FN Thomson Reuters Web of Science™
VR 1.0
PT B
AU Hattie, JAC
AF Hattie, JAC
TI Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to
   Achievement
SO VISIBLE LEARNING: A SYNTHESIS OF OVER 800 META-ANALYSES RELATING TO
   ACHIEVEMENT
LA English
DT Book
ID COMPUTER-BASED INSTRUCTION; DEFICIT HYPERACTIVITY DISORDER;
   ELEMENTARY-SCHOOL STUDENTS; BEST-EVIDENCE SYNTHESIS; SOCIAL-SKILLS
   INTERVENTIONS; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; TYPICAL
   INTELLECTUAL ENGAGEMENT; INDIVIDUALISTIC GOAL STRUCTURES;
   CAREER-EDUCATION INTERVENTIONS; SYSTEMATIC PHONICS INSTRUCTION
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NR 1679
TC 997
Z9 998
U1 12
U2 38
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-88733-2; 978-0-415-47617-1
PY 2009
BP 1
EP 378
PG 378
WC Education & Educational Research
SC Education & Educational Research
GA BHS70
UT WOS:000326584100013
ER

PT J
AU Plint, AC
   Moher, D
   Morrison, A
   Schulz, K
   Altman, DG
   Hill, C
   Gaboury, I
AF Plint, Amy C.
   Moher, David
   Morrison, Andra
   Schulz, Kenneth
   Altman, Douglas G.
   Hill, Catherine
   Gaboury, Isabelle
TI Does the CONSORT checklist improve the quality of reports of randomised
   controlled trials? A systematic review
SO MEDICAL JOURNAL OF AUSTRALIA
LA English
DT Review
ID CLINICAL-TRIALS; METHODOLOGICAL QUALITY; MEDICAL JOURNALS; CARE
   LITERATURE; CONSOLIDATED STANDARDS; TREAT ANALYSIS; STATEMENT; INTENTION
AB Objective: To determine whether the adoption of the CONSORT checklist is associated with improvement in the quality of reporting of randomised controlled trials (RCTs).
   Data sources: MEDLINE, EMBASE, Cochrane CENTRAL, and reference lists of included studies and of experts were searched to identify eligible studies published between 1996 and 2005.
   Study selection: Studies were eligible if they (a) compared CONSORT-adopting and non-adopting journals after the publication of CONSORT, (b) compared CONSORT adopters before and after publication of CONSORT, or (c) a combination of (a) and (b). Outcomes examined included reports for any of the 22 items on the CONSORT checklist or overall trial quality.
   Data synthesis: 1128 studies were retrieved, of which 248 were considered possibly relevant. Eight studies were included in the review. CONSORT adopters had significantly better reporting of the method of sequence generation (risk ratio [RR], 1.67; 95% CI, 1.19-2.33), allocation concealment (RR, 1.66; 95% CI, 1.37-2.00) and overall number of CONSORT items than non-adopters (standardised mean difference, 0.83; 95% CI, 0.46-1.19). CONSORT adoption had less effect on reporting of participant flow (RR, 1.14; 95% CI, 0.89-1.46) and blinding of participants (RR, 1.09; 95% CI, 0.84-1.43) or data analysts (RR, 5.44; 95% CI, 0.73-36.87). In studies examining CONSORT-adopting journals before and after the publication of CONSORT, description of the method of sequence generation (RR, 2.78; 95% CI, 1.78-4.33), participant flow (RR, 8.06; 95% CI, 4.10-15.83), and total CONSORT items (standardised mean difference, 3.67 items; 95% CI, 2.09-5.25) were improved after adoption of CONSORT by the journal.
   Conclusions: Journal adoption of CONSORT is associated with improved reporting of RCTs.
C1 Univ Ottawa, Dept Pediat, Ottawa, ON K1N 6N5, Canada.
   Univ Ottawa, Dept Emergency Med, Ottawa, ON, Canada.
   Univ Ottawa, Dept Epidemiol & Community Med, Ottawa, ON, Canada.
   Childrens Hosp Eastern Ontario, Chalmers Res Grp, Ottawa, ON K1H 8L1, Canada.
   Canadian Coordinating Off Hlth Technol Assessment, Ottawa, ON, Canada.
   Family Hlth Int, Quantitat Sci, Durham, NC USA.
   Ctr Stat Med, Oxford, England.
   Queen Elizabeth Hosp, Rheumatol Unit, Adelaide, SA, Australia.
RP Plint, AC (reprint author), Univ Ottawa, Dept Pediat, Ottawa, ON K1N 6N5, Canada.
EM plint@cheo.on.ca
RI Gaboury, Isabelle/B-6868-2011
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NR 28
TC 364
Z9 374
U1 2
U2 19
PU AUSTRALASIAN MED PUBL CO LTD
PI PYRMONT
PA LEVEL 2, 26-32 PYRMONT BRIDGE RD, PYRMONT, NSW 2009, AUSTRALIA
SN 0025-729X
J9 MED J AUSTRALIA
JI Med. J. Aust.
PD SEP 4
PY 2006
VL 185
IS 5
BP 263
EP 267
PG 5
WC Medicine, General & Internal
SC General & Internal Medicine
GA 091BO
UT WOS:000241001000008
PM 16948622
ER

PT B
AU Rizvi, F
   Lingard, B
AF Rizvi, F
   Lingard, B
TI Globalizing Education Policy
SO GLOBALIZING EDUCATION POLICY
LA English
DT Book
ID BRAIN-DRAIN; NATIONAL POLICY; SOCIOLOGY; STATE; GOVERNANCE; BOURDIEU;
   ECONOMY; WORLD; PISA; SERVICE
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NR 440
TC 323
Z9 323
U1 4
U2 11
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-415-41627-6; 978-0-203-86739-6; 978-0-415-41625-2
PY 2010
BP 1
EP 228
PG 228
WC Education & Educational Research
SC Education & Educational Research
GA BHX50
UT WOS:000326939100011
ER

PT J
AU Osborne, J
   Erduran, S
   Simon, S
AF Osborne, J
   Erduran, S
   Simon, S
TI Enhancing the quality of argumentation in school science
SO JOURNAL OF RESEARCH IN SCIENCE TEACHING
LA English
DT Article
ID CONCEPTUAL CHANGE; REFUTATION TEXT; STUDENTS; KNOWLEDGE; PHYSICS;
   PERFORMANCE; CURRICULUM; CLASSROOMS; DISCOURSE; LITERACY
AB The research reported in this study focuses on the design and evaluation of learning environments that support the teaching and learning of argumentation in a scientific context. The research took place over 2 years, between 1999 and 2001, in junior high schools in the greater London area. The research was conducted in two phases. In phase 1, working with a group of 12 science teachers, the main emphasis was to develop sets of materials and strategies to support argumentation in the classroom, and to support and assess teachers' development with teaching argumentation. Data were collected by video- and audio-recording the teachers' attempts to implement these lessons at the beginning and end of the year. During this phase, analytical tools for evaluating the quality of argumentation were developed based on Toulmin's argument pattern. Analysis of the data shows that there was significant development in the majority of teachers use of argumentation across the year. Results indicate that the pattern of use of argumentation is teacher-specific, as is the nature of the change. In phase 2 of the project, the focus of this paper, teachers taught the experimental groups a minimum of nine lessons which involved socioscientific or scientific argumentation. In addition, these teachers taught similar lessons to a comparison group at the beginning and end of the year. The purpose of this research was to assess the progression in student capabilities with argumentation. For this purpose, data were collected from 33 lessons by video-taping two groups of four students in each class engaging in argumentation. Using a framework for evaluating the nature of the discourse and its quality developed from Toulmin's argument pattern, the findings show that there was improvement in the quality of students' argumentation. This research presents new methodological developments for work in this field. (C) 2004 Wiley Periodicals, Inc.
C1 Kings Coll London, Dept Educ & Profess Studies, London SE1 9NN, England.
   Univ Bristol, Grad Sch Educ, Bristol BS8 1JA, Avon, England.
   Univ London, Inst Educ, London WC1N 1AZ, England.
RP Osborne, J (reprint author), Kings Coll London, Dept Educ & Profess Studies, Franklin Wilkins Bldg,150 Stamford St, London SE1 9NN, England.
EM jonathan.osborne@kcl.ac.uk
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NR 74
TC 299
Z9 306
U1 12
U2 62
PU JOHN WILEY & SONS INC
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN, NJ 07030 USA
SN 0022-4308
J9 J RES SCI TEACH
JI J. Res. Sci. Teach.
PD DEC
PY 2004
VL 41
IS 10
BP 994
EP 1020
DI 10.1002/tea.20035
PG 27
WC Education & Educational Research
SC Education & Educational Research
GA 876QD
UT WOS:000225511300003
ER

PT J
AU Howes, C
   Burchinal, M
   Pianta, R
   Bryant, D
   Early, D
   Clifford, R
   Arbarin, OB
AF Howes, Carollee
   Burchinal, Margaret
   Pianta, Robert
   Bryant, Donna
   Early, Diane
   Clifford, Richard
   Arbarin, Oscar B.
TI Ready to learn? Children's pre-academic achievement in pre-Kindergarten
   programs
SO EARLY CHILDHOOD RESEARCH QUARTERLY
LA English
DT Article
DE pre-Kindergarten; school readiness; classroom quality
ID CARE QUALITY; DEVELOPMENTAL TRAJECTORIES; COGNITIVE-DEVELOPMENT; CLASS
   SIZE; PRESCHOOL; CLASSROOM; SCHOOL; OUTCOMES; TEACHER; POLICY
AB We examined children's growth in school-related learning and social skills over the pre-Kindergarten (pre-K) year in state-funded programs designed to prepare children for kindergarten. We expected that children's gains in academic and social skills could be attributed to variations in the structural and classroom process dimensions of program quality. Nearly 3000 (n = 2800) children were randomly selected, four per classroom, from approximately 700 randomly selected, state-funded pre-Kindergarten classrooms in eleven states. Enrollment in pre-K appeared related to gains in academic skills. Children showed larger gains in academic outcomes when they experienced higher-quality instruction or closer teacher-child relationships. Gains were not related to characteristics of the child or program (i.e., ratio, teacher qualifications and program location and length). These findings have implications for a range of state and local policy and program development efforts as well as for theories of contextual influences on development. (c) 2007 Elsevier Inc. All rights reserved.
C1 [Howes, Carollee] Univ Calif Los Angeles, Dept Educ, Los Angeles, CA 90095 USA.
   [Burchinal, Margaret; Bryant, Donna; Early, Diane; Clifford, Richard; Arbarin, Oscar B.] Univ N Calif, Chapel Hill, NC USA.
   [Pianta, Robert] Univ Virginia, Charlottesville, VA 22903 USA.
RP Howes, C (reprint author), Univ Calif Los Angeles, Dept Educ, Los Angeles, CA 90095 USA.
EM howes@gseis.ucla.edu
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NR 76
TC 228
Z9 230
U1 10
U2 51
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0885-2006
J9 EARLY CHILD RES Q
JI Early Childhood Res. Q.
PY 2008
VL 23
IS 1
BP 27
EP 50
DI 10.1016/j.ecresq.2007.05.002
PG 24
WC Education & Educational Research; Psychology, Developmental
SC Education & Educational Research; Psychology
GA 262XU
UT WOS:000253182900004
ER

PT J
AU Hargittai, E
   Hinnant, A
AF Hargittai, Eszter
   Hinnant, Amanda
TI Digital inequality - Differences in young adults' use of the Internet
SO COMMUNICATION RESEARCH
LA English
DT Article
DE skill; self-perceived knowledge; Internet; Web use; online behavior;
   young adults; digital divide
ID KNOWLEDGE GAP; DIVIDE; GENDER; HOME; ONLINE; WEB; COMMUNICATION;
   CONNECTEDNESS; LITERACY; ACCESS
AB This article expands understanding of the digital divide to more nuanced measures of use by examining differences in young adults' online activities. Young adults are the most highly connected age group, but that does not mean that their Internet uses are homogenous. Analyzing data about the Web uses of 270 adults from across the United States, the article explores the differences in 18- to 26-year-olds' online activities and what social factors explain the variation. Findings suggest that those with higher levels of education and of a more resource-rich background use the Web for more "capital-enhancing" activities. Detailed analyses of user attributes also reveal that online skill is an important mediating factor in the types of activities people pursue online. The authors discuss the implications of these findings for a "second-level digital divide," that is, differences among the population of young adult Internet users.
C1 [Hargittai, Eszter] Northwestern Univ, Inst Policy Res, Evanston, IL 60208 USA.
   [Hinnant, Amanda] Univ Missouri, Missouri Sch Journalism, Columbia, MO 65211 USA.
RP Hargittai, E (reprint author), Northwestern Univ, Inst Policy Res, Evanston, IL 60208 USA.
OI Hinnant, Amanda/0000-0002-9180-6848
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NR 68
TC 185
Z9 188
U1 10
U2 77
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0093-6502
EI 1552-3810
J9 COMMUN RES
JI Commun. Res.
PD OCT
PY 2008
VL 35
IS 5
BP 602
EP 621
DI 10.1177/0093650208321782
PG 20
WC Communication
SC Communication
GA 348TC
UT WOS:000259232000002
ER

PT J
AU Black, P
   Wiliam, D
AF Black, Paul
   Wiliam, Dylan
TI Developing the theory of formative assessment
SO EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY
LA English
DT Article
DE Formative assessment; Assessment for learning; Dynamic assessment;
   Self-regulation; Instruction; Pedagogy; Cognitive acceleration; Dialogue
AB Whilst many definitions of formative assessment have been offered, there is no clear rationale to define and delimit it within broader theories of pedagogy. This paper aims to offer such a rationale, within a framework which can also unify the diverse set of practices which have been described as formative. The analysis is used to relate formative assessment both to other pedagogic initiatives, notably cognitive acceleration and dynamic assessment, and to some of the existing literature on models of self-regulated learning and on classroom discourse. This framework should indicate potentially fruitful lines for further enquiry, whilst at the same time opening up new ways of helping teachers to implement formative practices more effectively.
C1 [Black, Paul] Kings Coll London, Dept Educ & Profess Studies, London SE1 9NH, England.
   [Wiliam, Dylan] Univ London, Inst Educ, London WC1N 1AZ, England.
RP Black, P (reprint author), Kings Coll London, Dept Educ & Profess Studies, Franklin Wilkins Bldg,150 Stamford St, London SE1 9NH, England.
EM paul.black@kcl.ac.uk
OI Wiliam, Dylan/0000-0002-0710-1133
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NR 72
TC 172
Z9 174
U1 14
U2 105
PU SPRINGER HEIDELBERG
PI HEIDELBERG
PA TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY
SN 1874-8597
J9 EDUC ASSESS EVAL ACC
JI Educ. Assess. Eval. Account.
PD FEB
PY 2009
VL 21
IS 1
BP 5
EP 31
DI 10.1007/s11092-008-9068-5
PG 27
WC Education & Educational Research
SC Education & Educational Research
GA V17UE
UT WOS:000207961300002
ER

PT J
AU Seidel, T
   Shavelson, RJ
AF Seidel, Tina
   Shavelson, Richard J.
TI Teaching effectiveness research in the past decade: The role of theory
   and research design in disentangling meta-analysis results
SO REVIEW OF EDUCATIONAL RESEARCH
LA English
DT Review
DE research design; meta-analysis; models of teaching and learning;
   process-product model; student learning; teaching effectiveness
ID SCALE EDUCATIONAL ASSESSMENTS; ASSISTED LEARNING-STRATEGIES; ORIENTED
   READING-INSTRUCTION; NELS-88 MATHEMATICS ACHIEVEMENT;
   STUDENT-ACHIEVEMENT; HIGH-SCHOOL; COMPREHENSIVE MODEL;
   ELEMENTARY-SCHOOLS; HETEROGENEOUS CLASSROOMS; ACADEMIC-ACHIEVEMENT
AB This meta-analysis summarizes teaching effectiveness studies of the past decade and investigates the role of theory and research design in disentangling results. Compared to past analyses based on the process-product model, a framework based on cognitive models of teaching and learning proved useful in analyzing studies and accounting for variations in effect sizes. Although the effects of teaching on student learning were diverse and complex, they were fairly systematic. The authors found the largest eftects for domain-specific components of teaching-teaching most proximal to executive processes of learning. By taking into account research design, the authors further disentangled meta-analytic findings. For example, domain-specific teaching components we're mainly studied with quasi-experimental or experimental designs. Finally, correlational survey studies dominated teaching effectiveness studies in the past decade but proved to be more distal from the teaching-learning process.
C1 Univ Kiel, Leibniz Inst Sci Educ IPN, D-24098 Kiel, Germany.
   Friedrich Schiller Univ Jena, D-07743 Jena, Germany.
   Stanford Univ, Sch Educ, Stanford, CA 94305 USA.
RP Seidel, T (reprint author), Univ Kiel, Leibniz Inst Sci Educ IPN, Olshaussenstr 62, D-24098 Kiel, Germany.
EM tina.seidel@uni-jena.de; richs@stanford.edu
RI Seidel, Tina/C-6221-2009
OI Seidel, Tina/0000-0002-2578-1208
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NR 187
TC 172
Z9 175
U1 8
U2 52
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0034-6543
J9 REV EDUC RES
JI Rev. Educ. Res.
PD DEC
PY 2007
VL 77
IS 4
BP 454
EP 499
DI 10.3102/0034654307310317
PG 46
WC Education & Educational Research
SC Education & Educational Research
GA 236EG
UT WOS:000251285200002
ER

PT J
AU Hill, NE
   Tyson, DF
AF Hill, Nancy E.
   Tyson, Diana F.
TI Parental Involvement in Middle School: A Meta-Analytic Assessment of the
   Strategies That Promote Achievement
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Review
DE academic achievement; family-school relationships; meta-analysis; middle
   school; parental involvement in education
ID CHILDRENS ACADEMIC-ACHIEVEMENT; AFRICAN-AMERICAN ADOLESCENTS;
   SOCIAL-CLASS DIFFERENCES; FAMILY INVOLVEMENT; STUDENT-ACHIEVEMENT;
   EDUCATIONAL-ACHIEVEMENT; SCIENCE ACHIEVEMENT; STRUCTURAL-ANALYSIS; YOUNG
   ADOLESCENTS; HOMEWORK
AB Early adolescence is often marked by changes in school context, family relationships, and developmental processes. In the context of these changes, academic performance often declines, while at the same time the long-term implications of academic performance increase. In promoting achievement across elementary and secondary school levels, the significant role of families. family-school relations. and parental involvement in education has been highlighted. Although there is a growing body of literature focusing oil parental involvement in education during middle school. this research has not been systematically examined to determine which types of involvement have the strongest relation with achievement. The authors conducted a meta-analysis oil the existing research oil parental involvement in middle school to determine whether and which types of parental involvement are related to achievement. Across 50 studies, parental involvement was positively associated with achievement, with the exception of parental help with homework. Involvement that reflected academic socialization had the strongest positive association with achievement. Based on the known characteristics of the developmental stage and tasks, of adolescence, strategies reflecting academic socialization are most consistent with the developmental stage of early adolescence.
C1 [Hill, Nancy E.; Tyson, Diana F.] Duke Univ, Dept Psychol & Neurosci, Durham, NC 27706 USA.
RP Hill, NE (reprint author), Harvard Univ, Grad Sch Educ, Larsen 703,14 Appian Way, Cambridge, MA 02138 USA.
EM hillna@gse.harvard.edu
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PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
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J9 DEV PSYCHOL
JI Dev. Psychol.
PD MAY
PY 2009
VL 45
IS 3
BP 740
EP 763
DI 10.1037/a0015362
PG 24
WC Psychology, Developmental
SC Psychology
GA 440WT
UT WOS:000265731100011
PM 19413429
ER

PT J
AU Cooper, H
   Robinson, JC
   Patall, EA
AF Cooper, Harris
   Robinson, Jorgianne Civey
   Patall, Erika A.
TI Does homework improve academic achievement? A synthesis of research,
   1987-2003
SO REVIEW OF EDUCATIONAL RESEARCH
LA English
DT Review
DE homework; meta-analysis
ID HIGH-SCHOOL GRADES; PARENTAL INVOLVEMENT; SCIENCE ACHIEVEMENT; FAMILY
   INVOLVEMENT; STUDENT-ACHIEVEMENT; SELECTIVE ATTENTION;
   STRUCTURAL-ANALYSIS; CHILDRENS HOMEWORK; TEACHER PRACTICES;
   AFRICAN-AMERICAN
AB In this article, research conducted in the United States since 1987 on the effects of homework is summarized. Studies are grouped into four research designs. The authors found that all studies, regardless of type, had design flaws. However, both within and across design types, there was generally consistent evidence for a positive influence of homework on achievement. Studies that reported simple homework-achievement correlations revealed evidence Mat a stronger correlation existed (a) in Grades 7-12 than in K-6 and (b) when students rather than parents reported time on homework. No strong evidence was found for an association between the homework-achievement link and the outcome measure (grades as opposed to standardized tests) or the subject matter (reading as opposed to math). On the basis of these results and others, the authors suggest future research.
C1 Duke Univ, Program Educ, Durham, NC 27708 USA.
   Duke Univ, Dept Psychol, Durham, NC 27708 USA.
RP Cooper, H (reprint author), Duke Univ, Program Educ, Box 90739, Durham, NC 27708 USA.
EM cooperh@duke.edu; jorgianne.robinson@duke.edu; erika.patall@duke.edu
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J9 REV EDUC RES
JI Rev. Educ. Res.
PD SPR
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DI 10.3102/00346543076001001
PG 62
WC Education & Educational Research
SC Education & Educational Research
GA 161DI
UT WOS:000245994100001
ER

PT B
AU Lareau, A
AF Lareau, A
TI Unequal Childhoods: Class, Race, and Family Life, 2nd Edition
SO UNEQUAL CHILDHOODS: CLASS, RACE, AND FAMILY LIFE, 2ND EDITION
LA English
DT Book
ID STREET CORNER SOCIETY; HOME-SCHOOL RELATIONS; AFRICAN-AMERICAN;
   SOCIAL-CLASS; EXTRACURRICULAR ACTIVITIES; UNITED-STATES; MIDDLE-CLASS;
   EDUCATIONAL INVESTMENT; QUALITATIVE RESEARCH; PUBLIC ETHNOGRAPHY
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NR 416
TC 161
Z9 161
U1 3
U2 5
PU UNIV CALIFORNIA PRESS
PI BERKELEY
PA 2120 BERKELEY WAY, BERKELEY, CA 94720 USA
BN 978-0-52094-990-4; 978-0-520-27142-5
PY 2011
BP 1
EP 462
PG 462
WC Family Studies; Sociology
SC Family Studies; Sociology
GA BXG54
UT WOS:000296080400023
ER

PT S
AU Heath, AF
   Rothon, C
   Kilpi, E
AF Heath, Anthony F.
   Rothon, Catherine
   Kilpi, Elina
TI The second generation in Western Europe: Education, unemployment, and
   occupational attainment
SO ANNUAL REVIEW OF SOCIOLOGY
SE Annual Review of Sociology
LA English
DT Review; Book Chapter
DE minorities; ethnic penalty; aspirations; social context; discrimination
ID ETHNIC-MINORITY UNEMPLOYMENT; SOCIAL-MOBILITY; LABOR-MARKET; SCHOOL
   CAREERS; IMMIGRANTS; NETHERLANDS; ACHIEVEMENT; CHILDREN; GERMANY;
   INEQUALITIES
AB This paper reviews recent research in ten Western European countries on the educational and labor market outcomes of second-generation minorities. Minorities from less-developed origins appear to be particularly disadvantaged in education, access to the labor market, and occupational attainment. Disadvantages are most evident with test scores early in the school career, but in some countries minorities have higher continuation rates beyond the compulsory leaving age than do majority peers with similar test scores. Entry into the labor market is a particular problem for most minorities, with substantial ethnic penalties with respect to employment in all ten countries. There is a more mixed picture for occupational attainment: In some countries, we find cumulative disadvantages, whereas in others the barriers are greatest on entry into the labor market. We review possible explanations for the differences both between minorities and between countries.
C1 [Heath, Anthony F.; Kilpi, Elina] Univ Oxford, Dept Sociol, Oxford OX1 3UQ, England.
   [Rothon, Catherine] Univ London, Barts & London Sch Med & Dent, London EC1M 6BQ, England.
RP Heath, AF (reprint author), Univ Oxford, Dept Sociol, Oxford OX1 3UQ, England.
EM anthony.heath@nuffield.ox.ac.uk; elina.kilpi@sant.ox.ac.uk;
   c.rothon@qmul.ac.uk
OI Kilpi-Jakonen, Elina/0000-0003-0526-0170
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NR 111
TC 161
Z9 162
U1 24
U2 94
PU ANNUAL REVIEWS
PI PALO ALTO
PA 4139 EL CAMINO WAY, PO BOX 10139, PALO ALTO, CA 94303-0139 USA
SN 0360-0572
BN 978-0-8243-2234-2
J9 ANNU REV SOCIOL
JI Annu. Rev. Sociol.
PY 2008
VL 34
BP 211
EP 235
DI 10.1146/annurev.soc.34.040507.134728
PG 25
WC Sociology
SC Sociology
GA 338LN
UT WOS:000258509400010
ER

PT J
AU Yorke, M
AF Yorke, M
TI Formative assessment in higher education: Moves towards theory and the
   enhancement of pedagogic practice
SO HIGHER EDUCATION
LA English
DT Article
DE assessment; enhancement; formative assessment; pedagogy; theory
ID MOTIVATION
AB The importance of formative assessment in student learning is generally acknowledged, but it is not well understood across higher education. The identification of some key features of formative assessment opens the way for a discussion of theory. It is argued that there is a need for further theoretical development in respect of formative assessment, which needs to take account of disciplinary epistemology, theories of intellectual and moral development, students' stages of intellectual development, and the psychology of giving and receiving feedback. A sketch is offered of the direction that this development might take. It is noted that formative assessment may be either constructive or inhibitory towards learning. Suggestions are made regarding research into formative assessment, and how research might contribute to the development of pedagogic practice.
C1 Liverpool John Moores Univ, Ctr Higher Educ Dev, Liverpool L17 6BD, Merseyside, England.
RP Yorke, M (reprint author), Liverpool John Moores Univ, Ctr Higher Educ Dev, IM Marsh Campus,Barkhill Rd, Liverpool L17 6BD, Merseyside, England.
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NR 71
TC 160
Z9 162
U1 8
U2 60
PU KLUWER ACADEMIC PUBL
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
J9 HIGH EDUC
JI High. Educ.
PD JUN
PY 2003
VL 45
IS 4
BP 477
EP 501
DI 10.1023/A:1023967026413
PG 25
WC Education & Educational Research
SC Education & Educational Research
GA 684JJ
UT WOS:000183202000005
ER

