope Jr. 《Research quarterly for exercise and sport》2013,84(3):291-293

Abstract

Students (N = 104) enrolled in four low fitness, one middle fitness, and one high fitness class in basic physical education classes at the University of Connecticut participated in a 4-week program of isometric exercises done with an adjustable nylon belt which was stabilized against various body segments. Low, middle, and high fitness classes were compared in the amount of improvement made in the 5 items in which significant gains had been made. The MWF classes which did 30 min. of isometric exercises for 12 class meetings were compared to the TTh classes which met for 8 class meetings and which did the same isometric exercise program and in addition did stretching exercises and ran a mile.

When all groups were treated together, mean gains of 1.1 in. in the vertical jump, .74 sec. in the agility run, .17 sec. in the 30-yd. dash, 151.9 lb. in the leg lift, and 57.0 lb. in the back lift were made. These were all significant at the 0.005 to the 0.0005 level. Small but significant gains were made in right and left grip, the Fait endurance hang, and the 380-yd. run. The low fitness classes made greater improvements in the leg lift, the vertical jump, and the agility run than did the middle or high fitness groups. The high fitness class made greater improvements in the back lift and in the 30-yd. dash than did the low or middle fitness classes. The classes which did only isometric exercises for a half-hour three times each week for 4½ weeks made greater mean gains in the vertical jump, the agility run, the 30-yd. dash and the back lift than did the classes which met for 60-min. periods twice each week for 4½ weeks and did stretching exercises and running in addition to the isometric exercises. However, the latter made greater gains in the leg lift.  相似文献   

Supporting the Development of Emotional Intelligence Competencies to Ease the Transition from Primary to High School     

P. Qualter  H. E. Whiteley  J. M. Hutchinson  D. J. Pope 《Educational Psychology in Practice》2007,23(1):79-95

This study aims to explore (1) whether pupils with high emotional intelligence (EI) cope better with the transition to high school; and (2) whether the introduction of an intervention programme to support the development of EI competencies can increase EI and self‐worth, and so ease the negative effects of transition. Results suggest that pupils with high/average levels of EI cope better with transition in terms of grade point average, self‐worth, school attendance and behaviour than pupils with low EI. In addition, pupils with low baseline EI scores responded positively to the intervention programme, although a negative change was noted in pupils with high baseline emotional intelligence. Results are considered in terms of implications for educational practice.  相似文献   

Google Book Search and Metadata     

Julia T. Pope  Robert P. Holley 《Cataloging & classification quarterly》2013,51(1):1-13

This article summarizes published documents on metadata provided by Google for books scanned as part of the Google Book Search (GBS) project and provides suggestions for improvement. The faulty, misleading, and confusing metadata in current Google records can pose potentially serious problems for users of GBS. Google admits that it took data, which proved to be inaccurate, from many sources and is attempting to correct errors. Some argue that metadata is not needed with keyword searching; but optical character recognition (OCR) errors, synonym control, and materials in foreign languages make reliable metadata a requirement for academic researchers. The authors recommend that users should be able to submit error reports to Google to correct faulty metadata.  相似文献   

Integrating Visual and Verbal Literacies in the Early Childhood Classroom     

Carolyn Pope Edwards  Linda Mayo Willis 《Early Childhood Education Journal》2000,27(4):259-265

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