PT B
AU Anderson, E
AF Anderson, E
TI Inclusive Masculinity: The Changing Nature of Masculinities
SO INCLUSIVE MASCULINITY: THE CHANGING NATURE OF MASCULINITIES
SE Routledge Research in Gender and Society
LA English
DT Book
ID HEGEMONIC MASCULINITY; HIGH-SCHOOL; GAY MEN; ORGANIZED SPORTS; RUGBY
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NR 269
TC 153
Z9 153
U1 8
U2 16
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-87148-5
J9 ROUTL RES GEND SOC
PY 2009
BP 1
EP 191
PG 191
WC Psychology, Social; Sociology
SC Psychology; Sociology
GA BNB91
UT WOS:000274101300018
ER

PT J
AU Roth, WM
   Lee, YJ
AF Roth, Wolff-Michael
   Lee, Yew-Jin
TI "Vygotsky's neglected legacy": Cultural-historical activity theory
SO REVIEW OF EDUCATIONAL RESEARCH
LA English
DT Review
DE cultural-historical activity theory; dialectics; theory-praxis gap;
   activity systems; contradictions; learning; development
ID SOCIOCULTURAL THEORY; EDUCATION; CLASSROOM; SCIENCE; PSYCHOLOGY;
   COMMUNITY; FRAMEWORK; TEACH; PERSPECTIVE; LEADERSHIP
AB The authors describe an evolving theoretical framework that has been called one of the best kept secrets of academia: cultural-historical activity theory, the result of proposals Lev Vygotsky first articulated but that his students and followers substantially developed to constitute much expanded forms in its second and third generations. Besides showing that activity theory transforms how research should proceed regarding language, language learning, and literacy in particular, the authors demonstrate how it is a theory for praxis, thereby offering the potential to overcome some of the most profound problems that have plagued both educational theorizing and practice.
C1 Univ Victoria, Victoria, BC V8W 3N4, Canada.
   Nanyang Technol Univ, Natl Inst Educ, Nat Sci & Sci Educ Sect, Singapore, Singapore.
RP Roth, WM (reprint author), Univ Victoria, MacLAurin Bldg A548, Victoria, BC V8W 3N4, Canada.
EM mroth@uvic.ca
RI Lee, Yew-Jin/F-3516-2013
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NR 253
TC 152
Z9 156
U1 13
U2 73
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0034-6543
J9 REV EDUC RES
JI Rev. Educ. Res.
PD JUN
PY 2007
VL 77
IS 2
BP 186
EP 232
DI 10.3102/0034654306298273
PG 47
WC Education & Educational Research
SC Education & Educational Research
GA 173OR
UT WOS:000246882900002
ER

PT J
AU Tynjala, P
AF Tynjala, Paivi
TI Perspectives into learning at the workplace
SO EDUCATIONAL RESEARCH REVIEW
LA English
DT Review
DE Workplace learning; Work-based learning; Informal learning; Formal
   learning; Work experience
AB The article presents a thematic review of the recent research on workplace learning. It is divided into two main sections. The first section asks what we know about learning at work, and states four propositions: (1) the nature of workplace learning is both different from and similar to school learning; (2) learning in the workplace can be described at different levels, ranging from the individual to the network and region; (3) workplace learning is both informal and formal; and (4) workplaces differ a lot in how they support learning. The second section focuses on workplace learning that is related to formal education. Different models of organising work experience for students and the challenges of creating partnerships between education and working life are described. It is concluded that the worlds of education and work are moving closer each other and that the integration of formal and informal learning is an essential prerequisite for developing the kinds of expertise needed in response to the changes taking place in working life. (C) 2008 Elsevier Ltd. All rights reserved.
C1 Univ Jyvaskyla, Inst Educ Res, Jyvaskyla 40014, Finland.
RP Tynjala, P (reprint author), Univ Jyvaskyla, Inst Educ Res, POB 35, Jyvaskyla 40014, Finland.
EM paivi.tynjala@ktl.jyu.fi
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NR 125
TC 149
Z9 153
U1 12
U2 56
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1747-938X
J9 EDUC RES REV-NETH
JI Educ. Res. Rev.
PY 2008
VL 3
IS 2
BP 130
EP 154
DI 10.1016/j.edurev.2007.12.001
PG 25
WC Education & Educational Research
SC Education & Educational Research
GA V18KH
UT WOS:000208003200002
ER

PT S
AU Buchmann, C
   DiPrete, TA
   McDaniel, A
AF Buchmann, Claudia
   DiPrete, Thomas A.
   McDaniel, Anne
TI Gender inequalities in education
SO ANNUAL REVIEW OF SOCIOLOGY
SE Annual Review of Sociology
LA English
DT Review; Book Chapter
DE academic achievement; grades; test scores; college; educational
   attainment; gender roles
ID SEX-DIFFERENCES; ACADEMIC-ACHIEVEMENT; SCHOOL PERFORMANCE; COLLEGE
   COMPLETION; ROLE ATTITUDES; MATHEMATICS ACHIEVEMENT;
   READING-ACHIEVEMENT; COGNITIVE SKILLS; TEST-SCORES; LIFE-COURSE
AB The terrain of gender inequalities in education has seen much change in recent decades. This article reviews the empirical research and theoretical perspectives on gender inequalities in educational performance and attainment from early childhood to young adulthood. Much of the literature on children and adolescents attends to performance differences between girls and boys. Of course, achievement in elementary and secondary school is linked to the level of education one ultimately attains including high school completion, enrollment in post-secondary education, college completion,and graduate and professional school experiences. We recommend three directions for future research: (a) interdisciplinary efforts to understand gender differences in cognitive development and noncognitive abilities in early childhood, (b) research on the structure and practices of schooling, and (c) analyses of how gender differences might amplify other kinds of inequalities, such as racial, ethnic, class, or nativity inequalities.
C1 [Buchmann, Claudia; McDaniel, Anne] Ohio State Univ, Dept Sociol, Columbus, OH 43210 USA.
   [DiPrete, Thomas A.] Columbia Univ, Dept Sociol, New York, NY 10025 USA.
RP Buchmann, C (reprint author), Ohio State Univ, Dept Sociol, Columbus, OH 43210 USA.
EM buchmann.4@osu.edu; tad61@columbia.edu
RI Buchmann, Claudia /J-9368-2012
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NR 126
TC 133
Z9 133
U1 17
U2 101
PU ANNUAL REVIEWS
PI PALO ALTO
PA 4139 EL CAMINO WAY, PO BOX 10139, PALO ALTO, CA 94303-0139 USA
SN 0360-0572
BN 978-0-8243-2234-2
J9 ANNU REV SOCIOL
JI Annu. Rev. Sociol.
PY 2008
VL 34
BP 319
EP 337
DI 10.1146/annurev.soc.34.040507.134719
PG 19
WC Sociology
SC Sociology
GA 338LN
UT WOS:000258509400015
ER

PT J
AU Pianta, RC
   Hamre, BK
AF Pianta, Robert C.
   Hamre, Bridget K.
TI Conceptualization, Measurement, and Improvement of Classroom Processes:
   Standardized Observation Can Leverage Capacity
SO EDUCATIONAL RESEARCHER
LA English
DT Article
DE classroom research; instruction; measurement; observation; quality;
   teacher education/development; teacher effectiveness
ID TEACHER-CHILD RELATIONSHIP; EARLY ADOLESCENCE; ACADEMIC-ACHIEVEMENT;
   STUDENT-ACHIEVEMENT; SCHOOL-REFORM; MIDDLE SCHOOL; MOTIVATION;
   KINDERGARTEN; MATHEMATICS; TRANSITION
AB The authors advance an argument that placing observation of actual teaching as a central feature of accountability frameworks, teacher preparation, and basic science could result in substantial improvements in instruction and related social processes and a science of the production of teaching and teachers. Teachers' behavioral interactions with students can be (a) assessed observationally using standardized protocols, (b) analyzed systematically with regard to sources of error, (c) validated for predicting student learning, and (d) changed (improved) as a function of specific and aligned supports provided to teachers; exposure to such supports is predictive of greater student learning gains. These methods have considerable promise; along with measurement challenges, some of which pertain to psychometrics, efficiency, and costs, they merit attention, rigorous study, and substantial research investments.
C1 [Pianta, Robert C.] Univ Virginia, Curry Sch Educ, Charlottesville, VA 22903 USA.
   [Pianta, Robert C.] Univ Virginia, Novartis US Fdn, Charlottesville, VA 22903 USA.
   [Pianta, Robert C.] Univ Virginia, Dept Psychol, Charlottesville, VA 22903 USA.
   [Hamre, Bridget K.] Univ Virginia, Ctr Adv Study Teaching & Learning, Charlottesville, VA 22903 USA.
RP Pianta, RC (reprint author), Univ Virginia, Curry Sch Educ, 405 Emmet St S,Suite 102, Charlottesville, VA 22903 USA.
EM pianta@virginia.edu; hamre@virginia.edu
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NR 127
TC 132
Z9 132
U1 8
U2 49
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0013-189X
J9 EDUC RESEARCHER
JI Educ. Researcher
PD MAR
PY 2009
VL 38
IS 2
BP 109
EP 119
DI 10.3102/0013189X09332374
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA 670ML
UT WOS:000283426200003
ER

PT J
AU Osborne, J
AF Osborne, Jonathan
TI Arguing to Learn in Science: The Role of Collaborative, Critical
   Discourse
SO SCIENCE
LA English
DT Review
ID SCHOOL SCIENCE; SCIENTIFIC ARGUMENTATION; 2 WRONGS; THINKING;
   EXPLANATION; INSTRUCTION; ELEMENTARY; ENGAGEMENT; KNOWLEDGE; STUDENTS
AB Argument and debate are common in science, yet they are virtually absent from science education. Recent research shows, however, that opportunities for students to engage in collaborative discourse and argumentation offer a means of enhancing student conceptual understanding and students' skills and capabilities with scientific reasoning. As one of the hallmarks of the scientist is critical, rational skepticism, the lack of opportunities to develop the ability to reason and argue scientifically would appear to be a significant weakness in contemporary educational practice. In short, knowing what is wrong matters as much as knowing what is right. This paper presents a summary of the main features of this body of research and discusses its implications for the teaching and learning of science.
C1 Stanford Univ, Sch Educ, Stanford, CA 94305 USA.
RP Osborne, J (reprint author), Stanford Univ, Sch Educ, 485 Lasuen Mall, Stanford, CA 94305 USA.
EM osbornej@stanford.edu
RI Wright, Dawn/A-4518-2011
OI Wright, Dawn/0000-0002-2997-7611
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NR 48
TC 128
Z9 130
U1 11
U2 67
PU AMER ASSOC ADVANCEMENT SCIENCE
PI WASHINGTON
PA 1200 NEW YORK AVE, NW, WASHINGTON, DC 20005 USA
SN 0036-8075
J9 SCIENCE
JI Science
PD APR 23
PY 2010
VL 328
IS 5977
BP 463
EP 466
DI 10.1126/science.1183944
PG 4
WC Multidisciplinary Sciences
SC Science & Technology - Other Topics
GA 586YR
UT WOS:000276952400032
PM 20413492
ER

PT J
AU Berger, KS
AF Berger, Kathleen Stassen
TI Update on bullying at school: Science forgotten?
SO DEVELOPMENTAL REVIEW
LA English
DT Review
DE bullying; aggression; victims; bully-victims; school; friendship
ID CHILDRENS PEER GROUPS; PSYCHOSOCIAL ADJUSTMENT; ACADEMIC-ACHIEVEMENT;
   SECONDARY-SCHOOL; MIDDLE SCHOOL; DEVELOPMENTAL TRAJECTORIES; RELATIONAL
   VICTIMIZATION; AGGRESSIVE BEHAVIORS; VIOLENCE PREVENTION; PHYSICAL
   AGGRESSION
AB Research on bullying has increased dramatically worldwide, from only 62 citations in PsycINFO from 1900-1990, to 289 in the 1990s, to 562 from 2000-2004. Much has been learned, including that bullying takes many forms (physical, verbal, relational), is prevalent in every school, with long-lasting consequences. It is not known how genes, parents, peers, cultural values, and school practices interact to affect bullying and victimization nor why some schools fail to reduce the harm. This paper reviews past findings on school bullying, notes a slowing of publication, reminds readers of the need for the scientific process, and highlights the reasons for additional research, especially in data collection, evaluation, developmental understanding, and prevention. (c) 2006 Elsevier Inc. All rights reserved.
C1 CUNY, Bronx Community Coll, Dept Social Sci, Bronx, NY 10453 USA.
RP Berger, KS (reprint author), CUNY, Bronx Community Coll, Dept Social Sci, 181st St & Univ Ave, Bronx, NY 10453 USA.
EM keen5@ix.netcom.com
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NR 267
TC 128
Z9 131
U1 1
U2 69
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0273-2297
J9 DEV REV
JI Dev. Rev.
PD MAR
PY 2007
VL 27
IS 1
BP 90
EP 126
DI 10.1016/j.dr.2006.08.002
PG 37
WC Psychology, Developmental
SC Psychology
GA 151XI
UT WOS:000245324000004
ER

PT J
AU Rutter, M
   Maughan, B
AF Rutter, M
   Maughan, B
TI School effectiveness findings 1979-2002
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Review
DE school effectiveness; methodolog; pupil behavior; scholastic attainment;
   natural experiments; social selection versus social causation
ID WEST-INDIAN IMMIGRANTS; 2 GEOGRAPHICAL AREAS; PRINCE-GEORGE COUNTY;
   AGGRESSIVE-BEHAVIOR; MIDDLE SCHOOL; MATHEMATICS ACHIEVEMENT;
   PSYCHIATRIC-DISORDER; DEVELOPMENT PROGRAM; MOLECULAR-GENETICS;
   MULTILEVEL MODELS
AB The London studies of school effectiveness in the 1970s provided evidence that the qualities of schools made a significant difference to pupil progress, after taking account of the characteristics and backgrounds of the pupils at the time of school entry. The purpose of this article is to review the further evidence that has accumulated since then in order to assess how far the findings have been confirmed or refuted, what new questions have arisen and what key challenges remain. The continuing areas of research and debate include school effects on behavioral outcomes, the effects of class size, the importance of parental involvement, the impact of intake mix, peer influences, and level of resources. There has been greater agreement on the many features fostering school effectiveness. However, questions remain on how to bring about desired changes. The paper concludes by drawing attention to 10 largely unanswered questions that matter for policy and practice. (C) 2002 Society for the Study of School Psychology. Published by Elsevier Science Ltd.
C1 Inst Psychiat, Social Genet & Dev Psychiat Res Ctr, London SE5 8AF, England.
RP Rutter, M (reprint author), Inst Psychiat, Social Genet & Dev Psychiat Res Ctr, Box Number P080,De Crespigny Pk,Denmark Hill, London SE5 8AF, England.
RI Rutter, Michael/C-8570-2013
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NR 109
TC 127
Z9 130
U1 0
U2 24
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD NOV-DEC
PY 2002
VL 40
IS 6
BP 451
EP 475
AR PII S0022-4405(02)00124-3
DI 10.1016/S0022-4405(02)00124-3
PG 25
WC Psychology, Educational
SC Psychology
GA 617AT
UT WOS:000179337500001
ER

PT J
AU Akkerman, SF
   Bakker, A
AF Akkerman, Sanne F.
   Bakker, Arthur
TI Boundary Crossing and Boundary Objects
SO REVIEW OF EDUCATIONAL RESEARCH
LA English
DT Article
DE boundary; boundary crossing; boundary object; dialogicality; learning
   theory
ID ACTIVITY-THEORETICAL PERSPECTIVE; RESEARCH ADMINISTRATORS; KNOWLEDGE
   BOUNDARIES; SOFTWARE-DEVELOPMENT; SCIENCE-EDUCATION; COLLABORATION;
   COMMUNITIES; WORK; DESIGN; ORGANIZATIONS
AB Diversity and mobility in education and work present a paramount challenge that needs better conceptualization in educational theory. This challenge has been addressed by educational scholars with the notion of boundaries, particularly by the concepts of boundary crossing and boundary objects. Although studies on boundary crossing and boundary objects emphasize that boundaries carry learning potential, it is not explicated in what way they do so. By reviewing this literature, this article offers an understanding of boundaries as dialogical phenomena. The review of the literature reveals four potential learning mechanisms that can take place at boundaries: identification, coordination, reflection, and transformation. These mechanisms show various ways in which sociocultural differences and resulting discontinuities in action and interaction can come to function as resources for development of intersecting identities and practices.
C1 [Akkerman, Sanne F.] Univ Utrecht, Freudenthal Inst Sci & Math Educ, NL-3584 CS Utrecht, Netherlands.
   [Bakker, Arthur] Univ Utrecht, Freudenthal Inst Sci & Math Educ, NL-3584 CC Utrecht, Netherlands.
RP Akkerman, SF (reprint author), Univ Utrecht, Dept Educ, Heidelberglaan 8, NL-3584 CS Utrecht, Netherlands.
EM s.f.akkerman@uu.nl; a.bakker4@uu.nl
RI Bakker, Arthur/E-8703-2011
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NR 224
TC 125
Z9 125
U1 13
U2 89
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0034-6543
EI 1935-1046
J9 REV EDUC RES
JI Rev. Educ. Res.
PD JUN
PY 2011
VL 81
IS 2
BP 132
EP 169
DI 10.3102/0034654311404435
PG 38
WC Education & Educational Research
SC Education & Educational Research
GA 761LP
UT WOS:000290399700001
ER

PT J
AU Stronach, I
   Corbin, B
   McNamara, O
   Stark, S
   Warne, T
AF Stronach, I
   Corbin, B
   McNamara, O
   Stark, S
   Warne, T
TI Towards an uncertain politics of professionalism: teacher and nurse
   identities in flux
SO JOURNAL OF EDUCATION POLICY
LA English
DT Review
ID ANTHROPOLOGY; SCIENCE; PHILOSOPHY; POSTMODERN; EDUCATION; CONTRACTS;
   POLICY; DEATH; SELF
AB This paper is about the nature of contemporary professional identity. It looks at the ways in which 'discursive dynamics' come to re-write the professional teacher and nurse as split, plural and conflictual selves, as they seek to come to terms with a political impetus written through what the authors term an 'economy of performance' in uncertain conflict with various 'ecologies of practice'. The teacher and nurse are thus located in a complicated nexus between policy, ideology and practice. Epistemologically, the paper offers a deconstruction of professional identities, and criticizes the reductive typologies and characterizations of current professionalism. Politically, it reaches towards a more nuanced account of professional identities, stressing the local, situated and indeterminable nature of professional practice, and the inescapable dimensions of trust, diversity and creativity.
C1 Manchester Metropolitan Univ, Inst Educ, Manchester M20 2RR, Lancs, England.
   Manchester Metropolitan Univ, Dept Hlth Care Studies, Manchester M20 2RR, Lancs, England.
RP Stronach, I (reprint author), Manchester Metropolitan Univ, Inst Educ, Manchester M20 2RR, Lancs, England.
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NR 114
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PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK,, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0268-0939
J9 J EDUC POLICY
JI J. Educ. Policy
PD FEB
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VL 17
IS 1
BP 109
EP 138
DI 10.1080/02680930110100081
PG 30
WC Education & Educational Research
SC Education & Educational Research
GA 526HH
UT WOS:000174124100007
ER

PT J
AU Swearer, SM
   Espelage, DL
   Vaillancourt, T
   Hymel, S
AF Swearer, Susan M.
   Espelage, Dorothy L.
   Vaillancourt, Tracy
   Hymel, Shelley
TI What Can Be Done About School Bullying? Linking Research to Educational
   Practice
SO EDUCATIONAL RESEARCHER
LA English
DT Article
DE at-risk students; school psychology; student behavior/attitudes;
   violence
ID PEER VICTIMIZATION; PSYCHOSOCIAL ADJUSTMENT; LEARNING-DIFFICULTIES;
   ACADEMIC-PERFORMANCE; SOCIAL INTELLIGENCE; PREVENTION PROGRAM;
   ELEMENTARY-SCHOOL; DIFFERENT FORMS; DUBLIN SCHOOLS; CHILDREN
AB In this article, the authors review research on individual, peer, and school contributions that may be critical factors for enhancing efforts to address bullying among students. Methodological challenges are delineated, with an emphasis on how bullying is defined and assessed and the subsequent implications for bullying prevention and intervention program evaluation. The impact of school-based anti-bullying programs and the challenges currently facing educators and researchers in this area are discussed. The article concludes with a proposal for a broader, ecologically based model of school bullying based on the emerging literature.
C1 [Swearer, Susan M.] Univ Nebraska, Dept Educ Psychol, Lincoln, NE 68588 USA.
   [Espelage, Dorothy L.] Univ Illinois, Dept Educ Psychol, Champaign, IL 61820 USA.
   [Vaillancourt, Tracy] Univ Ottawa, Fac Educ, Ottawa, ON K1N 6N5, Canada.
   [Vaillancourt, Tracy] Univ Ottawa, Sch Psychol, Ottawa, ON K1N 6N5, Canada.
   [Vaillancourt, Tracy] McMaster Univ, Dept Psychol Neurosci & Behav, Hamilton, ON L8S 4L8, Canada.
   [Hymel, Shelley] Univ British Columbia, Fac Educ, Vancouver, BC V6T 1Z4, Canada.
RP Swearer, SM (reprint author), Univ Nebraska, Dept Educ Psychol, 40 Teachers Coll Hall, Lincoln, NE 68588 USA.
EM sswearer@unlserve.unl.edu; espelage@illinois.edu;
   tracy.vaillancourt@uottawa.ca; shelley.hymel@ubc.ca
RI Vaillancourt, Tracy/F-8949-2015
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NR 120
TC 124
Z9 126
U1 10
U2 63
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0013-189X
J9 EDUC RESEARCHER
JI Educ. Researcher
PD JAN
PY 2010
VL 39
IS 1
BP 38
EP 47
DI 10.3102/0013189X09357622
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA 663WY
UT WOS:000282922100006
ER

PT B
AU Richards, K
AF Richards, K
TI Qualitative Inquiry in TESOL
SO QUALITATIVE INQUIRY IN TESOL
LA English
DT Book
ID CRITICAL DISCOURSE ANALYSIS; CONVERSATION ANALYSIS; INTERPRETATIVE
   REPERTOIRES; EDUCATIONAL-RESEARCH; CLASSROOM DISCOURSE; ETHNOGRAPHY;
   TEACHERS; DIALOGUE; VALIDITY; TALK
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NR 326
TC 123
Z9 123
U1 1
U2 1
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-23050-505-6
PY 2003
BP 1
EP 323
DI 10.1057/9780230505056
PG 323
WC Education & Educational Research; Language & Linguistics
SC Education & Educational Research; Linguistics
GA BPN65
UT WOS:000279403900009
ER

PT J
AU Lozoff, B
   Jimenez, E
   Smith, JB
AF Lozoff, Betsy
   Jimenez, Elias
   Smith, Julia B.
TI Double burden of iron deficiency in infancy and low socioeconomic status
   - A longitudinal analysis of cognitive test scores to age 19 years
SO ARCHIVES OF PEDIATRICS & ADOLESCENT MEDICINE
LA English
DT Article; Proceedings Paper
CT Annual Meeting of the Pediatric-Academic-Societies
CY MAY 01-04, 2004
CL San Francisco, CA
SP Pediat Acad Soc
ID DEVELOPMENTAL-CHANGES; CHILDREN; ACHIEVEMENT; ANEMIA; INTELLIGENCE;
   PREVALENCE; STABILITY; RISK
AB Objective: To assess change in cognitive functioning after iron deficiency in infancy, depending on socioeconomic status (SES; middle vs low).
   Design: Longitudinal study.
   Setting: Urban community in Costa Rica (infancy phase [July 26, 1983, through February 28, 1985] through 19-year follow-up [March 19, 2000, through November 4, 2002]).
   Participants: A total of 185 individuals enrolled at 12 to 23 months of age (no preterm or low-birth-weight infants or infants with acute or chronic health problems). The participants were assessed in infancy and at 5, 11 to 14, 15 to 18, and 19 years of age. A total of 97% were evaluated at 5 or 11 to 14 years and 78% at 15 to 18 or 19 years. Individuals who had chronic iron deficiency in infancy (iron deficiency with hemoglobin concentrations <= 10.0 g/dL or, with higher hemoglobin concentrations, not fully corrected within 3 months of iron therapy) were compared with those who had good iron status as infants (hemoglobin concentrations >= 12.0 g/dL and normal iron measures before and/or after therapy).
   Main Outcome Measures: Cognitive change over time (composite of standardized scores at each age).
   Results: For middle- SES participants, scores averaged 101.2 in the group with chronic iron deficiency vs 109.3 in the group with good iron status in infancy and remained 8 to 9 points lower through 19 years (95% confidence interval [CI], -10.1 to -6.2). For low- SES participants, the gap widened from 10 points (93.1 vs 102.8; 95% CI for difference, -12.8 to -6.6) to 25 points (70.4 vs 95.3; 95% CI for difference, 20.6 to 29.4).
   Conclusions: The group with chronic iron deficiency in infancy did not catch up to the group with good iron status in cognitive scores over time. There was a widening gap for those in low-SES families. The results suggest the value of preventing iron deficiency in infancy.
C1 Univ Michigan, Ctr Human Growth & Dev, Ann Arbor, MI 48109 USA.
   Univ Michigan, Dept Pediat & Communicable Dis, Ann Arbor, MI 48109 USA.
   Hosp Nacl Ninos Dr Carlos Saenz Herrera, Dept Hematol, San Jose, Costa Rica.
   Oakland Univ, Dept Educ Leadership, Rochester, MN USA.
RP Lozoff, B (reprint author), Univ Michigan, Ctr Human Growth & Dev, 300 N Ingalls, Ann Arbor, MI 48109 USA.
EM blozoff@umich.edu
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NR 49
TC 122
Z9 139
U1 1
U2 7
PU AMER MEDICAL ASSOC
PI CHICAGO
PA 515 N STATE ST, CHICAGO, IL 60610-0946 USA
SN 1072-4710
J9 ARCH PEDIAT ADOL MED
JI Arch. Pediatr. Adolesc. Med.
PD NOV
PY 2006
VL 160
IS 11
BP 1108
EP 1113
DI 10.1001/archpedi.160.11.1108
PG 6
WC Pediatrics
SC Pediatrics
GA 102HN
UT WOS:000241801700002
PM 17088512
ER

PT S
AU Jewitt, C
AF Jewitt, Carey
BE Kelly, GJ
   Luke, A
   Green, J
TI Multimodality and literacy in school classrooms
SO WHAT COUNTS AS KNOWLEDGE IN EDUCATIONAL SETTINGS: DISCIPLINARY
   KNOWLEDGE, ASSESSMENT, AND CURRICULUM
SE Review of Research in Education
LA English
DT Article; Book Chapter
ID HOME; TEACHERS; PEDAGOGY
C1 [Jewitt, Carey] Univ London, Inst Educ, London WC1E 7HU, England.
RP Jewitt, C (reprint author), Univ London, Inst Educ, London WC1E 7HU, England.
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NR 108
TC 119
Z9 119
U1 1
U2 11
PU SAGE PUBLICATIONS INC
PI NEWBURY PK
PA 2455 TELLER RD, NEWBURY PK, CA 91320 USA
SN 0091-732X
BN 978-1-4129-6433-3
J9 REV RES EDUC
JI Rev. Res. Educ.
PY 2008
VL 32
BP 241
EP 267
DI 10.3102/0091732X07310586
PG 27
WC Education & Educational Research
SC Education & Educational Research
GA BHG22
UT WOS:000252898100008
ER

PT B
AU Ainscow, M
   Booth, T
   Dyson, A
AF Ainscow, M
   Booth, T
   Dyson, A
TI Improving Schools, Developing Inclusion
SO IMPROVING SCHOOLS, DEVELOPING INCLUSION
SE Improving Learning TLRP
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NR 222
TC 119
Z9 119
U1 0
U2 5
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-96715-7
J9 IMPROV LEARN TLRP
PY 2006
BP 1
EP 218
PG 218
WC Education & Educational Research
SC Education & Educational Research
GA BOS39
UT WOS:000277466100012
ER

PT J
AU Gallacher, LA
   Gallagher, M
AF Gallacher, Lesley-Anne
   Gallagher, Michael
TI METHODOLOGICAL IMMATURITY IN CHILDHOOD RESEARCH? Thinking through
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SO CHILDHOOD-A GLOBAL JOURNAL OF CHILD RESEARCH
LA English
DT Article
DE becoming; childhood research; immaturity; methodology; participation
ID SOCIAL-RESEARCH; CHILDREN; GEOGRAPHY; SPACES; US
AB Much of the recent literature on social research with children advocates the use of participatory techniques. This article attempts to rethink such techniques in several ways. The authors argue that participatory approaches, in their insistence that children should take part in research, may in fact involve children in processes that aim to regulate them. Using examples drawn from their own work, the authors question whether participatory methods are necessary for children to exercise agency in research encounters. They conclude by suggesting that researchers working with children might benefit from an attitude of methodological immaturity.
C1 [Gallacher, Lesley-Anne] Open Univ, Fac Educ & Languages, Milton Keynes MK6 7AA, Bucks, England.
   [Gallagher, Michael] Univ Edinburgh, Edinburgh EH8 9YL, Midlothian, Scotland.
RP Gallacher, LA (reprint author), Open Univ, Fac Educ & Languages, Walton Hall, Milton Keynes MK6 7AA, Bucks, England.
EM l.gallacher@open.ac.uk
OI Gallacher, Lesley Anne/0000-0002-1246-3243
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NR 69
TC 110
Z9 112
U1 1
U2 7
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0907-5682
J9 CHILDHOOD
JI Child.-Glob. J. Child Res.
PD NOV
PY 2008
VL 15
IS 4
BP 499
EP 516
DI 10.1177/0907568208091672
PG 18
WC Social Sciences, Interdisciplinary
SC Social Sciences - Other Topics
GA 382QF
UT WOS:000261619800005
ER

PT J
AU Spinath, B
   Spinath, FM
   Harlaar, N
   Plomin, R
AF Spinath, Birgit
   Spinath, Frank M.
   Harlaar, Nicole
   Plomin, Robert
TI Predicting school achievement from general cognitive ability,
   self-perceived ability, and intrinsic value
SO INTELLIGENCE
LA English
DT Article
DE school achievement; intelligence; ability self-perceptions; intrinsic
   values; elementary school children
ID ACADEMIC-ACHIEVEMENT; ELEMENTARY-SCHOOL; JOB-PERFORMANCE; TASK VALUES;
   TEACHER ASSESSMENTS; MOTIVATION; INTELLIGENCE; PERSONALITY; CHILDREN;
   BELIEFS
AB The present study examined the extent to which motivation contributes to the prediction of school achievement among elementary school children beyond general mental ability (g). The sample consisted of N= 1678 nine-year-old UK elementary school children who took part in the Twins Early Development Study (TEDS). Teachers provided achievement assessments according to the UK National Curriculum criteria for Mathematics, English, and Science, and pupils reported their ability self-perceptions and intrinsic values for these subjects. For all three domains, g proved to be the strongest, and, in the case of Science, the only predictor of school achievement. However, in Mathematics and English, children's ability self-perceptions as well as intrinsic values each contributed incrementally to the prediction of achievement beyond g, with ability self-perceptions being a better predictor than intrinsic values. Finally, commonality analyses revealed a substantial portion of common variance in school achievement explained both by g and motivation. In the light of these results it is argued that the study of motivation offers valuable clues for the understanding and improvement of school achievement. (c) 2006 Elsevier Inc. All rights reserved.
C1 Univ Heidelberg, Dept Psychol, D-69117 Heidelberg, Germany.
   Univ Saarbrucken, Saarbrucken, Germany.
   Kings Coll, Inst Psychiat, Social Genet & Dev Psychiat Ctr, London SE5 8AF, England.
RP Spinath, B (reprint author), Univ Heidelberg, Dept Psychol, Hauptstr 41-57, D-69117 Heidelberg, Germany.
EM birgit.spinath@psychologie.uni-heidelberg.de
RI Plomin, Robert/B-8911-2008; 
OI Plomin, Robert/0000-0002-0756-3629
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NR 58
TC 109
Z9 112
U1 8
U2 26
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0160-2896
J9 INTELLIGENCE
JI Intelligence
PD JUL-AUG
PY 2006
VL 34
IS 4
BP 363
EP 374
DI 10.1016/j.intell.2005.11.004
PG 12
WC Psychology, Multidisciplinary
SC Psychology
GA 062TF
UT WOS:000238966700003
ER

PT J
AU Rousseau, DM
   Manning, J
   Denyer, D
AF Rousseau, Denise M.
   Manning, Joshua
   Denyer, David
TI Evidence in Management and Organizational Science: Assembling the
   Field's Full Weight of Scientific Knowledge Through Syntheses
SO ACADEMY OF MANAGEMENT ANNALS
LA English
DT Article
AB This chapter advocates the good scientific practice of systematic research syntheses in Management and Organizational Science (MOS). A research synthesis is the systematic accumulation, analysis and reflective interpretation of the full body of relevant empirical evidence related to a question. It is the critical first step in effective use of scientific evidence. Synthesis is not a conventional literature review. Literature reviews are often position papers, cherry-picking studies to advocate a point of view. Instead, syntheses systematically identify where research findings are clear (and where they aren't), a key first step to establishing the conclusions science supports. Syntheses are also important for identifying contested findings and productive lines for future research. Uses of MOS evidence, that is, the motives for undertaking a research synthesis include scientific discovery and explanation, improved management practice guidelines, and formulating public policy. We identify six criteria for establishing the evidentiary value of a body of primary studies in MOS. We then pinpoint the stumbling blocks currently keeping the field from making effective use of its ever-expanding base of empirical studies. Finally, this chapter outlines (a) an approach to research synthesis suitable to the domain of MOS; and (b) supporting practices to make synthesis a collective MOS project.
C1 [Rousseau, Denise M.] Carnegie Mellon Univ, Heinz Sch Publ Policy & Management, Pittsburgh, PA 15213 USA.
   [Rousseau, Denise M.] Carnegie Mellon Univ, Tepper Sch Business, Pittsburgh, PA 15213 USA.
   [Denyer, David] Cranfield Univ, Cranfield Sch Management, Cranfield MK43 0AL, Beds, England.
RP Rousseau, DM (reprint author), Carnegie Mellon Univ, Heinz Sch Publ Policy & Management, Pittsburgh, PA 15213 USA.
EM rousseau@andrew.cmu.edu
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NR 141
TC 108
Z9 108
U1 7
U2 37
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1941-6067
J9 ACAD MANAG ANN
JI Acad. Manag. Ann.
PY 2008
VL 2
BP 475
EP 515
DI 10.1080/19416520802211651
PG 41
WC Management
SC Business & Economics
GA V10ZI
UT WOS:000207501500011
ER

PT J
AU Clegg, S
AF Clegg, Sue
TI Academic identities under threat?
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID HIGHER-EDUCATION; LABOR
AB This article focuses on the lived experience of practising academics as part of an inquiry into the vexed question of 'academic identities'. Identity is understood not as a fixed property, but as part of the lived complexity of a person's project. The article reports on data from a small study in one university. The data suggest that academic identity is complex and that, moreover, it cannot be read off from descriptions of teaching, research, or management roles. Respondents in all roles were able to maintain highly distinctive, strongly framed academic identities. Experiences of class, gender and the significance of family are reported as having continued salience in respondents' lives. Moreover, despite all the pressure of performativity, individuals created spaces for the exercise of principled personal autonomy and agency. The article concludes that paying detailed attention to how changes are being experienced is an important element in theorising trends in the sector.
C1 Leeds Metropolitan Univ, Carnegie Res Inst, Leeds LS6 3QS, W Yorkshire, England.
RP Clegg, S (reprint author), Leeds Metropolitan Univ, Carnegie Res Inst, Cavendish Hall,Headingley Campus, Leeds LS6 3QS, W Yorkshire, England.
EM s.clegg@leedsmet.ac.uk
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NR 49
TC 95
Z9 97
U1 3
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2008
VL 34
IS 3
BP 329
EP 345
DI 10.1080/01411920701532269
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 302YU
UT WOS:000256006800003
ER

PT J
AU Chang, ML
AF Chang, Mei-Lin
TI An Appraisal Perspective of Teacher Burnout: Examining the Emotional
   Work of Teachers
SO EDUCATIONAL PSYCHOLOGY REVIEW
LA English
DT Review
DE Teacher burnout; Teacher emotions; Appraisals; Emotion regulation;
   Coping
ID SOCIAL SUPPORT; JOB BURNOUT; TEST-TAKING; PSYCHOLOGICAL BURNOUT;
   OCCUPATIONAL STRESS; EDUCATIONAL-CHANGE; SCHOOL TEACHERS; HONG-KONG;
   STUDENTS; CONSEQUENCES
AB K-12 teaching is a profession characterized by high levels of burnout and emotional exhaustion. Teacher burnout has been widely reviewed and studied; however, only limited literature examines the emotional aspects of teachers' lives and its connection with teacher burnout. The purpose of this article is to review the literature on teacher burnout and teachers' emotions and to examine the role of teachers' appraisal of their emotional exhaustion. Through reviewing the literature on teacher burnout and emotions, I argue that the habitual patterns in teachers' judgments about student behavior and other teaching tasks may contribute significantly to teachers' repeated experience of unpleasant emotions and those emotions may eventually lead to burnout. In order to ease teacher burnout, I argue that more studies on the antecedent appraisals that teachers make are necessary to help teachers better understand how their emotions were triggered and then learn how to regulate those emotions.
C1 Emory Univ, Div Educ Studies, Atlanta, GA 30322 USA.
RP Chang, ML (reprint author), Emory Univ, Div Educ Studies, 1784 N Decatur Rd,Suite 240, Atlanta, GA 30322 USA.
EM chang.meilin@gmail.com
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NR 122
TC 93
Z9 96
U1 9
U2 36
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1040-726X
EI 1573-336X
J9 EDUC PSYCHOL REV
JI Educ. Psychol. Rev.
PD SEP
PY 2009
VL 21
IS 3
BP 193
EP 218
DI 10.1007/s10648-009-9106-y
PG 26
WC Psychology, Educational
SC Psychology
GA 495IF
UT WOS:000269883700001
ER

PT J
AU Buckley, S
   Coleman, J
   Davison, I
   Khan, KS
   Zamora, J
   Malick, S
   Morley, D
   Pollard, D
   Ashcroft, T
   Popovic, C
   Sayers, J
AF Buckley, Sharon
   Coleman, Jamie
   Davison, Ian
   Khan, Khalid S.
   Zamora, Javier
   Malick, Sadia
   Morley, David
   Pollard, David
   Ashcroft, Tamasine
   Popovic, Celia
   Sayers, Jayne
TI The educational effects of portfolios on undergraduate student learning:
   A Best Evidence Medical Education (BEME) systematic review. BEME Guide
   No. 11
SO MEDICAL TEACHER
LA English
DT Article
ID PROFESSIONAL-DEVELOPMENT; QUESTIONNAIRE SURVEY; NURSING-EDUCATION;
   REFLECTION; SKILLS; EXPERIENCE; VIEWS; TOOL; KNOWLEDGE; ATTITUDES
AB Introduction: In recent years, the use of portfolios as learning and assessment tools has become more widespread across the range of health professions. Whilst a growing body of literature has accompanied these trends, there is no clear collated summary of the evidence for the educational effects of the use of portfolios in undergraduate education. This systematic review is the result of our work to provide such a summary. Methods: We developed a protocol based on the recommendations of the Best Evidence Medical Education (BEME) collaboration. Citations retrieved by electronic searches of 10 databases were assessed against pre-defined inclusion/exclusion criteria by two independent reviewers and full texts of potentially relevant articles were obtained. Studies were identified for inclusion in the review by examination of full text articles by two independent reviewers. At all stages, discrepancies were resolved by consensus. Data relating to characteristics of the student population, intervention, outcome measures, student design and outcomes were collected using a piloted data extraction form. Each study was assessed against 11 quality indicators designed to provide information about how well it was designed and conducted; and against the Kirkpatrick hierarchy as modified for educational settings. Comparisons between different groups were carried out using the Kruskal-Wallis test (non-parametric ANOVA) or the Mann-Whitney U test as appropriate. Results: Electronic searches yielded 2,348 citations. A further 23 citations were obtained by hand searching of reference lists. About 554 full articles were retrieved and assessed against our inclusion criteria. Of the 69 studies included in our review, 18 were from medicine, 32 from nursing and 19 from other allied health professions, including dentistry, physiotherapy and radiography. In all professional groups, portfolios were used mainly in the clinical setting, completion was compulsory, reflection required and assessment (either formative, summative or a combination of both) the norm. Three studies used electronic portfolios. Whilst many studies used a combination of data collection methods, over half of all included studies used questionnaires, a third used focus group interviews and another third used direct assessment of portfolios. Most studies assessed student or tutor perceptions of the effect of the use of portfolios on their learning. Five studies used a comparative design, one of which was a randomized controlled trial. Studies were most likely to meet the quality indicators relating to appropriateness of study subjects, clarity of research question and completeness of data. However, in many studies, methods were not reported in sufficient detail to allow a judgement to be made. About 19 of the 69 included studies (27%) met seven or more quality indicators. Across all professions, such 'higher quality' studies were more likely to have been published recently. The median 'quality score' (number of indicators met) rose from two for studies published in 2000 or earlier to seven for studies published in 2005 or later. Significant differences were observed between the quality scores for studies published in or before 2000 and those published between 2001 and 2004 (p = 0.027), those published in or before 2000 and those published in 2005 or later (p = 0.002) and between all studies (p = 0.004). Similar trends were seen in all professional groups. About 59 (85%) of the included studies were assessed at level 1 of the modified Kirkpatrick hierarchy (i.e.
   'participation' effects, incluing 'post hoc' evaluations of student perceptions of the effects of keeping a portfolio on their learning). About 9 (13%) of the studies reported direct measurement of changes in student skills or attitudes and one study reported a change in student behaviour. The main effects of portfolio use identified by the included studies were: Improvement in student knowledge and understanding (28 studies, six at Kirkpatrick level 2 or above), greater self-awareness and encouragement to reflection (44 studies, seven at Kirkpatrick level 2 or above) and the ability to learn independently (10 studies, one at Kirkpatrick level 2). The findings of higher quality studies also identified benefits in these areas. They reported improved student knowledge and understanding, particularly the ability to integrate theory with practice, although a correlation with improved scores in other assessments was not always apparent. Greater self-awareness and engagement in reflection were also noted, although some studies questioned the quality of the reflection undertaken. Higher quality studies also suggest that use of portfolios improves feedback to students and gives tutors a greater awareness of students' needs, may help students to cope with uncertain or emotionally demanding situations and prepares students for postgraduate settings in which reflective practice is required. Time commitment required to collate a portfolio was the major drawback identified. In two of the studies, this was found to detract from other clinical learning. Conclusions: At present, the strength and extent of the evidence base for the educational effects of portfolios in the undergraduate setting is limited. However, there is evidence of an improving trend in the quality of reported studies. 'Higher quality' papers identify improvements in knowledge and understanding, increased self-awareness and engagement in reflection and improved student-tutor relationships as the main benefits of portfolio use. However, they also suggest that whilst portfolios encourage students to engage in reflection, the quality of those reflections cannot be assumed and that the time commitment required for portfolio completion may detract from other learning or deter students from engaging with the process unless required to do so by the demands of assessment. Further work is needed to strengthen the evidence base for portfolio use, particularly comparative studies which observe changes in student knowledge and abilities directly, rather than reporting on their perceptions once a portfolio has been completed.
C1 [Buckley, Sharon] Univ Birmingham, Med Educ Unit, Birmingham B15 2TT, W Midlands, England.
   [Zamora, Javier] Univ Complutense, Madrid, Spain.
   [Malick, Sadia] Birmingham Womens Hosp NHS Trust, Birmingham, W Midlands, England.
   [Popovic, Celia] Birmingham City Univ, Birmingham, W Midlands, England.
RP Buckley, S (reprint author), Univ Birmingham, Med Educ Unit, Vincent Dr, Birmingham B15 2TT, W Midlands, England.
EM s.g.buckley@bham.ac.uk
OI Zamora, Javier/0000-0003-4901-588X
FU Medical School Education Unit; University of Birmingham
FX We would like to express our thanks to Miss Rachel McHale, Mrs Haruko
   Walters and Mrs Anna- Ritta Mikkola for assistance with translation of
   articles; to Mr Adrian Buckley for assistance with translation and proof
   reading of the final manuscript, to Dr James Davis for his contribution
   to the early stages of the review; and to Mr Abdul Khalade and Dr
   Radhika Susarla for assistance with data entry. We also thank Medical
   School Education Unit, University of Birmingham for their support.
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NR 94
TC 92
Z9 95
U1 9
U2 59
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0142-159X
J9 MED TEACH
JI Med. Teach.
PY 2009
VL 31
IS 4
BP 340
EP 355
AR PII 910827094
DI 10.1080/01421590902889897
PG 16
WC Education, Scientific Disciplines; Health Care Sciences & Services
SC Education & Educational Research; Health Care Sciences & Services
GA 439OC
UT WOS:000265635400011
PM 19404891
ER

PT J
AU von Aufschnaiter, C
   Erduran, S
   Osborne, J
   Simon, S
AF von Aufschnaiter, Claudia
   Erduran, Sibel
   Osborne, Jonathan
   Simon, Shirley
TI Arguing to learn and learning to argue: Case studies of how students'
   argumentation relates to their scientific knowledge
SO JOURNAL OF RESEARCH IN SCIENCE TEACHING
LA English
DT Article
DE general science; discourse analysis; conceptual change; middle school
   science; classroom research
ID CONCEPTUAL CHANGE; SCHOOL SCIENCE; GENETICS; PHYSICS
AB In this study we investigated junior high school students' processes of argumentation and cognitive development in science and socioscientific lessons. Detailed studies of the relationship between argumentation and the development of scientific knowledge are rare. Using video and audio documents of small group and classroom discussions, the quality and frequency of students' argumentation was analyzed using a schema based on the work of Toulmin (1958). In parallel, students' development and use of scientific knowledge was also investigated, drawing on a schema for determining the content and level of abstraction of students' meaning-making. These two complementary analyses enabled an exploration of their impact on each other. The microanalysis of student discourse showed that: (a) when engaging in argumentation students draw on their prior experiences and knowledge; (b) such activity enables students to consolidate their existing knowledge and elaborate their science understanding at relatively high levels of abstraction. The results also suggest that students can acquire a higher quality of argumentation that consists of well-grounded knowledge with a relatively low level of abstraction. The findings further suggest that the main indicator of whether or not a high quality of argument is likely to be attained is students' familiarity and understanding of the content of the task. The major implication of this work for developing argumentation in the classroom is the need to consider the nature and extent of students' content-specific experiences and knowledge prior to asking them to engage in argumentation. (c) 2007 Wiley Periodicals, Inc.
C1 [von Aufschnaiter, Claudia] Univ Giessen, Inst Phys Educ, D-35394 Giessen, Germany.
   [Erduran, Sibel] Univ Bristol, Grad Sch Educ, Bristol, Avon, England.
   [Osborne, Jonathan] Kings Coll London, Dept Educ & Profess Studies, London WC2R 2LS, England.
   [Simon, Shirley] Univ London, Inst Educ, London WC1N 1AZ, England.
RP von Aufschnaiter, C (reprint author), Univ Giessen, Inst Phys Educ, Karl Gloeckner Str 21C, D-35394 Giessen, Germany.
EM cvauf@cvauf.de
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NR 54
TC 92
Z9 94
U1 9
U2 40
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0022-4308
J9 J RES SCI TEACH
JI J. Res. Sci. Teach.
PD JAN
PY 2008
VL 45
IS 1
BP 101
EP 131
DI 10.1002/tea.20213
PG 31
WC Education & Educational Research
SC Education & Educational Research
GA 246ZE
UT WOS:000252046100005
ER

PT B
AU Torgerson, DJ
   Torgerson, CJ
AF Torgerson, DJ
   Torgerson, CJ
TI Designing Randomised Trials in Health, Education and the Social
   Sciences: An Introduction
SO DESIGNING RANDOMISED TRIALS IN HEALTH, EDUCATION AND THE SOCIAL
   SCIENCES: AN INTRODUCTION
LA English
DT Book
ID EXTRACORPOREAL MEMBRANE-OXYGENATION; PHONEMIC AWARENESS INSTRUCTION;
   GENERAL MEDICAL JOURNALS; PLACEBO-CONTROLLED TRIAL; CANCER
   CLINICAL-TRIALS; BASE-LINE COMPARISONS; LOW-BACK-PAIN; POSTMENOPAUSAL
   WOMEN; PRIMARY-CARE; SAMPLE-SIZE
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NR 275
TC 91
Z9 91
U1 0
U2 0
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-230-53736-1
PY 2008
BP 1
EP 210
DI 10.1057/9780230583993
PG 210
WC Education & Educational Research; Medicine, Research & Experimental;
   Social Sciences, Interdisciplinary
SC Education & Educational Research; Research & Experimental Medicine;
   Social Sciences - Other Topics
GA BRJ89
UT WOS:000282881000020
ER

PT J
AU Bird, SM
   Cox, D
   Farewell, VT
   Goldstein, H
   Holt, T
   Smith, PC
AF Bird, SM
   Cox, D
   Farewell, VT
   Goldstein, H
   Holt, T
   Smith, PC
CA Working Party Performance Monitori
TI Performance indicators: Good, bad, and ugly
SO JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY
LA English
DT Article
ID MORTALITY LEAGUE TABLES; SURGERY; LESSONS; TRENDS; TELL
AB A striking feature of UK public services in the 1990s was the rise of performance monitoring (PM), which records, analyses and publishes data in order to give the public a better idea of how Government policies change the public services and to improve their effectiveness.
   PM done well is broadly productive for those concerned. Done badly, it can be very costly and not merely ineffective but harmful and indeed destructive.
   Performance indicators (PIs) for the public services have typically been designed to assess the impact of Government policies on those services, or to identify well performing or underperforming institutions and public servants. PIs' third role, which is the public accountability of Ministers for their stewardship of the public services, deserves equal recognition. Hence, Government is both monitoring the public services and being monitored by PIs.
   Especially because of the Government's dual role, PM must be done with integrity and shielded from undue political influence, in the way that National Statistics are shielded. It is in everyone's interest that Ministers, Parliament, the professions, practitioners and the wider public can have confidence in the PM process, and find the conclusions from it convincing.
   Before introducing PM in any public service, a PM protocol should be written. This is an orderly record not only of decisions made but also of the reasoning or calculations that led to those decisions. A PM protocol should cover objectives, design considerations and the definition of PIs, sampling versus complete enumeration, the information to be collected about context, the likely perverse behaviours or side-effects that might be induced as a reaction to the monitoring process, and also the practicalities of implementation. Procedures for data collection, analysis, presentation of uncertainty and adjustment for context, together with dissemination rules, should be explicitly defined and reflect good statistical practice. Because of their usually tentative nature, PIs should be seen as 'screening devices' and not overinterpreted. If quantitative performance targets are to be set, they need to have a sound basis, take account of prior (and emerging) knowledge about key sources of variation, and be integral to the PM design.
   Aspirational targets have a distinctive role, but one which is largely irrelevant in the design of a PM procedure; motivational targets which are not rationally based may demoralize and distort. Anticipated and actual side-effects of PM, including on individuals' behaviour and priorities, may need to be monitored as an intrinsic part of the PM process.
   Independent scrutiny of PM schemes for the public services should be set up and must report publicly. The extent and nature of this scrutiny should be related to the assessed drawbacks and benefits, reflect ethical concerns, and conform with good statistical practice.
   Research is needed into the merits of different strategies for identifying institutions or individuals in the public release of PM data, into how new PM schemes should be evaluated, and into efficient designs for evaluating a series of new policies which are monitored by PIs.
   The Royal Statistical Society considers that attempts to educate the wider public, as well as policy makers, about the issues surrounding the use of Pis are very important. High priority should be given to sponsoring well-informed public debate, and to disseminating good practices by implementing them across Government.
C1 MRC, Biostat Unit, Cambridge CB2 2BW, England.
   Univ Strathclyde, Dept Stat & Modelling Sci, Glasgow G1 1XQ, Lanark, Scotland.
   Univ Oxford Nuffield Coll, Oxford OX1 1NF, England.
   Univ London, Inst Educ, London WC1E 7HU, England.
   Univ Southampton, Dept Social Stat, Southampton SO9 5NH, Hants, England.
   Univ York, Dept Econ & Related Studies, York YO10 5DD, N Yorkshire, England.
RP Bird, SM (reprint author), MRC, Biostat Unit, Cambridge CB2 2BW, England.
OI Farewell, Vernon/0000-0001-6704-5295; Smith, Peter/0000-0003-0058-7588
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NR 59
TC 91
Z9 97
U1 3
U2 16
PU BLACKWELL PUBL LTD
PI OXFORD
PA 108 COWLEY RD, OXFORD OX4 1JF, OXON, ENGLAND
SN 0964-1998
J9 J ROY STAT SOC A STA
JI J. R. Stat. Soc. Ser. A-Stat. Soc.
PY 2005
VL 168
BP 1
EP 27
DI 10.1111/j.1467-985X.2004.00333.x
PN 1
PG 27
WC Social Sciences, Mathematical Methods; Statistics & Probability
SC Mathematical Methods In Social Sciences; Mathematics
GA 895CC
UT WOS:000226837500001
ER

PT J
AU Leathwood, C
   O'Connell, P
AF Leathwood, C
   O'Connell, P
TI It's a struggle': the construction of the 'new student' in higher
   education
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
ID HABITUS; CHOICE
AB This paper explores constructions of the 'new' university student in the context of UK government policy to widen participation in higher education. New Labour discourse stresses the benefits of widening participation for both individuals and society, although increasing the levels of participation of students from groups who have not traditionally entered university has been accompanied by a discourse of 'dumbing down' and lowering standards. The paper draws on an ongoing longitudinal study of undergraduate students in a post - 1992 inner-city university in the UK to examine students' constructions of their experiences and identities in the context of public discourses of the 'new' higher education student. Many of the participants in this study would be regarded as 'non-traditional' students, i.e. those students who are the focus of widening participation policy initiatives. As Reay et al. (2002) discovered, for many 'non-traditional' students studying in higher education is characterized by 'struggle', something that also emerged as an important theme in this research. The paper examines the ways in which these new student identities both echo the New Labour dream of widening participation and yet continue to reflect and re-construct classed and other identities and inequalities.
C1 Inst Policy Studies Educ, London, England.
EM c.leathwood@londonmet.ac.uk
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NR 57
TC 91
Z9 91
U1 2
U2 16
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0268-0939
J9 J EDUC POLICY
JI J. Educ. Policy
PD NOV-DEC
PY 2003
VL 18
IS 6
BP 597
EP 615
DI 10.1080/0268093032000145863
PG 19
WC Education & Educational Research
SC Education & Educational Research
GA 763GW
UT WOS:000188067400002
ER

PT J
AU Melhuish, EC
   Phan, MB
   Sylva, K
   Sammons, P
   Siraj-Blatchford, I
   Taggart, B
AF Melhuish, Edward C.
   Phan, Mai B.
   Sylva, Kathy
   Sammons, Pam
   Siraj-Blatchford, Iram
   Taggart, Brenda
TI Effects of the home learning environment and preschool center experience
   upon literacy and numeracy development in early primary school
SO JOURNAL OF SOCIAL ISSUES
LA English
DT Article
ID EARLY CHILD-CARE; UNITED-STATES; ATTAINMENT; INEQUALITY; OUTCOMES;
   IMPACT; BOYS
AB This study investigates the influence of aspects of home and preschool environments upon literacy and numeracy achievement at school entry and at the end of the 3rd year of school. Individuals with unexpected performance pathways (by forming demographically adjusted groups: overachieving, average, and underachieving) were identified in order to explore the effects of the home learning environment and preschool variables on child development. Multilevel models applied to hierarchical data allow the groups that differ with regard to expected performance to be created at the child and preschool center levels. These multilevel analyses indicate powerful effects for the home learning environment and important effects of specific preschool centers at school entry. Although reduced, such effects remain several years later.
C1 [Melhuish, Edward C.; Phan, Mai B.] Univ London, Inst Study Children Families & Social Issues Birk, London WC1B 3RA, England.
   [Sylva, Kathy] Univ Oxford, Dept Educ Studies, Oxford OX1 2JD, England.
   [Sammons, Pam] Univ Nottingham, Sch Educ, Nottingham NG7 2RD, England.
   [Siraj-Blatchford, Iram; Taggart, Brenda] Univ London, Inst Educ, London WC1E 7HU, England.
RP Melhuish, EC (reprint author), Univ London, Inst Study Children Families & Social Issues Birk, 7 Bedford Sq, London WC1B 3RA, England.
EM e.melhuish@bbk.ac.uk
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NR 50
TC 90
Z9 92
U1 10
U2 35
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0022-4537
J9 J SOC ISSUES
JI J. Soc. Issues
PY 2008
VL 64
IS 1
BP 95
EP 114
DI 10.1111/j.1540-4560.2008.00550.x
PG 20
WC Social Issues; Psychology, Social
SC Social Issues; Psychology
GA 260XK
UT WOS:000253043500006
ER

PT J
AU Morris, MG
   Venkatesh, V
   Ackerman, PL
AF Morris, MG
   Venkatesh, V
   Ackerman, PL
TI Gender and age differences in employee decisions about new technology:
   An extension to the theory of planned behavior
SO IEEE TRANSACTIONS ON ENGINEERING MANAGEMENT
LA English
DT Article
DE age differences; gender differences; technology acceptance; theory of
   planned behavior (TPB)
ID INFORMATION-TECHNOLOGY; USER ACCEPTANCE; SEX-DIFFERENCES;
   LONGITUDINAL-FIELD; JOB-ATTITUDES; WORK VALUES; ADOPTION; MODELS;
   INVOLVEMENT; PERFORMANCE
AB This research extends the theory of planned behavior by incorporating gender and age as moderators of user perceptions and individual adoption and sustained use of technology in the workplace. Individual reactions and technology use behavior were studied over a six-month period among 342 workers being introduced to a new software technology application. While previous studies in the literature have reported gender or age differences separately, the pattern of results from the study reported here indicated that gender effects in individual adoption and use of technology differed based on age. Specifically, gender differences in technology perceptions became more pronounced among older workers, but a unisex pattern of results emerged among younger workers. The theory and empirical results are also discussed in relation to the widely employed technology acceptance model. The results from this study suggest that old stereotypes that portray "technology" as a male-oriented domain may be disappearing-particularly among younger workers. In light of these findings, theoretical implications for researchers and practical suggestions for managers are discussed.
C1 Univ Virginia, McIntire Sch Commerce, Charlottesville, VA 22904 USA.
   Univ Arkansas, Walton Coll Business, Fayetteville, AR 72701 USA.
   Georgia Inst Technol, Sch Psychol, Atlanta, GA 30332 USA.
RP Morris, MG (reprint author), Univ Virginia, McIntire Sch Commerce, Charlottesville, VA 22904 USA.
EM vvenkatesh@walton.uark.edu
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NR 91
TC 90
Z9 92
U1 6
U2 37
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA
SN 0018-9391
EI 1558-0040
J9 IEEE T ENG MANAGE
JI IEEE Trans. Eng. Manage.
PD FEB
PY 2005
VL 52
IS 1
BP 69
EP 84
DI 10.1109/TEM.2004.839967
PG 16
WC Business; Engineering, Industrial; Management
SC Business & Economics; Engineering
GA 891GY
UT WOS:000226570500006
ER

PT J
AU Pratt, MG
AF Pratt, Michael G.
TI Fitting oval pegs into round holes - Tensions in evaluating and
   publishing qualitative research in top-tier North American journals
SO ORGANIZATIONAL RESEARCH METHODS
LA English
DT Article
DE qualitative methods; evaluating qualitative research; publishing
   qualitative research; comparing qualitative and quantitative research
ID IDENTITY; WORK; MANAGEMENT; COMMITMENT; EMOTIONS; EDITORS
AB A study of qualitative researchers who have submitted and/or published their research in top-tier North American organizational and management journals reveals the evaluative criteria-in-use at these journals. Specifically, when asked to take the perspective of an (a) author, (b) evaluator (reviewer or editor), and (c) judge of the comparisons between qualitative and quantitative research, three publication tensions were evident. The author offers the metaphor of "fitting a round peg into an oval hole" as a means of capturing these tensions and as a vehicle for organizing the various ways these tensions can be managed.
C1 Univ Illinois, Chicago, IL 60680 USA.
RP Pratt, MG (reprint author), Univ Illinois, Chicago, IL 60680 USA.
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NR 55
TC 87
Z9 87
U1 6
U2 46
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1094-4281
J9 ORGAN RES METHODS
JI Organ. Res. Methods
PD JUL
PY 2008
VL 11
IS 3
BP 481
EP 509
DI 10.1177/1094428107303349
PG 29
WC Psychology, Applied; Management
SC Psychology; Business & Economics
GA 311GO
UT WOS:000256588900004
ER

PT J
AU Fedewa, AL
   Ahn, S
AF Fedewa, Alicia L.
   Ahn, Soyeon
TI The Effects of Physical Activity and Physical Fitness on Children's
   Achievement and Cognitive Outcomes: A Meta-Analysis
SO RESEARCH QUARTERLY FOR EXERCISE AND SPORT
LA English
DT Article
DE activity; learning; overweight; school health
ID ACADEMIC-PERFORMANCE; AEROBIC FITNESS; YOUNG-CHILDREN; UNITED-STATES;
   SCHOOL; EDUCATION; OBESITY; CHILDHOOD; YOUTH; ADOLESCENCE
AB It is common knowledge that physical activity leads to numerous health and psychological benefits. However, the relationship between children's physical activity and academic achievement has been debated in the literature. Some studies have found strong, positive relationships between physical activity and cognitive outcomes, while other studies have reported small, negative associations. This study was a comprehensive, quantitative synthesis of the literature, using a total of 59 studies from 1947 to 2009 for analysis. Results indicated a significant and positive effect of physical activity on children's achievement and cognitive outcomes, with aerobic exercise having the greatest effect. A number of moderator variables were also found to play a significant role in this relationship. Findings are discussed in light of improving children's academic performance and changing school-based policy.
C1 [Fedewa, Alicia L.] Univ Kentucky, Dept Educ Sch & Counseling Psychol, Lexington, KY 40506 USA.
   [Ahn, Soyeon] Univ Miami, Dept Educ & Psychol Studies, Coral Gables, FL 33124 USA.
RP Fedewa, AL (reprint author), Univ Kentucky, Dept Educ Sch & Counseling Psychol, Lexington, KY 40506 USA.
EM alicia.fedewa@uky.edu
RI AUDIFFREN, MICHEL/H-5649-2011
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NR 58
TC 85
Z9 86
U1 17
U2 94
PU AMER ALLIANCE HEALTH PHYS EDUC REC & DANCE
PI RESTON
PA 1900 ASSOCIATION DRIVE, RESTON, VA 22091 USA
SN 0270-1367
J9 RES Q EXERCISE SPORT
JI Res. Q. Exerc. Sport
PD SEP
PY 2011
VL 82
IS 3
BP 521
EP 535
PG 15
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
   Sport Sciences
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA 818JA
UT WOS:000294746800018
PM 21957711
ER

PT J
AU van de Pol, J
   Volman, M
   Beishuizen, J
AF van de Pol, Janneke
   Volman, Monique
   Beishuizen, Jos
TI Scaffolding in Teacher-Student Interaction: A Decade of Research
SO EDUCATIONAL PSYCHOLOGY REVIEW
LA English
DT Review
DE Scaffolding; Teacher-student interaction; Review; Primary and secondary
   education
ID ENGLISH-LANGUAGE LEARNERS; LEARNING-DISABILITIES; DYNAMIC ASSESSMENT;
   METAPHOR; INSTRUCTION; CLASSROOM; COMPREHENSION; CHILDREN; SCIENCE;
   UTILITY
AB Although scaffolding is an important and frequently studied concept, much discussion exists with regard to its conceptualizations, appearances, and effectiveness. Departing from the last decade's scaffolding literature, this review scrutinizes these three areas of scaffolding. First, contingency, fading, and transfer of responsibility are discerned in this review as the three key characteristics of scaffolding. Second, an overview is presented of the numerous descriptive studies that provided narratives on the appearances of scaffolding and classifications of scaffolding strategies. These strategies are synthesized into a framework for analysis, distinguishing between scaffolding means and intentions. Third, the small number of effectiveness studies available is discussed and the results suggest that scaffolding is effective. However, more research is needed. The main challenge in scaffolding research appears to be its measurement. Based on the encountered and described measurement problems, suggestions for future research are made.
C1 [van de Pol, Janneke; Volman, Monique] Univ Amsterdam, Res Inst Child Dev & Educ, NL-1018 VZ Amsterdam, Netherlands.
   [Beishuizen, Jos] Vrije Univ Amsterdam, Ctr Educ Training Assessment & Res, NL-1081 HV Amsterdam, Netherlands.
RP van de Pol, J (reprint author), Univ Amsterdam, Res Inst Child Dev & Educ, Nieuwe Prinsengracht 130, NL-1018 VZ Amsterdam, Netherlands.
EM j.e.vandepol@uva.nl; m.l.l.volman@uva.nl
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NR 90
TC 85
Z9 85
U1 9
U2 80
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1040-726X
J9 EDUC PSYCHOL REV
JI Educ. Psychol. Rev.
PD SEP
PY 2010
VL 22
IS 3
BP 271
EP 296
DI 10.1007/s10648-010-9127-6
PG 26
WC Psychology, Educational
SC Psychology
GA 685SK
UT WOS:000284648200005
ER

PT J
AU Lewis, C
   Lamb, ME
AF Lewis, C
   Lamb, ME
TI Fathers' influences on children's development: The evidence from
   two-parent families
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
LA English
DT Review
DE attachment; child development; family; father
ID PARENT-INFANT INTERACTION; SINGLE-EARNER FAMILIES; MOTHER-INFANT;
   PATERNAL INVOLVEMENT; MIDDLE CHILDHOOD; MARITAL QUALITY; INTERACTION
   BEHAVIOR; MATERNAL EMPLOYMENT; TODDLER DEVELOPMENT; SEPARATION ANXIETY
AB Although it is often assumed that men have an important influence on their children's development, the supportive evidence can be difficult to locate and summarize. In this paper, we analyse the evidence with respect to four emergent themes. First, men often appear to interact with their children less sensitively than mothers do, and many children thus appear to form closer attachments to their mothers than to their fathers. Second, the data also indicate that fathers may play specific and important roles, with men in some cultures having clearly defined roles as playmates to their children. Third, paternal play styles predict later socio-emotional development while paternal involvement seems to predict adult adjustment better than maternal involvement does. Such evidence suggests, fourth, that we need appropriate measures of fatherhood that are not simply borrowed from the study of motherhood.
C1 Univ Lancaster, Ctr Res Human Dev, Dept Psychol, Lancaster LA1 4YF, England.
   NICHHD, NIH, Dept Hlth & Human Serv, Bethesda, MD 20892 USA.
RP Lewis, C (reprint author), Univ Lancaster, Ctr Res Human Dev, Dept Psychol, Lancaster LA1 4YF, England.
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NR 149
TC 84
Z9 89
U1 4
U2 46
PU INST SUPERIOR PSICOLOGIA APLICADA
PI LISBOA
PA RUA JARDIM DO TABACO, 34, LISBOA 1149-041, PORTUGAL
SN 0256-2928
J9 EUR J PSYCHOL EDUC
JI Eur. J. Psychol. Educ.
PD JUN
PY 2003
VL 18
IS 2
BP 211
EP 228
PG 18
WC Psychology, Educational
SC Psychology
GA 734EJ
UT WOS:000186042000008
ER

PT J
AU Hammersley, M
AF Hammersley, M
TI On 'systematic' reviews of research literatures: a 'narrative' response
   to Evans & Benefield
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Editorial Material
ID SUBJECT
C1 Open Univ, Fac Educ & Language Studies, Milton Keynes MK7 6AA, Bucks, England.
RP Hammersley, M (reprint author), Open Univ, Fac Educ & Language Studies, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
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NR 57
TC 83
Z9 83
U1 4
U2 24
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD DEC
PY 2001
VL 27
IS 5
BP 543
EP 554
DI 10.1080/01411920120095726
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 493EY
UT WOS:000172210100003
ER

PT J
AU Denscombe, M
AF Denscombe, Martyn
TI Communities of practice - A research paradigm for the mixed methods
   approach
SO JOURNAL OF MIXED METHODS RESEARCH
LA English
DT Article
DE communities of practice; mixed methods; pragmatism; research paradigm
AB The mixed methods approach has emerged as a "third paradigm'' for social research. It has developed a platform of ideas and practices that are credible and distinctive and that mark the approach out as a viable alternative to quantitative and qualitative paradigms. However, there are also a number of variations and inconsistencies within the mixed methods approach that should not be ignored. This article argues the need for a vision of research paradigm that accommodates such variations and inconsistencies. It is argued that the use of "communities of practice'' as the basis for such a research paradigm is ( a) consistent with the pragmatist underpinnings of the mixed methods approach, (b) accommodates a level of diversity, and ( c) has good potential for understanding the methodological choices made by those conducting mixed methods research.
C1 [Denscombe, Martyn] De Montfort Univ, Dept Publ Policy, Leicester LE1 9BH, Leics, England.
RP Denscombe, M (reprint author), De Montfort Univ, Dept Publ Policy, Leicester LE1 9BH, Leics, England.
EM md@dmu.ac.uk
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NR 66
TC 82
Z9 83
U1 3
U2 28
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1558-6898
J9 J MIX METHOD RES
JI J. Mix Methods Res.
PD JUL
PY 2008
VL 2
IS 3
BP 270
EP 283
DI 10.1177/1558689808316807
PG 14
WC Social Sciences, Interdisciplinary
SC Social Sciences - Other Topics
GA 346LO
UT WOS:000259070200005
ER

PT J
AU Denyer, D
   Tranfield, D
   van Aken, JE
AF Denyer, David
   Tranfield, David
   van Aken, Joan Ernst
TI Developing design propositions through research synthesis
SO ORGANIZATION STUDIES
LA English
DT Article
DE design science research; design propositions; research synthesis;
   practitioner relevant knowledge; high-reliability organizations
ID RELIABILITY-SEEKING ORGANIZATIONS; SYSTEMATIC REVIEWS; MANAGEMENT
   RESEARCH; PARADIGM; SCIENCE; KNOWLEDGE; MINDFUL; CULTURE; EVENTS; RULES
AB The field of organization and management studies has a significant and ever increasing published research base, often criticized as fragmented and of limited relevance for practice. A design science approach to management has argued that more room for the development of solution-oriented or prescriptive knowledge would increase its relevance. In this article we discuss prescriptive knowledge cast in the form of design propositions following the so-called 'CIMO-logic', extending previous applications of the design proposition notion. This logic involves a combination of a problematic Context, for which the design proposition suggests a certain Intervention type, to produce, through specified generative Mechanisms, the intended Outcome( s). We discuss how design-oriented research synthesis provides a vehicle for addressing fragmentation and increasing the chances of application. Moreover, we explore how the development of design propositions can result from synthesizing previously published research and illustrate this with the design of high-reliability organizations (HROs).
C1 [Denyer, David; Tranfield, David] Cranfield Univ, Cranfield Sch Management, Cranfield MK43 0AL, Beds, England.
   [van Aken, Joan Ernst] Eindhoven Univ Technol, NL-5612 AZ Eindhoven, Netherlands.
RP Denyer, D (reprint author), Cranfield Univ, Cranfield Sch Management, Cranfield MK43 0AL, Beds, England.
EM david.denyer@cranfield.ac.uk; david.transfield@cranfield.ac.uk;
   j.e.v.aken@tm.tue.nl
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NR 83
TC 82
Z9 83
U1 9
U2 37
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0170-8406
J9 ORGAN STUD
JI Organ. Stud.
PD MAR
PY 2008
VL 29
IS 3
BP 393
EP 413
DI 10.1177/0170840607088020
PG 21
WC Management
SC Business & Economics
GA 284QH
UT WOS:000254720400005
ER

PT J
AU Hodkinson, P
   Biesta, G
   James, D
AF Hodkinson, Phil
   Biesta, Gert
   James, David
TI Understanding Learning Culturally: Overcoming the Dualism Between Social
   and Individual Views of Learning
SO VOCATIONS AND LEARNING
LA English
DT Article
DE Learning; Dualism; Bourdieu
ID CONCEPTUAL CHANGE; EDUCATION; BOURDIEU
AB This paper identifies limitations within the current literature on understanding learning. Overcoming these limitations entails replacing dualist views of learning as either individual or social, by using a theory of learning cultures and a cultural theory of learning, which articulate with each other. To do this, we argue that it is possible and indeed necessary to combine major elements of participatory or situated views of learning with elements of Deweyan embodied construction. Bourdieu's concepts of habitus and field are used to achieve this purpose, together with the use of 'becoming' as a metaphor to help understand learning more holistically. This theorizing has a predominantly heuristic purpose, and we argue that it enables researchers to better explain data. We also suggest that a cultural approach of the sort proposed here leads toward the asking of better questions about learning and its improvement and has high practical significance.
C1 [Hodkinson, Phil] Univ Leeds, Lifelong Learning Inst, Leeds LS2 9JT, W Yorkshire, England.
   [Biesta, Gert] Univ Stirling, Stirling FK9 4LA, Scotland.
   [James, David] Univ W England, Bristol BS16 1QY, Avon, England.
RP Hodkinson, P (reprint author), Univ Leeds, Lifelong Learning Inst, EC Stoner Bldg, Leeds LS2 9JT, W Yorkshire, England.
EM p.m.hodkinson@leeds.ac.uk
RI Biesta, Gert/C-1318-2010
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NR 69
TC 81
Z9 81
U1 3
U2 24
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1874-785X
J9 VOCAT LEARN
JI Vocat. Learn.
PD MAR
PY 2008
VL 1
IS 1
BP 27
EP 47
DI 10.1007/s12186-007-9001-y
PG 21
WC Education & Educational Research
SC Education & Educational Research
GA V13RF
UT WOS:000207683200004
ER

PT J
AU Deary, IJ
   Taylor, MD
   Hart, CL
   Wilson, V
   Smith, GD
   Blane, D
   Starr, JM
AF Deary, IJ
   Taylor, MD
   Hart, CL
   Wilson, V
   Smith, GD
   Blane, D
   Starr, JM
TI Intergenerational social mobility and mid-life status attainment:
   Influences of childhood intelligence, childhood social factors, and
   education
SO INTELLIGENCE
LA English
DT Article
DE intelligence; social class; social mobility; education; occupation
ID SCOTTISH MENTAL SURVEY; TRUNK LENGTH; FOLLOW-UP; MORTALITY; RISK;
   HEALTH; BRITAIN; DEPRIVATION; MERITOCRACY; SAUNDERS
AB We examined the influences of childhood social background, childhood cognitive ability, and education on intergenerational social mobility and social status attainment at midlife. The subjects were men born in 1921 and who participated in the Scottish Mental Survey of 1932 and thereafter in the Midspan Collaborative study in Scotland between 1970 and 1973. In logistic regression analyses, childhood cognitive ability and height were associated with upward and downward change from father's social class to participant's social class at mid-life. Education significantly influenced upward social mobility. Number of siblings had no significant effect on social mobility. These effects were also examined after adjusting for the other variables. In structural equation modelling analyses, father's social class and childhood cognitive ability influenced social status attainment at midlife, with education and occupational status in young adulthood as partially mediating factors. It was noteworthy that childhood cognitive ability related more strongly to occupation in midlife than to first occupation. These data add to the relatively few studies that track the process of status attainment in adulthood, they provide information from a new geographical setting, and they contain information from a greater proportion of the lifecourse than do most existing studies. (c) 2005 Elsevier Inc. All rights reserved.
C1 Univ Edinburgh, Dept Psychol, Edinburgh EH8 9JZ, Midlothian, Scotland.
   Univ Glasgow, SCRE Ctr, Glasgow, Lanark, Scotland.
   Univ Bristol, Dept Social Med, Bristol BS8 1TH, Avon, England.
   Univ London Imperial Coll Sci Technol & Med, Dept Social Sci & Med, London, England.
   Univ Edinburgh, Dept Geriatr Med, Edinburgh EH8 9YL, Midlothian, Scotland.
RP Deary, IJ (reprint author), Univ Edinburgh, Dept Psychol, 7 George Sq, Edinburgh EH8 9JZ, Midlothian, Scotland.
EM I.Deary@ed.ac.uk
RI Starr, John/C-8951-2011; Deary, Ian/C-6297-2009; Davey Smith,
   George/A-7407-2013; 
OI Davey Smith, George/0000-0002-1407-8314; Monsalve, Beatriz
   Elena/0000-0002-5994-866X
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NR 50
TC 80
Z9 80
U1 1
U2 28
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0160-2896
J9 INTELLIGENCE
JI Intelligence
PD SEP-OCT
PY 2005
VL 33
IS 5
BP 455
EP 472
DI 10.1016/j.intell.2005.06.003
PG 18
WC Psychology, Multidisciplinary
SC Psychology
GA 962PW
UT WOS:000231745700002
ER

PT B
AU Brooks, R
   Waters, J
AF Brooks, R
   Waters, J
TI Student Mobilities, Migration and the Internationalization of Higher
   Education
SO STUDENT MOBILITIES, MIGRATION AND THE INTERNATIONALIZATION OF HIGHER
   EDUCATION
LA English
DT Book
ID TRANSNATIONAL SOCIAL FIELDS; HONG-KONG; UNITED-STATES; UK STUDENTS;
   ACADEMIC CAPITALISM; KNOWLEDGE ECONOMY; FAMILY STRATEGIES; JAPANESE
   WOMEN; GLOBALIZATION; COSMOPOLITAN
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   2010, TIMES HIGHER ED 0909, P18
NR 311
TC 77
Z9 77
U1 3
U2 15
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-23030-558-8
PY 2011
BP 1
EP 196
DI 10.1057/9780230305588
PG 196
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA BVU82
UT WOS:000292821900009
ER

PT J
AU Gielen, S
   Peeters, E
   Dochy, F
   Onghena, P
   Struyven, K
AF Gielen, Sarah
   Peeters, Elien
   Dochy, Filip
   Onghena, Patrick
   Struyven, Katrien
TI Improving the effectiveness of peer feedback for learning
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Peer assessment; Peer feedback; Writing; Revision; Feedback accuracy
ID METAANALYSIS; STUDENTS; KNOWLEDGE
AB The present study examined the effectiveness of (a) peer feedback for learning, more specifically of certain characteristics of the content and style of the provided feedback, and (b) a particular instructional intervention to support the use of the feedback. A quasi-experimental repeated measures design was adopted. Writing assignments of 43 students of Grade 7 in secondary education showed that receiving 'justified' comments in feedback improves performance, but this effect diminishes for students with better pretest performance. Justification was superior to the accuracy of comments. The instructional intervention of asking assessees to reflect upon feedback after peer assessment did not increase learning gains significantly. (C) 2009 Published by Elsevier Ltd.
C1 [Gielen, Sarah; Peeters, Elien; Dochy, Filip; Struyven, Katrien] Katholieke Univ Leuven, Dept Educ Sci, Ctr Res Teaching & Training, BE-3000 Louvain, Belgium.
   [Gielen, Sarah] Katholieke Univ Leuven, Dept Educ Sci, Ctr Educ Effectiveness & Evaluat, BE-3000 Louvain, Belgium.
   [Onghena, Patrick] Katholieke Univ Leuven, Dept Educ Sci, Ctr Methodol Educ Res, BE-3000 Louvain, Belgium.
RP Gielen, S (reprint author), Katholieke Univ Leuven, Dept Educ Sci, Ctr Res Teaching & Training, Dekenstr 2,Box 3772, BE-3000 Louvain, Belgium.
EM sarah.gielen@ped.kuleuven.be
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NR 47
TC 77
Z9 78
U1 18
U2 61
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
J9 LEARN INSTR
JI Learn Instr.
PD AUG
PY 2010
VL 20
IS 4
SI SI
BP 304
EP 315
DI 10.1016/j.learninstruc.2009.08.007
PG 12
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 590MR
UT WOS:000277231100005
ER

PT J
AU Woods, S
   Wolke, D
AF Woods, S
   Wolke, D
TI Direct and relational bullying among primary school children and
   academic achievement
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE bullying; victimisation; academic achievement; special needs; primary
   school students
ID INDIRECT AGGRESSION; PEER REJECTION; VICTIMIZATION; ADJUSTMENT;
   BEHAVIOR; HEALTH; INTERVENTION; ASSOCIATION; ANNOTATION; DEPRESSION
AB The association between bullying behaviour and academic achievement was investigated in 1016 children from primary schools (6-7-year-olds/year 2: 480; 8-9-year-olds/year 4: 536). Children were individually interviewed about their bullying experiences using a standard interview. Key Stage I National Curriculum results (assessed at the end of year 2) were collected from class teachers, and parents completed a behaviour and health questionnaire. Results revealed no relationship between direct bullying behaviour and decrements in academic achievement. Conversely, higher academic achievement at year 2 predicted bullying others relationally (e.g. social exclusion at year 4). Relational victimisation, Special Educational Needs (SEN), being a pupil from a rural school or small classes and low socioeconomic status (SES) predicted low academic achievement for year 2 children. Findings discount the theory that underachievement and frustration at school leads to direct, physical bullying behaviour. (C) 2004 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 Univ Hertfordshire, Dept Comp Sci, STRC, Dept Psychol, Hatfield AL10 9AB, Herts, England.
   Univ Bristol, Dept Community Based Med, Bristol BS8 1TH, Avon, England.
RP Woods, S (reprint author), Univ Hertfordshire, Dept Comp Sci, STRC, Dept Psychol, Hatfield Campus,Coll Lane, Hatfield AL10 9AB, Herts, England.
EM s.n.woods@herts.ac.uk
RI Wolke, Dieter/C-5372-2008
OI Wolke, Dieter/0000-0003-0304-268X
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NR 50
TC 76
Z9 78
U1 3
U2 34
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD MAR-APR
PY 2004
VL 42
IS 2
BP 135
EP 155
DI 10.1016/j.jsp.2003.12.002
PG 21
WC Psychology, Educational
SC Psychology
GA 810TI
UT WOS:000220726200004
ER

PT J
AU Bailey, R
   Armour, K
   Kirk, D
   Jess, M
   Pickup, I
   Sandford, R
AF Bailey, Richard
   Armour, Kathleen
   Kirk, David
   Jess, Mike
   Pickup, Ian
   Sandford, Rachel
CA BERA Phys Educ Sport Pedagogy Spec
TI The educational benefits claimed for physical education and school
   sport: an academic review
SO RESEARCH PAPERS IN EDUCATION
LA English
DT Review
DE physical education; sport; evaluation; benefits; review; physical
   activity
ID ATHLETIC PARTICIPATION; SOCIAL-RESPONSIBILITY; YOUTH SPORTS; CHILDREN;
   EXERCISE; PERFORMANCE; HEALTH; ADOLESCENTS; FITNESS; LIFE
AB This academic review critically examines the theoretical and empirical bases of claims made for the educational benefits of physical education and school sport (PESS). An historical overview of the development of PESS points to the origins of claims made in four broad domains: physical, social, affective and cognitive. Analysis of the evidence suggests that PESS has the potential to make contributions to young people's development in each of these domains. Unsurprisingly, perhaps, there is suggestive evidence of a distinctive role for PESS in the acquisition and development of children's movement skills and physical competence. It can be argued that these are necessary, if not deterministic conditions of engagement in lifelong physical activity. In the social domain, there is sufficient evidence to support claims of positive benefits for young people. Importantly, benefits are mediated by environmental and contextual factors such as leadership, the involvement of young people in decision-making, an emphasis on social relationships, and an explicit focus on learning processes. In the affective domain, too, engagement in physical activity has been positively associated with numerous dimensions of psychological and emotional development, yet the mechanisms through which these benefits occur are less clear. Likewise, the mechanisms by which PESS might contribute to cognitive and academic developments are barely understood. There is, however, some persuasive evidence to suggest that physical activity can improve children's concentration and arousal, which might indirectly benefit academic performance. In can be concluded that many of the educational benefits claimed for PESS are highly dependent on contextual and pedagogic variables, which leads us to question any simple equations of participation and beneficial outcomes for young people. In the final section, therefore, the review raises questions about whether PESS should be held accountable for claims made for educational benefits, and about the implications of accountability.
C1 [Bailey, Richard; Pickup, Ian] Roehampton Univ, London, England.
   [Armour, Kathleen; Sandford, Rachel] Univ Loughborough, Loughborough, Leics, England.
   [Kirk, David] Leeds Metropolitan Univ, Leeds LS1 3HE, W Yorkshire, England.
   [Jess, Mike] Univ Edinburgh, Edinburgh, Midlothian, Scotland.
RP Bailey, R (reprint author), Roehampton Univ, London, England.
EM r.bailey@roehampton.ac.uk
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NR 231
TC 75
Z9 78
U1 16
U2 89
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0267-1522
J9 RES PAP EDUC
JI Res. Pap. Educ.
PY 2009
VL 24
IS 1
BP 1
EP 27
DI 10.1080/02671520701809817
PG 27
WC Education & Educational Research
SC Education & Educational Research
GA 687MY
UT WOS:000284783800001
ER

PT J
AU Krause, KL
   Coates, H
AF Krause, Kerri-Lee
   Coates, Hamish
TI Students' engagement in first-year university
SO ASSESSMENT & EVALUATION IN HIGHER EDUCATION
LA English
DT Article
ID OF-CLASS EXPERIENCES; HIGHER-EDUCATION
AB This paper reports on seven calibrated scales of student engagement emerging from a large-scale study of first year undergraduate students in Australian universities. The analysis presents insights into contemporary undergraduate student engagement, including online, self-managed, peer and student-staff engagement. The results point to the imperative for developing a broader understanding of engagement as a process with several dimensions. These must be acknowledged in any measurement and monitoring of this construct in higher education. The paper calls for a more robust theorising of the engagement concept that encompasses both quantitative and qualitative measures. It considers implications for pedagogy and institutional policy in support of enhancing the quality of the student experience.
C1 [Krause, Kerri-Lee] Griffith Univ, Griffith Inst Higher Educ, Brisbane, Qld 4111, Australia.
RP Krause, KL (reprint author), Griffith Univ, Griffith Inst Higher Educ, Brisbane, Qld 4111, Australia.
EM k.krause@griffith.edu.au
RI Coates, Hamish/G-2627-2015
OI Coates, Hamish/0000-0001-5763-3229
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NR 43
TC 75
Z9 76
U1 4
U2 26
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0260-2938
J9 ASSESS EVAL HIGH EDU
JI Assess. Eval. High. Educ.
PY 2008
VL 33
IS 5
BP 493
EP 505
DI 10.1080/02602930701698892
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 508CD
UT WOS:000270903500003
ER

PT J
AU Struyven, K
   Dochy, F
   Janssens, S
   Gielen, S
AF Struyven, Katrien
   Dochy, Filip
   Janssens, Steven
   Gielen, Sarah
TI On the dynamics of students' approaches to learning: The effects of the
   teaching/learning environment
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE approaches to learning; student teachers; higher education; lectures;
   teaching methods; active learning; student-activating teaching
ID CONSTRUCTIVIST PEDAGOGY; HIGHER-EDUCATION; PERCEPTIONS; CONCEPTIONS;
   CONTEXTS; QUALITY
AB This study investigates the effects of the learning/teaching environment on students' approaches to learning (i.e. combination of intention and learning strategies) and compares a lecture based to a student-activating setting within the first year of elementary teacher education. Data collection (N = 790) was carried out using a pre-test/post-test method by means of the Approaches to Learning and Studying Inventory (ALSI). Though students' approaches were similar at the start of the course, a clear distinction was found after experiencing the lecture based and student-activating teaching/learning environments. However, the direction of change was opposite to the premise that student-activating instruction deepens student learning. Instead, the latter pushed students towards a Surface Approach to learning and students' Strategic Approaches suffered significant lowering. (c) 2006 Elsevier Ltd. All rights reserved.
C1 Katholieke Univ Leuven, Ctr Res Teaching & Training, B-3000 Louvain, Belgium.
RP Struyven, K (reprint author), Katholieke Univ Leuven, Ctr Res Teaching & Training, Dekenstr 2, B-3000 Louvain, Belgium.
EM Katrien.struyven@ped.kuleuven.be
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NR 56
TC 75
Z9 76
U1 5
U2 22
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
J9 LEARN INSTR
JI Learn Instr.
PD AUG
PY 2006
VL 16
IS 4
BP 279
EP 294
DI 10.1016/j.learninstruc.2006.07.001
PG 16
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 094UM
UT WOS:000241264600001
ER

PT J
AU Chalmers, I
AF Chalmers, I
TI Trying to do more good than harm in policy and practice: The role of
   rigorous, transparent up-to-date evaluations
SO ANNALS OF THE AMERICAN ACADEMY OF POLITICAL AND SOCIAL SCIENCE
LA English
DT Article; Proceedings Paper
CT 3rd Annual Campbell Colloquium
CY FEB   27, 2003
CL STOCKHOLM, SWEDEN
DE evaluation; research synthesis; research methodology; ethics
ID SYSTEMATIC REVIEWS; CRIMINAL-JUSTICE; CLINICAL-TRIALS; HEALTH-CARE;
   INTERVENTIONS; OUTCOMES; DESIGN; SIDS
AB Because professionals sometimes do more harm than good when they intervene in the lives of other people, their policies and practices should be informed by rigorous, transparent, up-to-date evaluations. Surveys often reveal wide variations in the type and frequency of practice and policy interventions, and this evidence of collective uncertainty should prompt the humility that is a precondition for rigorous evaluation. Evaluation should begin with systematic assessment of as high a proportion as possible of existing relevant, reliable research, and then, if appropriate, additional research. Systematic, up-to-date reviews of research-such as those that the Cochrane and Campbell Collaborations endeavor to prepare and maintain-are designed to minimize the likelihood that the effects of interventions will be confused w and practitioners can choose whether, and if so how, they wish their policies an practices to be informed by research. They should be clear, however, that the lives of other people will often be affected by the validity of their judgements.
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NR 60
TC 75
Z9 77
U1 2
U2 5
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0002-7162
J9 ANN AM ACAD POLIT SS
JI Ann. Am. Acad. Polit. Soc. Sci.
PD SEP
PY 2003
VL 589
BP 22
EP 40
DI 10.1177/0002716203254762
PG 19
WC Political Science; Social Sciences, Interdisciplinary
SC Government & Law; Social Sciences - Other Topics
GA 714LP
UT WOS:000184916000002
ER

PT J
AU Webb, NM
AF Webb, Noreen M.
TI The teacher's role in promoting collaborative dialogue in the classroom
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Review
ID COOPERATIVE LEARNING GROUPS; STUDENTS HELPING-BEHAVIOR; GROUP WORK;
   TEACHING MATHEMATICS; LOW ACHIEVERS; MATH CLASS; SCIENCE; PEER;
   DISCOURSE; SEEKING
AB Background. Research on student-led small-group learning in schools going back nearly four decades has documented many types of student participation that promote learning. Less is known about how the teacher can foster effective groupwork behaviours.
   Aims. This paper reviews research that explores the role of the teacher in promoting learning in small groups. The focus is on how students can learn from their peers during small-group work, how teachers can prepare students for collaborative group work, and the role of teacher discourse and classroom norms in small-group dialogue.
   Method. Studies selected for review focused on student-led small-group contexts for learning in which students were expected to collaborate, reported data from systematic observations of group work, and linked observational data to teacher practices and student learning outcomes.
   Results and conclusions. This review uncovered multiple dimensions of the teacher's role in fostering beneficial group dialogue, including preparing students for collaborative work, forming groups, structuring the group-work task, and influencing student interaction through teachers' discourse with small groups and with the class. Common threads through the research are the importance of students explaining their thinking, and teacher strategies and practices that may promote student elaboration of ideas.
C1 Univ Calif Los Angeles, Dept Educ, Los Angeles, CA 90024 USA.
RP Webb, NM (reprint author), Univ Calif Los Angeles, Dept Educ, Los Angeles, CA 90024 USA.
EM webb@ucla.edu
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NR 134
TC 73
Z9 74
U1 10
U2 59
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-0998
EI 2044-8279
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD MAR
PY 2009
VL 79
BP 1
EP 28
DI 10.1348/000709908X380772
PN 1
PG 28
WC Psychology, Educational
SC Psychology
GA 414ZD
UT WOS:000263903200001
PM 19054431
ER

PT B
AU Fielding, M
   Moss, P
AF Fielding, M
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TI Radical Education and the Common School: A Democratic Alternative
SO RADICAL EDUCATION AND THE COMMON SCHOOL: A DEMOCRATIC ALTERNATIVE
SE Foundations and Futures of Education
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NR 267
TC 72
Z9 72
U1 1
U2 2
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-83740-5
J9 FOUND FUTURES EDUC
PY 2011
BP 1
EP 190
PG 190
WC Education & Educational Research; Political Science
SC Education & Educational Research; Government & Law
GA BUV93
UT WOS:000290477400006
ER

PT J
AU Archer, L
   Dewitt, J
   Osborne, J
   Dillon, J
   Willis, B
   Wong, B
AF Archer, Louise
   Dewitt, Jennifer
   Osborne, Jonathan
   Dillon, Justin
   Willis, Beatrice
   Wong, Billy
TI "Doing" Science Versus "Being" a Scientist: Examining 10/11-Year-Old
   Schoolchildren's Constructions of Science Through the Lens of Identity
SO SCIENCE EDUCATION
LA English
DT Article
ID GENDER-GAP; CHOICE; GIRLS; EDUCATION; FEMININITIES; ACHIEVEMENT;
   EXPERIENCES; ATTITUDES; SUBJECT; DEBATE
AB The concern about students' engagement with school science and the numbers pursuing the further study of science is an international phenomenon and a matter of considerable concern among policy makers. Research has demonstrated that the majority of young children have positive attitudes to science at age 10 but that this interest then declines sharply and by age 14, their attitude and interest in the study of science has been largely formed. This paper reports on data collected as part of a funded 5-year longitudinal study that seeks to determine how students' interest in science and scientific careers evolves. As an initial part of the study, six focus group discussions were undertaken with schoolchildren, age 10-11, to explore their attitudes toward science and interest in science, the findings of which are presented here. The children's responses are analyzed through the lens of identity, drawing on a theoretical framework that views identity as an embodied and a performed construction that is both produced by individuals and shaped by their specific structural locations. This work offers new insights into the manner in which students construct representations of science and scientists. (C) 2010 Wiley Periodicals, Inc. Sci Ed 94:617-639,2010
C1 [Archer, Louise; Dewitt, Jennifer; Dillon, Justin; Willis, Beatrice; Wong, Billy] Kings Coll Hosp London, Dept Educ & Profess Studies, London SE1 9NH, England.
   [Osborne, Jonathan] Stanford Univ, Sch Educ, Stanford, CA 94305 USA.
RP Archer, L (reprint author), Kings Coll Hosp London, Dept Educ & Profess Studies, London SE1 9NH, England.
EM Louise.archer@kcl.ac.uk
OI Wong, Billy/0000-0002-7310-6418
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NR 75
TC 71
Z9 71
U1 4
U2 36
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0036-8326
EI 1098-237X
J9 SCI EDUC
JI Sci. Educ.
PD JUL
PY 2010
VL 94
IS 4
BP 617
EP 639
DI 10.1002/sce.20399
PG 23
WC Education & Educational Research
SC Education & Educational Research
GA 613DG
UT WOS:000278957200002
ER

PT J
AU Dornyei, Z
AF Dornyei, Z
TI Attitudes, orientations, and motivations in language learning: Advances
   in theory, research, and applications
SO LANGUAGE LEARNING
LA English
DT Article
ID 2ND LANGUAGE; STUDENTS; ACQUISITION; WILLINGNESS; COMMUNICATE;
   PERCEPTIONS; LEARNERS; FRENCH; IMMERSION; ENGLISH
C1 Univ Nottingham, Sch English Studies, Nottingham NG7 2RD, England.
RP Dornyei, Z (reprint author), Univ Nottingham, Sch English Studies, Univ Pk, Nottingham NG7 2RD, England.
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NR 79
TC 71
Z9 71
U1 3
U2 28
PU BLACKWELL PUBLISHERS
PI MALDEN
PA 350 MAIN STREET, STE 6, MALDEN, MA 02148 USA
SN 0023-8333
J9 LANG LEARN
JI Lang. Learn.
PY 2003
VL 53
SU 1
BP 3
EP 32
DI 10.1111/1467-9922.53222
PG 30
WC Education & Educational Research; Linguistics
SC Education & Educational Research; Linguistics
GA 687XM
UT WOS:000183402300002
ER

PT J
AU Rogers, LA
   Graham, S
AF Rogers, Leslie Ann
   Graham, Steve
TI A Meta-Analysis of Single Subject Design Writing Intervention Research
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Review
DE writing; composition; meta-analysis; instruction; single subject design
ID REGULATED STRATEGY-DEVELOPMENT; LEARNING-DISABLED STUDENTS;
   ELEMENTARY-SCHOOL CHILDREN; WRITTEN LANGUAGE; WORD-PROCESSOR;
   INSTRUCTION; DISABILITIES; SKILLS; PERFORMANCE; BEHAVIOR
AB There is considerable concern that students do not develop the writing skills needed for school, occupational, or personal success. A frequent explanation for this is that schools do not do a good job of teaching this complex skill. A recent meta-analysis of true- and quasi-experimental writing intervention research (S. Graham & D. Perin, 2007a) addressed this issue by identifying effective instructional writing practices. The current review extends this earlier work by conducting a meta-analysis of single subject design writing intervention studies. The authors located 88 single subject design studies where it was possible to calculate an effect size. They calculated an average effect size for treatments that were tested in 4 or more studies, using a similar outcome measure in each study. This resulted in the identification of 9 writing treatments that were supported as effective. These were strategy instruction for planning/drafting, teaching grammar and usage, goal setting for productivity, strategy instruction for editing, writing with a word processor, reinforcing specific writing outcomes, use of prewriting activities, teaching sentence construction skills, and strategy instruction for paragraph writing.
C1 [Rogers, Leslie Ann; Graham, Steve] Vanderbilt Univ, Dept Special Educ, Nashville, TN 37203 USA.
RP Graham, S (reprint author), Vanderbilt Univ, Dept Special Educ, Peabody 328,230 Appleton Pl, Nashville, TN 37203 USA.
EM steve.graham@vanderbilt.edu
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NR 115
TC 70
Z9 70
U1 1
U2 11
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD NOV
PY 2008
VL 100
IS 4
BP 879
EP 906
DI 10.1037/0022-0663.100.4.879
PG 28
WC Psychology, Educational
SC Psychology
GA 369WL
UT WOS:000260724500011
ER

PT J
AU Slonje, R
   Smith, PK
   Frisen, A
AF Slonje, Robert
   Smith, Peter K.
   Frisen, Ann
TI The nature of cyberbullying, and strategies for prevention
SO COMPUTERS IN HUMAN BEHAVIOR
LA English
DT Article
DE Cyberbullying; Bullying; Prevention; Coping strategies; Impact;
   Definitional issues
ID ADOLESCENTS; EXPERIENCES; STUDENTS; AGGRESSORS; YOUNGSTERS; IMPACT; RISK
AB Cyberbullying has been identified as an important problem amongst youth in the last decade. This paper reviews some recent findings and discusses general concepts within the area. The review covers definitional issues such as repetition and power imbalance, types of cyberbullying, age and gender differences, overlap with traditional bullying and sequence of events, differences between cyberbullying and traditional bullying, motives for and impact of cyber victimization, coping strategies, and prevention/intervention possibilities. These issues will be illustrated by reference to recent and current literature, and also by in-depth interviews with nine Swedish students aged 13-15 years, who had some first-hand experience of one or more cyberbullying episodes. We conclude by discussing the evidence for different coping, intervention and prevention strategies. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Slonje, Robert] Univ London, Unit Sch & Family Studies, Goldsmiths, London SE14 6NW, England.
   [Frisen, Ann] Univ Gothenburg, S-40530 Gothenburg, Sweden.
RP Slonje, R (reprint author), Univ London, Unit Sch & Family Studies, Goldsmiths, London SE14 6NW, England.
EM r.slonje@gmail.com
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NR 64
TC 69
Z9 69
U1 24
U2 190
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0747-5632
J9 COMPUT HUM BEHAV
JI Comput. Hum. Behav.
PD JAN
PY 2013
VL 29
IS 1
BP 26
EP 32
DI 10.1016/j.chb.2012.05.024
PG 7
WC Psychology, Multidisciplinary; Psychology, Experimental
SC Psychology
GA 059DK
UT WOS:000312684400005
ER

PT J
AU Rasberry, CN
   Lee, SM
   Robin, L
   Laris, BA
   Russell, LA
   Coyle, KK
   Nihiser, AJ
AF Rasberry, Catherine N.
   Lee, Sarah M.
   Robin, Leah
   Laris, B. A.
   Russell, Lisa A.
   Coyle, Karin K.
   Nihiser, Allison J.
TI The association between school-based physical activity, including
   physical education, and academic performance: A systematic review of the
   literature
SO PREVENTIVE MEDICINE
LA English
DT Review
DE Physical activity; Physical education; Recess; Academic achievement
ID EXTRACURRICULAR ACTIVITIES; CLASSROOM-BEHAVIOR; ADOLESCENT ADJUSTMENT;
   AFRICAN-AMERICAN; MOTOR-SKILLS; CHILDREN; PARTICIPATION; ACHIEVEMENT;
   EXERCISE; STUDENTS
AB Objective. The purpose of this review is to synthesize the scientific literature that has examined the association between school-based physical activity (including physical education) and academic performance (including indicators of cognitive skills and attitudes, academic behaviors, and academic achievement).
   Method. Relevant research was identified through a search of nine electronic databases using both physical activity and academic-related search terms. Forty-three articles (reporting a total of 50 unique studies) met the inclusion criteria and were read, abstracted, and coded for this synthesis. Findings of the 50 studies were then summarized.
   Results. Across all the studies, there were a total of 251 associations between physical activity and academic performance, representing measures of academic achievement, academic behavior, and cognitive skills and attitudes. Slightly more than half (50.5%) of all associations examined were positive, 48% were not significant, and 1.5% were negative. Examination of the findings by each physical activity context provides insights regarding specific relationships.
   Conclusion. Results suggest physical activity is either positively related to academic performance or that there is not a demonstrated relationship between physical activity and academic performance. Results have important implications for both policy and schools. (C) 2011 Elsevier Inc. All rights reserved.
C1 [Rasberry, Catherine N.; Lee, Sarah M.; Robin, Leah; Nihiser, Allison J.] Ctr Dis Control & Prevent, Atlanta, GA 30341 USA.
   [Laris, B. A.; Russell, Lisa A.; Coyle, Karin K.] ETR Associates, Scotts Valley, CA 95066 USA.
RP Rasberry, CN (reprint author), Ctr Dis Control & Prevent, 4770 Buford Highway,NE MS K-33, Atlanta, GA 30341 USA.
EM CRasberry@cdc.gov
RI Nihiser, Allison/B-8662-2014
FU Centers for Disease Control and Prevention's (CDC) Division of
   Adolescent and School Health (DASH) [200-2002-00800]; ETR Associates
FX This review was conducted, in part, for the Centers for Disease Control
   and Prevention's (CDC) Division of Adolescent and School Health (DASH)
   under contract #200-2002-00800 with ETR Associates.
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NR 67
TC 69
Z9 70
U1 11
U2 78
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0091-7435
J9 PREV MED
JI Prev. Med.
PD JUN 1
PY 2011
VL 52
SU 1
BP S10
EP S20
DI 10.1016/j.ypmed.2011.01.027
PG 11
WC Public, Environmental & Occupational Health; Medicine, General &
   Internal
SC Public, Environmental & Occupational Health; General & Internal Medicine
GA 779DS
UT WOS:000291758900003
PM 21291905
ER

PT B
AU Field, J
AF Field, J
TI Social Capital, Second Edition
SO SOCIAL CAPITAL, SECOND EDITION
SE Key Ideas
LA English
DT Book
ID CIVIL-SOCIETY; ECONOMIC-DEVELOPMENT; WELFARE-STATE; NETWORKS; HEALTH;
   PARTICIPATION; SUPPORT; TRUST; INEQUALITY; EDUCATION
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NR 323
TC 69
Z9 70
U1 0
U2 0
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-93051-9
J9 KEY IDEAS
PY 2008
BP 1
EP 193
PG 193
WC Sociology
SC Sociology
GA BNZ90
UT WOS:000275974400008
ER

PT J
AU Tsui, ABM
AF Tsui, Amy B. M.
TI Complexities of identity formation: A narrative inquiry of an EFL
   teacher
SO TESOL QUARTERLY
LA English
DT Article
ID CROSS-CULTURAL LIVES; PROFESSIONAL IDENTITY; CONSTRUCTION
AB This article explores teachers' identity formation through a narrative inquiry of the professional identity of an EFL teacher, Minfang, in the People's Republic of China. Drawing on Wenger's (1998) social theory of identity formation as a dual process of identification and negotiation of meanings, it examines the lived experience of Minfang as an EFL learner and EFL teacher throughout his 6 years of teaching, the processes that were involved as he struggled with multiple identities, the interplay between reification and negotiation of meanings, and the institutional construction and his personal reconstruction of identities. The stories of Minfang highlighted the complex relationships between membership, competence, and legitimacy of access to practice; between the appropriation and ownership of meanings, the centrality of participation, and the mediating role of power relationships in the processes of identity formation.
C1 Univ Hong Kong, Hong Kong, Peoples R China.
RP Tsui, ABM (reprint author), Univ Hong Kong, Hong Kong, Peoples R China.
RI Tsui, Amy /A-1083-2010
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NR 24
TC 69
Z9 72
U1 9
U2 24
PU TESOL
PI ALEXANDRIA
PA 700 SOUTH WASHINGTON ST, STE 200, ALEXANDRIA, VA 22314 USA
SN 0039-8322
J9 TESOL QUART
JI Tesol Q.
PD DEC
PY 2007
VL 41
IS 4
BP 657
EP 680
PG 24
WC Education & Educational Research; Linguistics
SC Education & Educational Research; Linguistics
GA 337ZT
UT WOS:000258475200001
ER

PT B
AU Rudduck, J
   McIntyre, D
AF Rudduck, J
   McIntyre, D
TI Improving Learning through Consulting Pupils
SO IMPROVING LEARNING THROUGH CONSULTING PUPILS
SE Improving Learning TLRP
LA English
DT Book
ID EDUCATION; STUDENTS; POWER
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NR 117
TC 69
Z9 69
U1 0
U2 0
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-93532-3
J9 IMPROV LEARN TLRP
PY 2007
BP 1
EP 222
PG 222
WC Education & Educational Research
SC Education & Educational Research
GA BNN74
UT WOS:000275082000016
ER

PT J
AU Carpenter, JR
   Kenward, MG
   Vansteelandt, S
AF Carpenter, James R.
   Kenward, Michael G.
   Vansteelandt, Stijn
TI A comparison of multiple imputation and doubly robust estimation for
   analyses with missing data
SO JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY
LA English
DT Article; Proceedings Paper
CT Conference of the Royal-Statistical-Society
CY MAY   28, 2004
CL Royal Stat Soc, London, ENGLAND
SP Journal Royal Stat Soc
HO Royal Stat Soc
DE double robustness; inverse probability weighting; missing at random;
   multiple imputation
ID SEMIPARAMETRIC EFFICIENCY; REGRESSION-MODELS; INFERENCE
AB Multiple imputation is now a well-established technique for analysing data sets where some units have incomplete observations. Provided that the imputation model is correct, the resulting estimates are consistent. An alternative, weighting by the inverse probability of observing complete data on a unit, is conceptually simple and involves fewer modelling assumptions, but it is known to be both inefficient (relative to a fully parametric approach) and sensitive to the choice of weighting model. Over the last decade, there has been a considerable body of theoretical work to improve the performance of inverse probability weighting, leading to the development of 'doubly robust' or 'doubly protected' estimators. We present an intuitive review of these developments and contrast these estimators with multiple imputation from both a theoretical and a practical viewpoint.
C1 Univ London London Sch Hyg & Trop Med, Med Stat Unit, London WC1E 7HT, England.
   Univ Ghent, B-9000 Ghent, Belgium.
RP Carpenter, JR (reprint author), Univ London London Sch Hyg & Trop Med, Med Stat Unit, Keppel St, London WC1E 7HT, England.
EM james.carpenter@lshtm.ac.uk
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NR 23
TC 69
Z9 71
U1 2
U2 10
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0964-1998
J9 J ROY STAT SOC A STA
JI J. R. Stat. Soc. Ser. A-Stat. Soc.
PY 2006
VL 169
BP 571
EP 584
DI 10.1111/j.1467-985X.2006.00407.x
PN 3
PG 14
WC Social Sciences, Mathematical Methods; Statistics & Probability
SC Mathematical Methods In Social Sciences; Mathematics
GA 064LY
UT WOS:000239092400011
ER

PT B
AU Fenwick, T
   Edwards, R
   Sawchuk, P
AF Fenwick, T
   Edwards, R
   Sawchuk, P
TI Emerging Approaches to Educational Research: Tracing the Sociomaterial
SO EMERGING APPROACHES TO EDUCATIONAL RESEARCH: TRACING THE SOCIOMATERIAL
LA English
DT Book
ID ACTOR-NETWORK THEORY; HISTORICAL ACTIVITY THEORY; PROXIMAL DEVELOPMENT;
   COMPLEXITY THEORY; STRATEGIC CHANGE; ICT INTEGRATION; PUBLIC-HEALTH; 5TH
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NR 521
TC 67
Z9 67
U1 0
U2 5
PU TAYLOR & FRANCIS LTD
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-1-136-73018-4
PY 2011
BP 1
EP 217
PG 217
WC Education & Educational Research
SC Education & Educational Research
GA BAZ31
UT WOS:000306143100012
ER

PT J
AU Humphrey, N
   Lewis, S
AF Humphrey, Neil
   Lewis, Sarah
TI 'Make me normal': The views and experiences of pupils on the autistic
   spectrum in mainstream secondary schools
SO AUTISM
LA English
DT Article
DE Asperger syndrome; inclusive education; pupil perspectives
ID ASPERGER-SYNDROME; CHILDREN; INCLUSION; INTERVENTION; ADOLESCENTS;
   TEACHERS
AB Facilitating the learning and participation of pupils with Asperger syndrome and high-functioning autism (herein referred to as AS) in mainstream schools is complex and poorly understood. We report on a small-scale qualitative study of the views and experiences of 20 such pupils drawn from four secondary schools in north-west England. Data were collected through semi-structured interviews and pupil diaries. Interpretive phenomenological analysis was used to explore how pupils with AS make sense of their educational experiences. The central theme was how participants constructed their understanding of what their AS meant to them. This was often characterized by negative perceptions of their differences, such as being 'retarded' or having a 'bad brain'. The links between this understanding and reported difficulties with peers and teachers, the desire to 'fit in', and other themes are discussed. The implications of these findings for policy and practice in this area are also presented.
C1 [Humphrey, Neil; Lewis, Sarah] Univ Manchester, Ctr Educ Support & Inclus, Sch Educ, Manchester M13 9PL, Lancs, England.
RP Humphrey, N (reprint author), Univ Manchester, Ctr Educ Support & Inclus, Sch Educ, Manchester M13 9PL, Lancs, England.
EM neil.humphrey@manchester.ac.uk
OI Humphrey, Neil/0000-0002-8148-9500
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NR 71
TC 67
Z9 67
U1 3
U2 32
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1362-3613
J9 AUTISM
JI Autism
PD JAN
PY 2008
VL 12
IS 1
BP 23
EP 46
DI 10.1177/1362361307085267
PG 24
WC Psychology, Developmental
SC Psychology
GA 262BC
UT WOS:000253123000003
PM 18178595
ER

PT J
AU Strand, S
   Deary, IJ
   Smith, P
AF Strand, Steve
   Deary, Ian J.
   Smith, Pauline
TI Sex differences in Cognitive Abilities Test scores: A UK national
   picture
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article; Proceedings Paper
CT Annual Conference of the British-Education-Research-Association
CY SEP   11, 2003
CL Heriot-Watt Univ, Edinburgh, SCOTLAND
SP British Educ Res Assoc
HO Heriot-Watt Univ
ID GENDER-DIFFERENCES; INTELLECTUAL ABILITIES; PROGRESSIVE MATRICES;
   VARIABILITY; INTELLIGENCE; IQ; METAANALYSIS; PERFORMANCE
AB Background and aims. There is uncertainty about the extent or even existence of sex differences in the mean and variability of reasoning test scores (Jensen, 1998; Lynn, 1994, 1998; Mackintosh, 1996). This paper analyses the Cognitive Abilities Test (CAT) scores of a large and representative sample of UK pupils to determine the extent of any sex differences.
   Sample. A nationally representative UK sample of over 320,000 school pupils aged 11-12 years was assessed on the CAT (third edition) between September 2001 and August 2003. The CAT includes separate nationally standardized tests for verbal, quantitative, and non-verbal reasoning. The size and recency of the sample is unprecedented in research on this issue.
   Methods. The sheer size of the sample ensures that any sex difference will achieve statistical significance. Therefore, effect sizes (d) and variance ratios (VR) are employed to evaluate the magnitude of sex differences in mean scores and in score variability, respectively.
   Results. The mean verbal reasoning score for girls was 2.2 standard score points higher than the mean for boys, but only 0.3 standard points in favour of girls for nonverbal reasoning (NVR), and 0.7 points in favour of boys for quantitative reasoning (QR). However, for all three tests there were substantial sex differences in the standard deviation of scores, with greater variance among boys. Boys were over represented relative to girls at both the top and the bottom extremes for all tests, with the exception of the top 10% in verbal reasoning.
   Conclusions. Given the small differences in means, explanations for sex differences in wider domains such examination attainment at age 16 need to look beyond conceptions of 'ability'. Boys tend to be both the lowest and the highest performers in terms of their reasoning abilities, which warns against the danger of stereotyping boys as low achievers.
C1 nferNelson, London, England.
   Univ Edinburgh, Edinburgh, Midlothian, Scotland.
RP Strand, S (reprint author), Univ Warwick, CEDAR, Coventry CV4 7AL, W Midlands, England.
EM steve.strand@warwick.ac.uk
RI Strand, Steve/A-5557-2008; Deary, Ian/C-6297-2009
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NR 45
TC 67
Z9 70
U1 2
U2 12
PU BRITISH PSYCHOLOGICAL SOC
PI LEICESTER
PA ST ANDREWS HOUSE, 48 PRINCESS RD EAST, LEICESTER LE1 7DR, LEICS, ENGLAND
SN 0007-0998
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD SEP
PY 2006
VL 76
BP 463
EP 480
DI 10.1348/000709905X50906
PN 3
PG 18
WC Psychology, Educational
SC Psychology
GA 089TF
UT WOS:000240903000003
PM 16953957
ER

PT B
AU Evans, K
   Hodkinson, P
   Rainbird, H
   Unwin, L
AF Evans, K
   Hodkinson, P
   Rainbird, H
   Unwin, L
TI Improving Workplace Learning
SO IMPROVING WORKPLACE LEARNING
SE Improving Learning TLRP
LA English
DT Book
ID SKILLS; UK
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NR 207
TC 66
Z9 66
U1 1
U2 3
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-94694-7
J9 IMPROV LEARN TLRP
PY 2006
BP 1
EP 210
PG 210
WC Education & Educational Research; Management
SC Education & Educational Research; Business & Economics
GA BPD71
UT WOS:000278594100012
ER

PT B
AU Kenway, J
   Kraack, A
   HickeyMoody, A
AF Kenway, J
   Kraack, A
   HickeyMoody, A
TI Masculinity Beyond the Metropolis
SO MASCULINITY BEYOND THE METROPOLIS
LA English
DT Book
ID ETHNOGRAPHY; GEOGRAPHY; IDENTITY; POLITICS
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   ARCHERS
NR 353
TC 66
Z9 66
U1 1
U2 2
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-230-62578-5
PY 2006
BP 1
EP 230
DI 10.1057/9780230625785
PG 230
WC Geography; Sociology
SC Geography; Sociology
GA BQP80
UT WOS:000281511000009
ER

PT J
AU Kowalski, RM
   Giumetti, GW
   Schroeder, AN
   Lattanner, MR
AF Kowalski, Robin M.
   Giumetti, Gary W.
   Schroeder, Amber N.
   Lattanner, Micah R.
TI Bullying in the Digital Age: A Critical Review and Meta-Analysis of
   Cyberbullying Research Among Youth
SO PSYCHOLOGICAL BULLETIN
LA English
DT Review
DE cyberbullying; bullying; perpetration; victimization; general aggression
   model
ID HIGH-SCHOOL-STUDENTS; QUALITY-CIRCLE APPROACH; INTERNET HARASSMENT;
   CYBER-VICTIMIZATION; ONLINE HARASSMENT; COLLEGE-STUDENTS; MORAL
   DISENGAGEMENT; PEER-VICTIMIZATION; RISK-FACTORS; SELF-ESTEEM
AB Although the Internet has transformed the way our world operates, it has also served as a venue for cyberbullying, a serious form of misbehavior among youth. With many of today's youth experiencing acts of cyberbullying, a growing body of literature has begun to document the prevalence, predictors, and outcomes of this behavior, but the literature is highly fragmented and lacks theoretical focus. Therefore, our purpose in the present article is to provide a critical review of the existing cyberbullying research. The general aggression model is proposed as a useful theoretical framework from which to understand this phenomenon. Additionally, results from a meta-analytic review are presented to highlight the size of the relationships between cyberbullying and traditional bullying, as well as relationships between cyberbullying and other meaningful behavioral and psychological variables. Mixed effects meta-analysis results indicate that among the strongest associations with cyberbullying perpetration were normative beliefs about aggression and moral disengagement, and the strongest associations with cyberbullying victimization were stress and suicidal ideation. Several methodological and sample characteristics served as moderators of these relationships. Limitations of the meta-analysis include issues dealing with causality or directionality of these associations as well as generalizability for those meta-analytic estimates that are based on smaller sets of studies (k < 5). Finally, the present results uncover important areas for future research. We provide a relevant agenda, including the need for understanding the incremental impact of cyberbullying (over and above traditional bullying) on key behavioral and psychological outcomes.
C1 [Kowalski, Robin M.] Clemson Univ, Dept Psychol, Clemson, SC 29634 USA.
   [Giumetti, Gary W.] Quinnipiac Univ, Dept Psychol, Hamden, CT USA.
   [Schroeder, Amber N.] Western Kentucky Univ, Dept Psychol, Bowling Green, KY USA.
   [Lattanner, Micah R.] Duke Univ, Dept Psychol & Neurosci, Durham, NC 27706 USA.
RP Kowalski, RM (reprint author), Clemson Univ, Dept Psychol, Clemson, SC 29634 USA.
EM rkowals@clemson.edu
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NR 292
TC 65
Z9 67
U1 62
U2 178
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0033-2909
EI 1939-1455
J9 PSYCHOL BULL
JI Psychol. Bull.
PD JUL
PY 2014
VL 140
IS 4
BP 1073
EP 1137
DI 10.1037/a0035618
PG 65
WC Psychology; Psychology, Multidisciplinary
SC Psychology
GA AJ7YB
UT WOS:000337916400006
PM 24512111
ER

PT J
AU Roberts, J
AF Roberts, John
TI No one is perfect: The limits of transparency and an ethic for
   'intelligent' accountability
SO ACCOUNTING ORGANIZATIONS AND SOCIETY
LA English
DT Article
ID SUBJECTIVITY; MANUFACTURE; MANAGEMENT; DISTANCE; TYRANNY
AB This paper draws on the work of Butler [Butler, J. (2005). Giving an account of oneself. New York: Fordham University Press] to develop a critique of the operation and adequacy of transparency as a form of accountability. The paper begins with an exploration of accountability as subjection explored through Lacan's account of the social dynamics of recognition, and Freud's account of guilt. This analysis then informs an exploration of what is argued to be our typically ambivalent embrace of transparency as a form of accountability. The final section of the paper investigates the potential for a more 'intelligent' form of accountability, grounded in an ethic of humility and generosity, made possible by a conscious acknowledgement of the ways in which I can never quite know what it is that I am doing. (C) 2009 Elsevier Ltd. All rights reserved.
C1 Univ Sydney, Accounting Discipline, Fac Econ & Business, Darlington, NSW 2006, Australia.
RP Roberts, J (reprint author), Univ Sydney, Accounting Discipline, Fac Econ & Business, Bldg H69,Cnr Codrington & Rose St, Darlington, NSW 2006, Australia.
EM j.roberts@econ.usyd.edu.au
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NR 55
TC 65
Z9 65
U1 5
U2 36
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0361-3682
EI 1873-6289
J9 ACCOUNT ORG SOC
JI Account. Organ. Soc.
PD NOV
PY 2009
VL 34
IS 8
BP 957
EP 970
DI 10.1016/j.aos.2009.04.005
PG 14
WC Business, Finance
SC Business & Economics
GA 513QX
UT WOS:000271339400005
ER

PT J
AU Bennett, J
   Lubben, F
   Hogarth, S
AF Bennett, Judith
   Lubben, Fred
   Hogarth, Sylvia
TI Bringing science to life: A synthesis of the research evidence on the
   effects of context-based and STS approaches to science teaching
SO SCIENCE EDUCATION
LA English
DT Article
ID TECHNOLOGY-SOCIETY; SYSTEMATIC REVIEWS; STUDENTS; ATTITUDES; EDUCATION;
   INSTRUCTION; ACHIEVEMENT; TEACHERS; OUTCOMES; BELIEFS
AB Context-based and science-teclinology-society (STS) approaches to teaching science in high school have become widely used over the past two decades. They aspire to foster more positive attitudes to science while, at the same time, provide a sound basis of scientific understanding for further study. This paper reviews the detailed research evidence from 17 experimental studies undertaken in eight different countries on the effects of context-based and STS approaches, drawing on the findings of two systematic reviews of the research literature. The review findings indicate that context-based/STS approaches result in improvement in attitudes to science and that the understanding of scientific ideas developed is comparable to that of conventional approaches. The approaches also result in more positive attitudes to science in both girls and boys and reduce the gender differences in attitudes. The paper also considers issues emerging from work in the area in relation to study design and the constraints which may militate against the use of experimental research designs when gathering evidence of impact of interventions. A fundamental constraint is the extent to which it is possible to make comparisons between existing methods and interventions when the aims are overlapping but also differ in significant ways. (c) 2006 Wiley Periodicals, Inc. Sci Ed 91:347-370, 2007.
C1 Univ York, Dept Educ Studies, York YO10 5DD, N Yorkshire, England.
RP Bennett, J (reprint author), Univ York, Dept Educ Studies, York YO10 5DD, N Yorkshire, England.
EM jmb20@york.ac.uk
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NR 59
TC 65
Z9 66
U1 3
U2 25
PU JOHN WILEY & SONS INC
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN, NJ 07030 USA
SN 0036-8326
J9 SCI EDUC
JI Sci. Educ.
PD MAY
PY 2007
VL 91
IS 3
BP 347
EP 370
DI 10.1002/sce.20186
PG 24
WC Education & Educational Research
SC Education & Educational Research
GA 157RP
UT WOS:000245738700001
ER

PT J
AU Jackson, C
AF Jackson, C
TI 'Laddishness' as a self-worth protection strategy
SO GENDER AND EDUCATION
LA English
DT Article
ID BOYS; SCHOOL; GENDER; MASCULINITY; ACHIEVEMENT; BEHAVIOR; GIRLS;
   PERCEPTIONS; ATTITUDES; DEBATE
AB 'Laddishness' is central to the current discourse on boys' 'underachievement', with 'laddish' behaviours being seen by many people as an impediment to the progress of some boys in school. The article attempts to demonstrate how self-worth theory may complement and extend our understandings of 'laddish' behaviours, which are currently informed by theories of masculinities. More specifically. it is argued that it may be the case that for some secondary school boys, the construct of 'laddishness' acts as a self-worth protection strategy-protecting self-worth both from the implications of a lack of ability and from the implications of being seen to be feminine. The argument is developed by comparing characteristics of key self-worth protection or self-handicapping strategies with the behaviours reported by teachers, pupils and researchers to be characteristics of 'laddish' behaviour.
C1 Univ Lancaster, Dept Educ Res, Lancaster LA1 4YL, England.
RP Jackson, C (reprint author), Univ Lancaster, Dept Educ Res, Lancaster LA1 4YL, England.
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NR 74
TC 65
Z9 66
U1 3
U2 11
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PD MAR
PY 2002
VL 14
IS 1
BP 37
EP 51
DI 10.1080/09540250120098870
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 512UW
UT WOS:000173342800003
ER

PT J
AU Fenollar, P
   Roman, S
   Cuestas, PJ
AF Fenollar, Pedro
   Roman, Sergio
   Cuestas, Pedro J.
TI University students' academic performance: An integrative conceptual
   framework and empirical analysis
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID AVOIDANCE ACHIEVEMENT-MOTIVATION; PERCEIVED SELF-EFFICACY; CLASS SIZE;
   GOAL ORIENTATIONS; COGNITIVE ENGAGEMENT; HIERARCHICAL MODEL;
   EPISTEMOLOGICAL BELIEFS; LEARNING-STRATEGIES; IMPLICIT THEORIES; EXAM
   PERFORMANCE
AB Background. The prediction and explanation of academic performance and the investigation of the factors relating to the academic success and persistence of students are topics of utmost importance in higher education.
   Aims. The main aim of the present study is to develop and test a conceptual framework in a university context, where the effects of achievement goals, self-efficacy and class size on academic performance are hypothesized to be direct and indirect through study strategies.
   Sample. Participants were 553 students of different faculties from a university in Spain.
   Method. Pre-existing scales were used to develop the questionnaire. Questionnaires were group-administered in 21 classes during the first 2 weeks of May (i.e. about I month before the final examination). At the end of the academic year, students' grades were obtained from professors of each course.
   Results. Data were analysed through structural equation modelling. The results of the structural model provided support for most of the hypothesized relationships. Achievement goals and self-efficacy had no direct effects on performance, but results from the model comparison suggested that a mediational model provided a better fit to the data.
   Conclusions. Our study provides support for the key mediational role of study strategies in the effect of achievement goals and self-efficacy on academic performance. Self-efficacy seems to have the strongest indirect effect on performance. Mastery goals play a key role increasing deep processing and effort, and in turn affecting performance. Academic performance tends to diminish with increasing class size.
C1 Univ Murcia, Dept Marketing, Murcia, Spain.
RP Cuestas, PJ (reprint author), Univ Murcia, Dept Marketing, Murcia, Spain.
EM pcuestas@um.es
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NR 94
TC 64
Z9 64
U1 7
U2 35
PU BRITISH PSYCHOLOGICAL SOC
PI LEICESTER
PA ST ANDREWS HOUSE, 48 PRINCESS RD EAST, LEICESTER LE1 7DR, LEICS, ENGLAND
SN 0007-0998
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD DEC
PY 2007
VL 77
BP 873
EP 891
DI 10.1348/000709907X189118
PN 4
PG 19
WC Psychology, Educational
SC Psychology
GA 234KT
UT WOS:000251163700008
PM 17535509
ER

PT J
AU Steinmayr, R
   Spinath, B
AF Steinmayr, Ricarda
   Spinath, Birgit
TI Sex differences in school achievement: What are the roles of personality
   and achievement motivation?
SO EUROPEAN JOURNAL OF PERSONALITY
LA English
DT Article
DE sex differences; school achievement; personality; achievement
   motivation; intelligence
ID MULTIPLE CORRELATION COEFFICIENT; ACADEMIC SELF-CONCEPT;
   GENDER-DIFFERENCES; COGNITIVE ENGAGEMENT; MEDIATIONAL ANALYSIS;
   LEARNING-STRATEGIES; CONFIDENCE-LIMITS; PERCEIVED ABILITY;
   JOB-PERFORMANCE; INTELLIGENCE
AB It is consistently reported that despite equal cognitive ability, girls outperform boys in school. In several methodological steps, the present study examined sex differences in school achievement and some of the most important personality and motivational constructs in a sample of 204 females and 138 adolescent males (mean age M = 16.94 years; SD = 0.71). Grades in Math and German as well as grade point average (GPA) served as achievement criteria. Intelligence, the Big Five of personality and motivational variables (achievement motives, goal orientation, task values and ability self-concepts) served as predictors. After controlling for intelligence, girls' grades were significantly better than boys'. Mean sex differences were found for most variables. There were no gender-specific associations between predictors and grades. Agreeableness, work avoidance, ability self-concepts and values ascribed to German mediated the association between sex and grades in German. Controlling for ability self-concepts and values ascribed to Math enhanced the association between sex and math grades. We concluded that personality and motivation play important roles in explaining sex differences in school attainment. Results are discussed against the background of practical and methodological implications. Copyright (c) 2008 John Wiley & Sons, Ltd.
C1 [Steinmayr, Ricarda; Spinath, Birgit] Univ Heidelberg, Dept Psychol, D-69117 Heidelberg, Germany.
RP Steinmayr, R (reprint author), Univ Heidelberg, Dept Psychol, Hauptstr 47-51, D-69117 Heidelberg, Germany.
EM ricarda.steinmayr@psychologie.uni-heidelberg.de
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NR 98
TC 63
Z9 64
U1 5
U2 39
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0890-2070
J9 EUR J PERSONALITY
JI Eur. J. Personal.
PD MAY
PY 2008
VL 22
IS 3
BP 185
EP 209
DI 10.1002/per.676
PG 25
WC Psychology, Social
SC Psychology
GA 300VS
UT WOS:000255853900003
ER

PT J
AU Taras, M
AF Taras, M
TI Assessment - Summative and formative - Some theoretical reflections
SO BRITISH JOURNAL OF EDUCATIONAL STUDIES
LA English
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AB This paper wishes to clarify the definitions of the central terms relating to assessment. It argues that all assessment begins with summative assessment (which is a judgement) and that formative assessment is in fact summative assessment plus feedback which is used by the learner.
C1 Univ Sunderland, Sch Educ & Lifelong Learning, Sunderland SR1 3SD, Durham, England.
RP Taras, M (reprint author), Univ Sunderland, Sch Educ & Lifelong Learning, Sunderland SR1 3SD, Durham, England.
EM maddalena.taras@sunderland.ac.uk
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NR 24
TC 63
Z9 64
U1 5
U2 33
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0007-1005
J9 BRIT J EDUC STUD
JI Br. J. Educ. Stud.
PD DEC
PY 2005
VL 53
IS 4
BP 466
EP 478
DI 10.1111/j.1467-8527.2005.00307.x
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 985WR
UT WOS:000233409900006
ER

PT S
AU Gerber, TP
   Cheung, SY
AF Gerber, Theodore P.
   Cheung, Sin Yi
TI Horizontal stratification in postsecondary education: Forms,
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SO ANNUAL REVIEW OF SOCIOLOGY
SE Annual Review of Sociology
LA English
DT Review; Book Chapter
DE gender; inequality; labor market; socioeconomic status; university
ID COLLEGE MAJOR; UNITED-STATES; LABOR-MARKET; ACADEMIC-ACHIEVEMENT;
   GENDER-DIFFERENCES; SEX SEGREGATION; SOCIAL-CLASS; FUTURE EARNINGS;
   4-YEAR COLLEGE; PUBLIC-SCHOOLS
AB For the past 20 years, social, scientists have devoted increasing attention to the links between type of postsecondary education received and socioeconomic inequalities. Borrowing the terminology of Charles & Bradley (2002), we refer to the forms of these connections as horizontal dimensions of education-based stratification. We review studies of how institutional characteristics (college quality and type) and college experiences (field of specialization, academic performance, and pathway) are related to labor market outcomes. We also discuss research that treats college quality and field of specialization as dependent variables influenced by gender, race, ethnicity, and socioeconomic status. Throughout, we assess alternative theoretical explanations for why and how these horizontal aspects of college education play a stratifying role. We. also note methodological developments that raise questions about some of the effects. Mirroring the literature, we emphasize how horizontal dimensions of stratification at the postsecondary level relate to gender differences on both the labor market and education sides. We propose additional theoretical and empirical issues that research on horizontal stratification in postsecondary education should address.
C1 [Gerber, Theodore P.] Univ Wisconsin, Dept Sociol, Madison, WI 53706 USA.
   [Cheung, Sin Yi] Univ Birmingham, Dept Sociol, Birmingham B15 2TT, W Midlands, England.
RP Gerber, TP (reprint author), Univ Wisconsin, Dept Sociol, Madison, WI 53706 USA.
EM tgerber@ssc.wisc.edu; s.y.cheung@bham.ac.uk
RI Shavit, Yossi/A-2034-2012; Gerber, Theodore/A-5212-2014
OI Gerber, Theodore/0000-0001-8899-6815
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NR 105
TC 62
Z9 62
U1 6
U2 34
PU ANNUAL REVIEWS
PI PALO ALTO
PA 4139 EL CAMINO WAY, PO BOX 10139, PALO ALTO, CA 94303-0139 USA
SN 0360-0572
BN 978-0-8243-2234-2
J9 ANNU REV SOCIOL
JI Annu. Rev. Sociol.
PY 2008
VL 34
BP 299
EP 318
DI 10.1146/annurev.soc.34.040507.134604
PG 20
WC Sociology
SC Sociology
GA 338LN
UT WOS:000258509400014
ER

PT J
AU Renold, E
AF Renold, E
TI Other' boys: negotiating non-hegemonic masculinities in the primary
   school
SO GENDER AND EDUCATION
LA English
DT Article; Proceedings Paper
CT Conference of the British-Education-Association
CY SEP 12-14, 2002
CL Univ Exeter, Exeter, ENGLAND
HO Univ Exeter
ID DISCURSIVE PRODUCTION; GENDER
AB Focusing on the experiences of boys who choose not to cultivate their masculinities through hegemonic discourses and practices, this paper seeks to empirically explore and theorize the extent to which it is possible to live out the category `boy' in non-hegemonic ways in the primary school setting. Drawing upon a year-long ethnography of children's constructions of their gender and sexual identities in two primary schools, it examines how a minority of 10- and 11-year-old white working and middle-class boys create and seek out spaces from which they can resist, subvert and actively challenge prevailing hegemonic (heterosexual) masculinities within a peer group pupil culture which thrives on the daily policing and shaming of Other(1) masculinities. The paper attempts to theorize more fully the inter-relationship of hegemonic and non-hegemonic masculinities and argues that the ways in which boys inhabit and construct non-hegemonic masculinities both subverts and reinforces hegemonic gender/sexual relations.
C1 Cardiff Univ, Cardiff Sch Social Sci, Cardiff CF10 3WT, S Glam, Wales.
RP Renold, E (reprint author), Cardiff Univ, Cardiff Sch Social Sci, Glamorgan Bldg,King Edward VII Ave, Cardiff CF10 3WT, S Glam, Wales.
EM Renold@cardiff.ac.uk
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NR 61
TC 61
Z9 63
U1 2
U2 11
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PD JUN
PY 2004
VL 16
IS 2
BP 247
EP 266
DI 10.1080/09540250310001690609
PG 20
WC Education & Educational Research
SC Education & Educational Research
GA 829YZ
UT WOS:000222090000007
ER

PT J
AU McCormack, M
   Anderson, E
AF McCormack, Mark
   Anderson, Eric
TI 'It's Just Not Acceptable Any More': The Erosion of Homophobia and the
   Softening of Masculinity at an English Sixth Form
SO SOCIOLOGY-THE JOURNAL OF THE BRITISH SOCIOLOGICAL ASSOCIATION
LA English
DT Article
DE bullying; gay; heterosexuality; homophobia; masculinity; schooling
ID SCHOOL
AB This ethnographic research interrogates the relationship between sexuality, gender and homophobia and how they impact on 16- to 18-year-old boys in a coeducational sixth form in the south of England. Framing our research with inclusive masculinity theory, we find that, unlike the elevated rates of homophobia typically described in academic literature, the boys at 'Standard High' espouse pro-gay attitudes and eliminate homophobic language. This inclusivity simultaneously permits an expansion of heteromasculine boundaries, so that boys are able to express physical tactility and emotional intimacy without being homosexualized by their behaviours. However, we add to inclusive masculinity theory by showing the ways in which boys continue to privilege and regulate heterosexuality in the absence of homophobia: we find that heterosexual boundary maintenance continues, heterosexual identities are further consolidated, and the presumption of heterosexuality remains. Accordingly, we argue that even in inclusive cultures, it is necessary to examine for the processes of heteronormativity.
C1 [McCormack, Mark] Brunel Univ, Sch Sport & Educ, Uxbridge UB8 3PH, Middx, England.
   [Anderson, Eric] Univ Bath, Dept Educ, Bath BA2 7AY, Avon, England.
RP McCormack, M (reprint author), Brunel Univ, Sch Sport & Educ, Uxbridge UB8 3PH, Middx, England.
EM mark.mccormack@brunel.ac.uk; ericandersonphd@aol.com
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NR 44
TC 60
Z9 60
U1 3
U2 21
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0038-0385
J9 SOCIOLOGY
JI Sociol.-J. Brit. Sociol. Assoc.
PD OCT
PY 2010
VL 44
IS 5
BP 843
EP 859
DI 10.1177/0038038510375734
PG 17
WC Sociology
SC Sociology
GA 666OR
UT WOS:000283125500004
ER

PT J
AU Shield, BM
   Dockrell, JE
AF Shield, Bridget M.
   Dockrell, Julie E.
TI The effects of environmental and classroom noise on the academic
   attainments of primary school children
SO JOURNAL OF THE ACOUSTICAL SOCIETY OF AMERICA
LA English
DT Article
ID ROAD TRAFFIC NOISE; AIRCRAFT NOISE; PERFORMANCE; SPEECH; LONDON; IMPACT
AB While at school children are exposed to various types of noise including external, environmental noise and noise generated within the classroom. Previous research has shown that noise has detrimental effects upon children's performance at school, including reduced memory, motivation, and reading ability. In England and Wales, children's academic performance is assessed using standardized tests of literacy, mathematics, and science. A study has been conducted to examine the impact, if any, of chronic exposure to external and internal noise on the test results of children aged 7 and 11 in London (UK) primary schools. External noise was found to have a significant negative impact upon performance, the effect being greater for the older children. The analysis suggested that children are particularly affected by the noise. of individual external events. Test scores were also affected by internal classroom noise, background levels being significantly related to test results. Negative relationships between performance and noise levels were maintained when the data were corrected for socio-economic factors relating to social deprivation, language, and special educational needs. Linear regression analysis has been used to estimate the maximum levels of external and internal noise which allow the schools surveyed to achieve required standards of literacy and numeracy. (c) 2008 Acoustical Society of America.
C1 [Shield, Bridget M.] London S Bank Univ, Fac Engn Sci & Built Environm, London SE1 0AA, England.
   [Dockrell, Julie E.] Inst Educ, Sch Psychol & Human Dev, London WC1A 0HH, England.
RP Shield, BM (reprint author), London S Bank Univ, Fac Engn Sci & Built Environm, Borough Rd, London SE1 0AA, England.
EM shieldbm@lsbu.ac.uk; j.dockrell@ioe.ac.uk
RI Dockrell, Julie/A-3613-2008
OI Dockrell, Julie/0000-0003-3595-6064
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NR 32
TC 60
Z9 61
U1 1
U2 22
PU ACOUSTICAL SOC AMER AMER INST PHYSICS
PI MELVILLE
PA STE 1 NO 1, 2 HUNTINGTON QUADRANGLE, MELVILLE, NY 11747-4502 USA
SN 0001-4966
J9 J ACOUST SOC AM
JI J. Acoust. Soc. Am.
PD JAN
PY 2008
VL 123
IS 1
BP 133
EP 144
DI 10.1121/1.2812596
PG 12
WC Acoustics; Audiology & Speech-Language Pathology
SC Acoustics; Audiology & Speech-Language Pathology
GA 250HP
UT WOS:000252290900013
PM 18177145
ER

PT J
AU Braun, A
   Maguire, M
   Ball, SJ
AF Braun, Annette
   Maguire, Meg
   Ball, Stephen J.
TI Policy enactments in the UK secondary school: examining policy, practice
   and school positioning
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
DE policy; enactment; secondary schools; personal learning and thinking
   skills
AB This paper presents a first attempt in an ongoing research study of the policy environments in four UK secondary schools to examine policy enactment, where 'enactment' refers to an understanding that policies are interpreted and 'translated' by diverse policy actors in the school environment, rather than simply implemented. The paper is divided into two parts. The first part presents an audit of the policies encountered in four case study schools in the south-east of England. The second part looks at one current English government policy, namely personal learning and thinking skills, and how this is taken up in two of the case study schools. In this way, the paper not just explores why a policy is adopted but also illustrates the capacity for school-based policy elaboration, where schools produce their own 'take' on policy, drawing on aspects of their culture or ethos, as well as on the situated necessities.
C1 [Braun, Annette; Ball, Stephen J.] Univ London, Inst Educ, Ctr Crit Educ Policy Studies, London WC1E 7HU, England.
   [Maguire, Meg] Kings Coll London, Dept Educ & Profess Studies, London WC2R 2LS, England.
RP Braun, A (reprint author), Univ London, Inst Educ, Ctr Crit Educ Policy Studies, London WC1E 7HU, England.
EM a.braun@ioe.ac.uk
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NR 31
TC 59
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U1 3
U2 12
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0268-0939
J9 J EDUC POLICY
JI J. Educ. Policy
PY 2010
VL 25
IS 4
BP 547
EP 560
AR PII 926176141
DI 10.1080/02680931003698544
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 642PL
UT WOS:000281228200007
ER

PT B
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AF Wedlin, L
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SO RANKING BUSINESS SCHOOLS: FORMING FIELDS, IDENTITIES AND BOUNDARIES IN
   INTERNATIONAL MANAGEMENT EDUCATION
LA English
DT Book
ID ORGANIZATIONAL IDENTITY; SOCIAL IDENTITY; INDUSTRY; POWER; CONSTRUCTION;
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NR 134
TC 59
Z9 59
U1 1
U2 1
PU EDWARD ELGAR PUBLISHING LTD
PI CHELTENHAM
PA GLENSANDA HOUSE, MONTPELLIER PARADE, CHELTENHAM GL50 1UA, GLOS, ENGLAND
BN 978-1-84542-515-9
PY 2006
BP 1
EP 225
PG 225
WC Education & Educational Research
SC Education & Educational Research
GA BRX67
UT WOS:000283853700009
ER

PT J
AU Lyytinen, H
   Ahonen, T
   Eklund, K
   Guttorm, T
   Kulju, P
   Laakso, ML
   Leiwo, M
   Leppanen, P
   Lyytinen, P
   Poikkeus, AM
   Richardson, U
   Torppa, M
   Viholainen, H
AF Lyytinen, H
   Ahonen, T
   Eklund, K
   Guttorm, T
   Kulju, P
   Laakso, ML
   Leiwo, M
   Leppanen, P
   Lyytinen, P
   Poikkeus, AM
   Richardson, U
   Torppa, M
   Viholainen, H
TI Early development of children at familial risk for dyslexia-follow-up
   from birth to school age
SO DYSLEXIA
LA English
DT Article; Proceedings Paper
CT 6th International Conference of the British-Dyslexia-Association
CY MAR, 2004
CL Warwick Univ, Coventry, ENGLAND
SP British Dyslexia Assoc
HO Warwick Univ
DE dyslexia; early development; familial risk
ID EVENT-RELATED POTENTIALS; TODDLERS LANGUAGE-DEVELOPMENT;
   SPEECH-PERCEPTION; METALINGUISTIC SKILLS; PREDICTIVE RELATIONS; MISMATCH
   NEGATIVITY; PRESCHOOL LANGUAGE; EMERGENT LITERACY; BRAIN POTENTIALS;
   READING SKILL
AB We review the main findings of the Jyvaskyla Longitudinal study of Dyslexia (JLD) which follows the development of children at familial risk for dyslexia (N=107) and their controls (N=93). We will illustrate the development of these two groups of children at ages from birth to school entry in the skill domains that have been connected to reading and reading disability in the prior literature. At school entry, the highest score on the decoding task among the poorer half (median) of the at risk children-i.e. of those presumably being most likely genetically affected-is 1 SD below the mean of the control group. Thus, the familial risk for dyslexia shows expected consequences. Among the earliest measures in which group differences as well as significant predictive associations with the first steps in reading have emerged, are indices of speech processing in infancy. Likewise, various measures of early language including pronunciation accuracy, phonological, and morphological skills (but not performance IQ) show both group differences and predictive correlations, the majority of which become stronger as the reliability of the measures increases by age. Predictive relationships tend to be strong in general but higher in the at risk group because of its larger variance in both the predictor variables and in the dependent measures, such as early acquisition of reading. The results are thus promising in increasing our understanding needed for early identification and prevention of dyslexia. Copyright (C) 2004 John Wiley Sons, Ltd.
C1 Univ Jyvaskyla, Dept Psychol, SF-40351 Jyvaskyla, Finland.
   Univ Jyvaskyla, Child Res Ctr, SF-40351 Jyvaskyla, Finland.
RP Lyytinen, H (reprint author), Univ Jyvaskyla, Dept Psychol, SF-40351 Jyvaskyla, Finland.
EM heikki.lyytinen@psyka.jyu.fi
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NR 110
TC 59
Z9 60
U1 3
U2 13
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1076-9242
EI 1099-0909
J9 DYSLEXIA
JI Dyslexia
PD AUG
PY 2004
VL 10
IS 3
BP 146
EP 178
DI 10.1002/dys.274
PG 33
WC Education, Special; Psychology, Educational; Rehabilitation
SC Education & Educational Research; Psychology; Rehabilitation
GA 848FB
UT WOS:000223451800002
PM 15341196
ER

PT J
AU Bennett, S
   Maton, K
AF Bennett, S.
   Maton, K.
TI Beyond the 'digital natives' debate: Towards a more nuanced
   understanding of students' technology experiences
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE Bernstein; Bourdieu; digital native; education; information and
   communication technologies; sociology of educational technology
ID SCHOOL; HOME
AB The idea of the 'digital natives', a generation of tech-savvy young people immersed in digital technologies for which current education systems cannot cater, has gained widespread popularity on the basis of claims rather than evidence. Recent research has shown flaws in the argument that there is an identifiable generation or even a single type of highly adept technology user. For educators, the diversity revealed by these studies provides valuable insights into students' experiences of technology inside and outside formal education. While this body of work provides a preliminary understanding, it also highlights subtleties and complexities that require further investigation. It suggests, for example, that we must go beyond simple dichotomies evident in the digital natives debate to develop a more sophisticated understanding of our students' experiences of technology. Using a review of recent research findings as a starting point, this paper identifies some key issues for educational researchers, offers new ways of conceptualizing key ideas using theoretical constructs from Castells, Bourdieu and Bernstein, and makes a case for how we need to develop the debate in order to advance our understanding.
C1 [Bennett, S.] Univ Wollongong, Fac Educ, Wollongong, NSW 2522, Australia.
   [Maton, K.] Univ Sydney, Dept Sociol & Social Policy, Fac Arts, Sydney, NSW 2006, Australia.
RP Bennett, S (reprint author), Univ Wollongong, Fac Educ, Wollongong, NSW 2522, Australia.
EM sbennett@uow.edu.au
RI YALCIN, Haydar/D-1205-2010; Bennett, Sue/I-4643-2012
OI Bennett, Sue/0000-0001-9607-6285
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NR 64
TC 58
Z9 59
U1 10
U2 41
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0266-4909
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD OCT
PY 2010
VL 26
IS 5
BP 321
EP 331
DI 10.1111/j.1365-2729.2010.00360.x
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA 650ZY
UT WOS:000281895600002
ER

PT J
AU Youdell, D
AF Youdell, D
TI Sex-gender-sexuality: how sex, gender and sexuality constellations are
   constituted in secondary schools
SO GENDER AND EDUCATION
LA English
DT Article
ID MASCULINITIES; GIRLS
AB This paper explores the relationships between sex, gender and sexuality through a series of close readings of data generated through an ethnography undertaken in a south London secondary school. The paper takes as its focus girls aged 15 to 16 and considers how particular sexed, gendered and sexualized selves are constituted. Drawing on Foucault's understanding of subjectivation and the subsequent work of Judith Butler, in particular her theorization of the inseparability of gender and sexuality in the contemporary discursive frame, these analyses demonstrate how students' mundane and day-to-day practices - including bodily deportment, physical games, linguistic accounts, and uses of clothing, hairstyles and accessories - are implicated in the discursive constitution of student subjectivities. The paper argues for an understanding of sex - gender - sexuality joined together in discursive chains and intersecting with further identity categories. As such, the paper suggests that subjectivities might helpfully be thought in terms of constituting constellations that create both possibilities and constraints for 'who' students can be.
C1 Univ London, Inst Educ, London WC1H OAL, England.
RP Youdell, D (reprint author), Univ London, Inst Educ, 20 Bedford Way, London WC1H OAL, England.
EM d.youdell@ioe.ac.uk
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NR 51
TC 58
Z9 58
U1 1
U2 8
PU ROUTLEDGE TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PD AUG
PY 2005
VL 17
IS 3
BP 249
EP 270
DI 10.1080/09540250500145148
PG 22
WC Education & Educational Research
SC Education & Educational Research
GA 944UR
UT WOS:000230456300002
ER

PT J
AU Muijs, D
   Harris, A
   Chapman, C
   Stoll, L
   Russ, J
AF Muijs, D
   Harris, A
   Chapman, C
   Stoll, L
   Russ, J
TI Improving schools in socioecononucally disadvantaged areas - A review of
   research evidence
SO SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
LA English
DT Article
ID IMPROVEMENT; ACHIEVEMENT; CONTEXT; REFORM
AB Schools in difficult and challenging circumstances have received increasing policy and to some extent research attention in recent years. Improving schools in these circumstances is likely to prove a difficult process. This literature review has attempted to collect research on improving schools in these areas. Themes emerging from the literature include: a focus on teaching and learning, leadership, creating an information-rich environment, creating a positive school culture, building a learning community, continuous professional development, involving parents, external support and resources. The crucial issue of sustaining improvement is also discussed.
C1 Univ Warwick, Inst Educ, Coventry CV4 7AL, W Midlands, England.
   Univ Bath, Bath BA2 7AY, Avon, England.
RP Muijs, D (reprint author), Univ Warwick, Inst Educ, Coventry CV4 7AL, W Midlands, England.
EM r.d.Muijs@warwick.ac.uk
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NR 82
TC 58
Z9 59
U1 2
U2 8
PU SWETS ZEITLINGER PUBLISHERS
PI LISSE
PA P O BOX 825, 2160 SZ LISSE, NETHERLANDS
SN 0924-3453
J9 SCH EFF SCH IMPROV
JI Sch. Eff. Sch. Improv.
PD JUN
PY 2004
VL 15
IS 2
BP 149
EP 175
DI 10.1076/sesi.15.2.149.30433
PG 27
WC Education & Educational Research
SC Education & Educational Research
GA 831GJ
UT WOS:000222182600002
ER

PT J
AU Norton, B
   Toohey, K
AF Norton, Bonny
   Toohey, Kelleen
TI Identity, language learning, and social change
SO LANGUAGE TEACHING
LA English
DT Review
ID FUNDAMENTAL-CONCEPTS; SLA RESEARCH; ENGLISH; TEACHER; INVESTMENT;
   CLASSROOM; LEARNERS; SCHOOLS; STUDENT; COMMUNICATION
AB In this review article on identity, language learning, and social change, we argue that contemporary poststructuralist theories of language, identity, and power offer new perspectives on language learning and teaching, and have been of considerable interest in our field. We first review poststructuralist theories of language, subjectivity, and positioning and explain sociocultural theories of language learning. We then discuss constructs of INVESTMENT and IMAGINED COMMUNITIES/IMAGINED IDENTITIES (Norton Peirce 1995; Norton 1997, 2000, 2001), showing how these have been used by diverse identity researchers. Illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. Common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. We examine how digital technologies may be affecting language learners' identities, and how learner resistance impacts language learning. Recent critiques of research on identity and language learning are explored, and we consider directions for research in an era of increasing globalization. We anticipate that the identities and investments of language learners, as well as their teachers, will continue to generate exciting and innovative research in the future.
C1 [Norton, Bonny] Univ British Columbia, Dept Language & Literacy Educ, Vancouver, BC V5Z 1M9, Canada.
   [Toohey, Kelleen] Simon Fraser Univ, Fac Educ, Burnaby, BC V5A 1S6, Canada.
RP Norton, B (reprint author), Univ British Columbia, Dept Language & Literacy Educ, Vancouver, BC V5Z 1M9, Canada.
EM bonny.norton@ubc.ca; toohey@sfu.ca
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NR 222
TC 57
Z9 61
U1 9
U2 41
PU CAMBRIDGE UNIV PRESS
PI CAMBRIDGE
PA EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND
SN 0261-4448
EI 1475-3049
J9 LANG TEACHING
JI Lang. Teach.
PD OCT
PY 2011
VL 44
BP 412
EP 446
DI 10.1017/S0261444811000309
PN 4
PG 35
WC Education & Educational Research; Linguistics; Language & Linguistics
SC Education & Educational Research; Linguistics
GA 824YQ
UT WOS:000295238500001
ER

PT J
AU Rose, CA
   Monda-Amaya, LE
   Espelage, DL
AF Rose, Chad A.
   Monda-Amaya, Lisa E.
   Espelage, Dorothy L.
TI Bullying Perpetration and Victimization in Special Education: A Review
   of the Literature
SO REMEDIAL AND SPECIAL EDUCATION
LA English
DT Review
DE bully; perpetration; victimization; disability; special education
ID INFORMATION-PROCESSING MECHANISMS; LEARNING-DIFFICULTIES; PEER
   VICTIMIZATION; INTELLECTUAL DISABILITY; AGGRESSIVE-BEHAVIOR; SOCIAL
   COMPETENCE; EARLY ADOLESCENCE; SEEK HELP; CHILDREN; SCHOOL
AB Bullying perpetration and victimization have become pervasive problems in American schools. Recent research suggests a causal association between prolonged periods of victimization and overt acts of school violence. These findings are germane to students with disabilities in light of evidence suggesting these students are victimized more often than typically developing peers. The purpose of this review is to provide special educators with an overview of definitions and issues related to bullying perpetration and victimization and to synthesize research on this topic as it pertains to students with disabilities by disability type, personal characteristics, and educational placement. It was concluded that additional research is needed on prevalence and types of bullying, factors related to perpetration or victimization, and appropriate school-based interventions for special needs populations.
C1 [Rose, Chad A.] Univ Illinois, Dept Special Educ, Champaign, IL 61820 USA.
RP Rose, CA (reprint author), Univ Illinois, Dept Special Educ, 288 Educ Bldg,1310 S 6th St, Champaign, IL 61820 USA.
EM carose2@illinois.edu
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NR 92
TC 57
Z9 58
U1 11
U2 48
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0741-9325
J9 REM SPEC EDUC
JI Remedial Spec. Educ.
PD MAR-APR
PY 2011
VL 32
IS 2
BP 114
EP 130
DI 10.1177/0741932510361247
PG 17
WC Education, Special
SC Education & Educational Research
GA 737KR
UT WOS:000288568200003
ER

PT B
AU Clarke, M
AF Clarke, M
TI Language Teacher Identities: Co-constructing Discourse and Community
SO LANGUAGE TEACHER IDENTITIES: CO-CONSTRUCTING DISCOURSE AND COMMUNITY
SE New Perspectives on Language and Education
LA English
DT Book
ID EDUCATION; GULF; KNOWLEDGE; CULTURE
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NR 254
TC 57
Z9 57
U1 0
U2 1
PU MULTILINGUAL MATTERS LTD
PI CLEVEDON
PA FRANKFURT LODGE, CLEVEDON HALL, VICTORIA RD,, CLEVEDON BS21 7HH, AVON,
   ENGLAND
BN 978-1-84769-083-8; 978-1-84769-081-4
J9 NEW PERSP LANG EDUC
PY 2008
VL 8
BP 1
EP 214
PG 228
WC Education & Educational Research; Linguistics
SC Education & Educational Research; Linguistics
GA BB0AY
UT WOS:000340062500010
ER

PT J
AU Taylor, S
   Spicer, A
AF Taylor, Scott
   Spicer, Andre
TI Time for space: A narrative review of research on organizational spaces
SO INTERNATIONAL JOURNAL OF MANAGEMENT REVIEWS
LA English
DT Review
ID EUROPEAN-UNION; WORK; INDUSTRY; POWER; COMPETITION; BOUNDARIES;
   MANAGEMENT; BUILDINGS; OFFICE; FIRMS
AB This paper presents an integrated framework for studying organizational spaces. It suggests that existing research can be classed into three categories: studies of space as distance; studies of space as the materialization of power relations; and studies of space as experience. These approaches are drawn together using Henri Lefebvre's theory of spatial production to argue that an adequate understanding of organizational spaces would investigate how they are practised, planned and imagined. Moreover, an adequate theory of space would account for multiple spatial levels, or scales. To illustrate the potential of the synthetic framework, a reading of three exemplary studies of multiple organizational spaces, from social anthropology and economic geography, is presented. The paper concludes by presenting a research agenda that indicates how data collection and analysis in established fields such as employee relations and international business might become more 'space sensitive' by integrating such theorized cross-scale analysis.
C1 Univ Essex, Accounting Finance & Management Dept, Colchester CO4 3SQ, Essex, England.
   Univ Warwick, Warwick Business Sch, Ind Relat & Org Behav Grp, Coventry CV4 7AL, W Midlands, England.
RP Taylor, S (reprint author), Univ Essex, Accounting Finance & Management Dept, Colchester CO4 3SQ, Essex, England.
EM staylor@essex.ac.uk
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NR 145
TC 57
Z9 59
U1 4
U2 32
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 1460-8545
EI 1468-2370
J9 INT J MANAG REV
JI Int. J. Manag. Rev.
PD DEC
PY 2007
VL 9
IS 4
BP 325
EP 346
DI 10.1111/j.1468-2370.2007.00214.x
PG 22
WC Business; Management
SC Business & Economics
GA 234VE
UT WOS:000251191300004
ER

PT J
AU Zeichner, K
AF Zeichner, K
TI Reflections of a university-based teacher educator on the future of
   college- and university-based teacher education
SO JOURNAL OF TEACHER EDUCATION
LA English
DT Article
DE alternative routes; collaboration; community based; educational reform;
   outcomes/effects
ID ACCOUNTABILITY
AB Drawing on his nearly 30 years as a university teacher educator, the author reflects about the future of college- and university-based teacher education in the United States in light of recent attacks on education schools. The author argues that university and college teacher educators should do four things: (a) work to redefine the debate about the relative merits of alternative and traditional certification programs, (b) work to broaden the goals of teacher education beyond raising scores on standardized achievement tests, (c) change the center of gravity in teacher education to provide a stronger role for schools and communities in the education of teachers, and (d) take teacher education seriously as an institutional responsibility or do not do it.
C1 Univ Wisconsin, Sch Educ, Madison, WI 53706 USA.
RP Zeichner, K (reprint author), Univ Wisconsin, Sch Educ, Madison, WI 53706 USA.
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NR 82
TC 57
Z9 60
U1 2
U2 28
PU AMER ASSOC COLL TEACH EDUC
PI WASHINGTON
PA SUITE 610, ONE DUPONT CIRCLE, WASHINGTON, DC 20036 USA
SN 0022-4871
J9 J TEACH EDUC
JI J. Teach. Educ.
PD MAY-JUN
PY 2006
VL 57
IS 3
BP 326
EP 340
DI 10.1177/0022487105285893
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 036JZ
UT WOS:000237068700015
ER

PT J
AU Duncan, S
AF Duncan, S
TI Mothering, class and rationality
SO SOCIOLOGICAL REVIEW
LA English
DT Article
ID CHILD-CARE; PREFERENCE THEORY; BRITAIN; GENDER; LABOR; WORK
AB Class theorists ask for research on the 'paradox of class'- the fact that while class appears to be materially just as important as ever, it hardly features as part of a self-conscious social identity. At the same time mothering is usually seen as a classless activity. This paper describes class based differences in how mothers combine employment and caring for their children, how they divide labour with their partners, and how they choose childcare. These are not simple structural divisions between working class and middle class, but instead refer to more nuanced social identities. These class based differences in mothering present different mixes of choice and constraint, or of 'rationality' and 'preference' in choosing alternative courses of action. However, theories focusing on classless individualised preference (Hakim) and class-based rationality (Goldthorpe) do not go far beyond a tautological description of these alternatives. Rather, the paper shows how preference and rationality are socially and culturally created through the development of career as an identity, through biographical experience, through relations with partners, and through the development of normative views in social networks.
C1 Univ Bradford, Bradford BD7 1DP, W Yorkshire, England.
RP Duncan, S (reprint author), Univ Bradford, Bradford BD7 1DP, W Yorkshire, England.
EM s.s.duncan@bradford.ac.uk
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NR 46
TC 57
Z9 57
U1 2
U2 12
PU BLACKWELL PUBL LTD
PI OXFORD
PA 108 COWLEY RD, OXFORD OX4 1JF, OXON, ENGLAND
SN 0038-0261
J9 SOCIOL REV
JI Sociol. Rev.
PD FEB
PY 2005
VL 53
IS 1
BP 50
EP 76
DI 10.1111/j.1467-954X.2005.00503.x
PG 27
WC Sociology
SC Sociology
GA 902JE
UT WOS:000227350200003
ER

PT B
AU Reay, D
   Crozier, G
   James, D
AF Reay, D
   Crozier, G
   James, D
TI White Middle-Class Identities and Urban Schooling
SO WHITE MIDDLE-CLASS IDENTITIES AND URBAN SCHOOLING
SE Identity Studies in the Social Sciences
LA English
DT Book
ID SOCIAL-CLASS; WORKING-CLASS; CLASS PARENTS; CHILD-CARE; NEW-LABOR;
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   2008, BBC NEWS ONLINE 0319
   2010, NY TIMES        0902
NR 303
TC 56
Z9 56
U1 0
U2 4
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-23030-250-1
J9 IDENTITY STUD SOC SC
PY 2011
BP 1
EP 201
DI 10.1057/9780230302501
PG 201
WC Education & Educational Research; Social Sciences, Interdisciplinary;
   Urban Studies
SC Education & Educational Research; Social Sciences - Other Topics; Urban
   Studies
GA BVW00
UT WOS:000292916300013
ER

PT J
AU Rasanen, P
   Salminen, J
   Wilson, AJ
   Aunio, P
   Dehaene, S
AF Rasanen, Pekka
   Salminen, Jonna
   Wilson, Anna J.
   Aunio, Pirjo
   Dehaene, Stanislas
TI Computer-assisted intervention for children with low numeracy skills
SO COGNITIVE DEVELOPMENT
LA English
DT Review
ID MATHEMATICS LEARNING-DISABILITIES; BLOCK-TAPPING TASK; WORKING-MEMORY;
   YOUNG-CHILDREN; DEVELOPMENTAL DYSCALCULIA; WORD-PROBLEMS; NUMBER SENSE;
   INDIVIDUAL-DIFFERENCES; NUMERICAL COMPETENCE; TEACHING MACHINES
AB We present results of a computer-assisted intervention (CAI) study on number skills in kindergarten children. Children with low numeracy skill (n = 30) were randomly allocated to two treatment groups. The first group played a computer game (The Number Race) which emphasized numerical comparison and was designed to train number sense, while the other group played a game (Graphogame-Math) which emphasized small sets of exact numerosities by training matching of verbal labels to visual patterns and number symbols. Both groups participated in a daily intervention session for three weeks. Children's performance in verbal counting, number comparison, object counting, arithmetic, and a control task (rapid serial naming) were measured before and after the intervention. Both interventions improved children's skills in number comparison, compared to a group of typically performing children (n = 30), but not in other areas of number skills. These findings, together with a review of earlier computer-assisted intervention studies, provide guidance for future work on CAI aiming to boost numeracy development of low performing children. (C) 2009 Elsevier Inc. All rights reserved.
C1 [Rasanen, Pekka; Salminen, Jonna; Aunio, Pirjo] Univ Jyvaskyla, Niilo Maki Inst, Jyvaskyla 40014, Finland.
   [Wilson, Anna J.] Univ Auckland, Dept Psychol, Auckland 1, New Zealand.
   [Dehaene, Stanislas] INSERM, Cognit Neuroimaging Unit, Paris, France.
RP Rasanen, P (reprint author), Univ Jyvaskyla, Niilo Maki Inst, POB 35, Jyvaskyla 40014, Finland.
EM pekka.rasanen@nmi.fi
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NR 164
TC 56
Z9 56
U1 10
U2 57
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0885-2014
EI 1879-226X
J9 COGNITIVE DEV
JI Cogn. Dev.
PD OCT-DEC
PY 2009
VL 24
IS 4
SI SI
BP 450
EP 472
DI 10.1016/j.cogdev.2009.09.003
PG 23
WC Psychology, Developmental; Psychology, Experimental
SC Psychology
GA 538EU
UT WOS:000273167900009
ER

PT J
AU Denzin, NK
AF Denzin, Norman K.
TI The elephant in the living room: or extending the conversation about the
   politics of evidence
SO QUALITATIVE RESEARCH
LA English
DT Article
DE ethics; evidence; politics; standards; policy; praxis
ID SCIENTIFICALLY BASED RESEARCH; QUALITATIVE RESEARCH; DANGEROUS
   DISCOURSES; EDUCATION; EPISTEMOLOGY; ETHICS
AB The controversies surrounding the evidence-based research movement are reviewed from a critical pedagogy framework. Standards for assessing quality are forms of interpretive practice that enact a politics of evidence and truth. Moral and ethical criteria for judging qualitative research are reviewed.
C1 Univ Illinois, Inst Commun Res, Urbana, IL 61801 USA.
RP Denzin, NK (reprint author), Univ Illinois, Inst Commun Res, 228 Gregory Hall, Urbana, IL 61801 USA.
EM n-denzin@uiuc.edu
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NR 89
TC 56
Z9 56
U1 5
U2 21
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1468-7941
J9 QUAL RES
JI Qual. Res.
PD APR
PY 2009
VL 9
IS 2
BP 139
EP 160
DI 10.1177/1468794108098034
PG 22
WC Social Sciences, Interdisciplinary; Sociology
SC Social Sciences - Other Topics; Sociology
GA 534EY
UT WOS:000272880300001
ER

PT J
AU Haggis, T
AF Haggis, Tamsin
TI What have we been thinking of? A critical overview of 40 years of
   student learning research in higher education
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article; Proceedings Paper
CT Higher Education Close Up Four Conference (HECU 4)
CY JUN, 2008
CL Cape Town, SOUTH AFRICA
ID ACADEMIC LITERACIES; EXPERIENCE; UNIVERSITY; STYLES; GENDER
AB This article is a response to a request to consider the following three questions in relation to the recent history of research into student learning in higher education: What do we know?, What do we need to know?, and What might we do about it? A survey of article titles reporting on research into student learning was carried out in three key higher education journals, and the results of this were then considered in the context of other, related research perspectives. The article will first report on the results of this review, and then discuss these results in the context of theoretical moves in psychology and sociology over the same period of time. The trends identified in the higher education journals will then be compared to research into student learning in higher education which is published in two other disciplinary areas: adult education and sociolinguistics. After raising some questions that arise from these comparisons, the final section of the article will outline some suggestions about ways in which higher education researchers might begin to 'think differently' about learning and research in this field.
C1 Univ Stirling, Stirling Inst Educ, Stirling FK9 4LA, Scotland.
RP Haggis, T (reprint author), Univ Stirling, Stirling Inst Educ, Stirling FK9 4LA, Scotland.
EM tamsin.haggis@stir.ac.uk
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NR 30
TC 56
Z9 56
U1 17
U2 32
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0307-5079
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2009
VL 34
IS 4
BP 377
EP 390
AR PII 911657493
DI 10.1080/03075070902771903
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 448RI
UT WOS:000266279300002
ER

PT J
AU Janssen, M
   Charalabidis, Y
   Zuiderwijk, A
AF Janssen, Marijn
   Charalabidis, Yannis
   Zuiderwijk, Anneke
TI Benefits, Adoption Barriers and Myths of Open Data and Open Government
SO INFORMATION SYSTEMS MANAGEMENT
LA English
DT Article
DE systems theory; institutional theory; adoption; diffusion; open data;
   open government; governance; transformation
ID QUALITY
AB In this article, based on data collected through interviews and a workshop, the benefits and adoption barriers for open data have been derived. The results suggest that a conceptually simplistic view is often adopted with regard to open data, which automatically correlates the publicizing of data with use and benefits. Also, five "myths" concerning open data are presented, which place the expectations within a realistic perspective. Further, the recommendation is provided that such projects should take a user's view.
C1 [Janssen, Marijn; Zuiderwijk, Anneke] Delft Univ Technol, Delft, Netherlands.
   [Charalabidis, Yannis] Univ Aegean, Samos, Greece.
RP Janssen, M (reprint author), Fac Technol Policy & Management, Jaffalaan 5, NL-2628 BX Delft, Netherlands.
EM m.f.w.h.a.janssen@tudelft.nl
RI Janssen, Marijn/H-6223-2013; Trivedi, Kruti/E-7558-2015
OI Janssen, Marijn/0000-0001-6211-8790; 
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NR 31
TC 55
Z9 58
U1 19
U2 64
PU AUERBACH PUBLICATIONS
PI BOCA RATON
PA C/O CRC PRESS L L C, 2000 CORPORATE BLVD NW, BOCA RATON, FL 33431 USA
SN 1058-0530
J9 INFORM SYST MANAGE
JI Inf. Syst. Manage.
PY 2012
VL 29
IS 4
SI SI
BP 258
EP 268
DI 10.1080/10580530.2012.716740
PG 11
WC Computer Science, Information Systems
SC Computer Science
GA 083ZN
UT WOS:000314505700004
ER

PT J
AU Cutler, L
   Graham, S
AF Cutler, Laura
   Graham, Steve
TI Primary Grade Writing Instruction: A National Survey
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE writing; primary grades; instruction; composition; instructional
   practices
ID REGULATED STRATEGY-DEVELOPMENT; STRUGGLING YOUNG WRITERS; LITERACY
   INSTRUCTION; TEACHERS; STUDENTS; ACHIEVEMENT; METAANALYSIS; SCHOOL;
   KNOWLEDGE; CONSTRUCT
AB A random sample of primary grade teachers (N = 178; 97% female) from across the United States was surveyed about their classroom instructional practices in writing. Most of the participating teachers (72%) took an eclectic approach to writing instruction, combining elements from the 2 most common methods for teaching writing: process writing and skills instruction. Although 90% of the teachers reported using most of the writing instructional practices that were included in the survey, there was considerable variability between teachers in how often they used specific practices. The study provides support for the following 7 recommendations for reforming primary grade writing instruction: (a) increase amount of time students spend writing; (b) increase time spent writing expository text; (c) provide better balance between time spent writing, learning writing strategies, and teaching writing skills; (d) place more emphasis on fostering students' motivation for writing; (e) develop stronger connections for writing between home and school; (f) make computers a more integral part of the writing program; and (g) improve professional development for writing instruction in teacher education programs.
C1 [Graham, Steve] Vanderbilt Univ, Dept Special Educ, Nashville, TN 37203 USA.
   [Cutler, Laura] Univ Maryland, Dept Special Educ, College Pk, MD 20742 USA.
RP Graham, S (reprint author), Vanderbilt Univ, Dept Special Educ, Peabody 328,230 Appleton Pl, Nashville, TN 37203 USA.
EM steve.graham@vanderbilt.edu
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NR 56
TC 55
Z9 55
U1 3
U2 16
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD NOV
PY 2008
VL 100
IS 4
BP 907
EP 919
DI 10.1037/a0012656
PG 13
WC Psychology, Educational
SC Psychology
GA 369WL
UT WOS:000260724500012
ER

PT J
AU Shayer, M
   Ginsburg, D
   Coe, R
AF Shayer, Michael
   Ginsburg, Denise
   Coe, Robert
TI Thirty years on - a large anti-Flynn effect? The Piagetian test Volume &
   Heaviness norms 1975-2003
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID SECONDARY-SCHOOL CHILDREN; COGNITIVE ACCELERATION; FORMAL THINKING;
   SECULAR TRENDS; BRITISH MIDDLE; INTELLIGENCE; STUDENTS
AB Background. Volume & Heaviness was one of three Piagetian tests used in the CSMS survey in 1975/76. However unlike psychometric tests showing the Flynn effect-that is with students showing steady improvements year by year requiring tests to be restandardized - it appeared that the performance of Y7 students has recently been getting steadily worse.
   Aims. A sample of schools sufficiently large and representative was chosen so that the hypothesis of worsening performance could be tested, and estimated quantitatively.
   Sample. Sixty-nine Y7 school year groups containing pupil data on the Volume & Heaviness test and the University of Durham CEM Centre MidYIS test were located giving a sample of 10, 023 students covering the years 2000 to 2003.
   Method. Regression of the students' school mean on Volume & Heaviness on the schools' mean MidYIS 1999 standardized score, and computing the regression at MidYS = 100 allows comparison with that found in 1976.
   Results. The mean drops in scores from 1976 to 2003 were boys = 1.13 and girls = 0.6 levels. A differential of 0.50 standard deviations in favour of boys in 1976 had completely disappeared by the year 2002. Between 1976 and 2003 the effect-size of the drop in the boys' performance was 1.04 standard deviations, and for girls was 0.55 standard deviations.
   Conclusion. The idea that children leaving primary school are getting more and more intelligent and competent-whether it is viewed in terms of the Flynn effect, or in terms of government statistics on performance in Key Stage 2 SATS in mathematics and science - is put into question by these findings.
C1 Kings Coll London, London WC2R 2LS, England.
   Univ Durham, Durham DH1 3HP, England.
RP Shayer, M (reprint author), 16 Fen End, Cambridge CB4 5NE, England.
EM m.shayer@ukonline.co.uk
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NR 46
TC 55
Z9 55
U1 1
U2 10
PU BRITISH PSYCHOLOGICAL SOC
PI LEICESTER
PA ST ANDREWS HOUSE, 48 PRINCESS RD EAST, LEICESTER LE1 7DR, LEICS, ENGLAND
SN 0007-0998
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD MAR
PY 2007
VL 77
BP 25
EP 41
DI 10.1348/000709906X96987
PN 1
PG 17
WC Psychology, Educational
SC Psychology
GA 146SY
UT WOS:000244956200002
PM 17411486
ER

PT J
AU Thomas, G
   James, D
AF Thomas, Gary
   James, David
TI Reinventing grounded theory: some questions about theory, ground and
   discovery
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID PERSPECTIVE
AB Grounded theory's popularity persists after three decades of broad-ranging critique. In this article three problematic notions are discussed -'theory,' ' ground' and 'discovery'-which linger in the continuing use and development of grounded theory procedures. It is argued that far from providing the epistemic security promised by grounded theory, these notions-embodied in continuing reinventions of grounded theory-constrain and distort qualitative inquiry, and that what is contrived is not in fact theory in any meaningful sense, that 'ground' is a misnomer when talking about interpretation and that what ultimately materializes following grounded theory procedures is less like discovery and more akin to invention. The procedures admittedly provide signposts for qualitative inquirers, but educational researchers should be wary, for the significance of interpretation, narrative and reflection can be undermined in the procedures of grounded theory.
C1 Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England.
   Univ W England, Bristol BS16 1QY, Avon, England.
RP Thomas, G (reprint author), Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England.
EM g.thomas.3@bham.ac.uk
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NR 99
TC 55
Z9 57
U1 3
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD DEC
PY 2006
VL 32
IS 6
BP 767
EP 795
DI 10.1080/01411920600989412
PG 29
WC Education & Educational Research
SC Education & Educational Research
GA 104WI
UT WOS:000241990900002
ER

PT J
AU Callender, C
   Jackson, J
AF Callender, C
   Jackson, J
TI Does the fear of debt deter students from higher education?
SO JOURNAL OF SOCIAL POLICY
LA English
DT Article
ID PRICE
AB Concerns over the impact of debt on participation in higher education (HE) have dominated much of the debate surrounding the most recent reforms of financial support for full-time students in England, including the introduction of variable tuition fees. Yet few studies have attempted to explore this issue in a statistically robust manner. This article attempts to fill that gap. It examines the relationship between prospective HE students' attitudes to debt, and their decisions about whether or not to enter HE. Using data derived from a survey of just under 2,000 prospective students, it shows how those from low social classes are more debt averse than those from other social classes, and are far more likely to be deterred from going to university because of their fear of debt, even after controlling for a wide range of other factors. The article concludes that these findings pose a serious policy dilemma for the Westminster government. Their student funding policies are predicated on the accumulation of debt and thus are in danger of deterring the very students at the heart of their widening participation policies.
C1 S Bank Univ, London SE1 0AA, England.
   Univ London London Sch Econ & Polit Sci, Methodol Inst, London WC2A 2AE, England.
RP Callender, C (reprint author), S Bank Univ, 103 Borough Rd, London SE1 0AA, England.
EM callencs@lsbu.ac.uk
RI Jackson, Jonathan/C-5156-2008
OI Jackson, Jonathan/0000-0003-2426-2219
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NR 54
TC 55
Z9 55
U1 3
U2 29
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 40 WEST 20TH ST, NEW YORK, NY 10011-4211 USA
SN 0047-2794
J9 J SOC POLICY
JI J. Soc. Policy
PD OCT
PY 2005
VL 34
BP 509
EP 540
DI 10.1017/SO04727940500913X
PN 4
PG 32
WC Public Administration; Social Issues; Social Work
SC Public Administration; Social Issues; Social Work
GA 979KJ
UT WOS:000232940600001
ER

PT J
AU Van Houtte, M
AF Van Houtte, M
TI Why boys achieve less at school than girls: the difference between boys'
   and girls' academic culture
SO EDUCATIONAL STUDIES
LA English
DT Article; Proceedings Paper
CT 4th NSV/VVS Market Day Sociology Meeting
CY MAY 22, 2003
CL NIJMEGEN, NETHERLANDS
SP NSV, VVS
ID MATHEMATICS ACHIEVEMENT; SEX-DIFFERENCES; GENDER; ADOLESCENTS;
   ATTITUDES; PERCEPTIONS; INVOLVEMENT
AB Recently, research into gender differences in achievement has mainly concentrated on the underperformance of boys in comparison with girls. Qualitative research in particular points to the importance of the gender-specific cultures adolescents experience. The purpose of this article is to test quantitatively the explanatory value of academic culture with respect to the stated gender differences in achievement. Use is made of data of 3760 pupils in the third and the fourth year of secondary education in a sample of 34 schools in Flanders (Belgium). A distinction is made between general schools preparing students for higher education and schools offering technical and vocational education. It is demonstrated that boys' culture is less study oriented than girls' culture and that this difference can be held responsible for the gender differences in achievement, at least in general schools. In technical/vocational schools, boys seem to oppose the study culture.
C1 Univ Ghent, Dept Sociol, B-9000 Ghent, Belgium.
RP Van Houtte, M (reprint author), Univ Ghent, Dept Sociol, Univ Str 4, B-9000 Ghent, Belgium.
EM Mieke.VanHoutte@UGent.be
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NR 51
TC 55
Z9 55
U1 9
U2 39
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-5698
J9 EDUC STUD
JI Educ. Stud.
PD JUN
PY 2004
VL 30
IS 2
BP 159
EP 173
DI 10.1080/0305569032000159804
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 772NH
UT WOS:000188847800005
ER

PT J
AU Hager, P
   Hodkinson, P
AF Hager, Paul
   Hodkinson, Phil
TI Moving beyond the metaphor of transfer of learning
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
AB This paper argues that much contemporary educational policy makes assumptions about learning that are directly contradicted by the best research and theorising of learning that has occurred over the last decade and more. This worrying mismatch is largely attributable to adherence by policy makers (and other key stakeholders such as employers), to 'common sense' notions of learning transfer. In fact, these 'common sense' notions of transfer have increasingly been discarded even in the learning transfer literature. However, we go further in arguing that transfer is a totally inappropriate metaphor for thinking about most learning, but especially for vocational learning. Accepting that thought about learning inevitably involves metaphors, we consider the merits and otherwise of various other learning metaphors including participation and construction. We conclude that the conceptual flaws of transfer can be avoided by employing alternative metaphors. The value of our recommended alternative is illustrated by its power to illuminate data on learning collected from various research projects.
C1 [Hodkinson, Phil] Univ Leeds, Leeds LS2 9JT, W Yorkshire, England.
   [Hager, Paul] Univ Technol Sydney, Sydney, NSW 2007, Australia.
RP Hager, P (reprint author), Univ Technol Sydney, Fac Educ, POB 123, Broadway, NSW 2007, Australia.
EM Paul.Hager@uts.edu.au
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NR 47
TC 54
Z9 54
U1 3
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2009
VL 35
IS 4
BP 619
EP 638
DI 10.1080/01411920802642371
PG 20
WC Education & Educational Research
SC Education & Educational Research
GA 543WI
UT WOS:000273610000007
ER

PT J
AU Tondeur, J
   Valcke, M
   van Braak, J
AF Tondeur, J.
   Valcke, M.
   van Braak, J.
TI A multidimensional approach to determinants of computer use in primary
   education: teacher and school characteristics
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE computer use; multilevel modelling; primary education; school culture;
   school policies; teachers
ID INFORMATION TECHNOLOGY; SINGAPORE SCHOOLS; SECONDARY-SCHOOLS; ICT;
   ATTITUDES; INTEGRATION; COMMUNICATION; BELIEFS; POLICY; PERSPECTIVES
AB The central aim of this study was to test a model that integrates determinants of educational computer use. In particular, the article examines teacher and school characteristics that are associated with different types of computer use by primary school teachers. A survey was set up, involving 527 teachers from 68 primary schools in Flanders. A separate questionnaire was administered to information and communication technology (ICT) coordinators from the same schools to gather additional information about cultural and contextual school characteristics. The combined impact of both teacher and school characteristics was explored through a multilevel analysis. Besides the importance of school characteristics, the results reveal differential effects of specific characteristics on specific types of computer use. Cultural school characteristics for instance, such as the schools' openness to change and the availability of an ICT school policy plan, are positively related to the use of computers as a learning tool and to the adoption of ICT in view of basic computer skills. In contrast, no cultural school characteristic seem to be associated with the use of computers as an information tool. In a comparable way, teacher characteristics are associated with specific types of computer use, e.g. the variable gender. In general, male teachers report integrating computers more often. In this study, it appears that gender differences only exist in relation to the adoption of computers as an information tool. The results demonstrate that a multidimensional approach provides more insight into the characteristics affecting computer use.
C1 [Tondeur, J.; Valcke, M.; van Braak, J.] Univ Ghent, Dept Educ Studies, B-9000 Ghent, Belgium.
RP Tondeur, J (reprint author), Univ Ghent, Dept Educ Studies, Henri Dunantlaan 2, B-9000 Ghent, Belgium.
EM jo.tondeur@ugent.be
RI van Braak, Johan/B-9824-2011; Valcke, Martin/H-6693-2012
OI van Braak, Johan/0000-0002-6989-7886; Valcke, Martin/0000-0001-9544-4197
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NR 66
TC 54
Z9 55
U1 5
U2 26
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0266-4909
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD DEC
PY 2008
VL 24
IS 6
BP 494
EP 506
DI 10.1111/j.1365-2729.2008.00285.x
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 366QU
UT WOS:000260499300005
ER

PT J
AU Freudenthaler, HH
   Spinath, B
   Neubauer, AC
AF Freudenthaler, H. Harald
   Spinath, Birgit
   Neubauer, Aljoscha C.
TI Predicting school achievement in boys and girls
SO EUROPEAN JOURNAL OF PERSONALITY
LA English
DT Article
DE sex differences; school achievement; intelligence; personality;
   motivation
ID GENDER-DIFFERENCES; SEX-DIFFERENCES; INTRINSIC MOTIVATION; BIG-5
   INVENTORY; 5-FACTOR MODEL; TEST ANXIETY; PERSONALITY; SELF;
   METAANALYSIS; GOALS
AB This study investigates the extent to which girls' better school attainment is associated with sex differences in intelligence, personal by and school-related motivation. In a sample of 1353 Austrian pupils (mean age 13.74 years), intelligence, the Big Five of personality, self-esteem, school anxiety, school-related intrinsic motivation and achievement goals were assessed as predictors and GPA as achievement criterion. Most predictors yielded significant mean differences between sexes and some of the variables predicted school achievement only or boys or only for girls. Intelligence and self-esteem were the strongest predictors of GPA for both sexes, and school-related intrinsic motivation, school anxiety and performance-avoidance goals explained additional variance in GPA only for boys, whereas work avoidance did so only for girls. Copyright (c) 2008 John Wiley & Sons, Ltd.
C1 [Freudenthaler, H. Harald; Neubauer, Aljoscha C.] Graz Univ, Dept Psychol, A-8010 Graz, Austria.
   [Spinath, Birgit] Univ Heidelberg, Dept Psychol, Heidelberg, Germany.
RP Freudenthaler, HH (reprint author), Graz Univ, Dept Psychol, Univ Pl 2 3, A-8010 Graz, Austria.
EM heribert.freudenthal@uni-graz.at
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NR 51
TC 54
Z9 55
U1 3
U2 18
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0890-2070
J9 EUR J PERSONALITY
JI Eur. J. Personal.
PD MAY
PY 2008
VL 22
IS 3
BP 231
EP 245
DI 10.1002/per.678
PG 15
WC Psychology, Social
SC Psychology
GA 300VS
UT WOS:000255853900005
ER

PT J
AU Leckie, G
   Goldstein, H
AF Leckie, George
   Goldstein, Harvey
TI The limitations of using school league tables to inform school choice
SO JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY
LA English
DT Article
DE Examination results; Institutional comparisons; League tables;
   Multilevel modelling; Performance indicators; Ranking; School choice;
   School effectiveness; Value added
ID LINEAR-MODEL; PERFORMANCE; MULTILEVEL; TRENDS; IMPROVEMENT; INDICATORS;
   ISSUES; LEVEL; TIME
AB In England, so-called 'league tables' based on examination results and test scores are published annually, ostensibly to inform parental choice of secondary schools. A crucial limitation of these tables is that the most recent published information is based on the current performance of a cohort of pupils who entered secondary schools several years earlier, whereas for choosing a school it is the future performance of the current cohort that is of interest. We show that there is substantial uncertainty in predicting such future performance and that incorporating this uncertainty leads to a situation where only a handful of schools' future performances can be separated from both the overall mean and from one another with an acceptable degree of precision. This suggests that school league tables, including value-added tables, have very little to offer as guides to school choice.
C1 [Leckie, George] Univ Bristol, Ctr Multilevel Modelling, Bristol BS8 1TX, Avon, England.
RP Leckie, G (reprint author), Univ Bristol, Ctr Multilevel Modelling, 2 Priory Rd, Bristol BS8 1TX, Avon, England.
EM g.leckie@bristol.ac.uk
FU Economic and Social Research Council [PTA-042-2005-00012]
FX are grateful to Simon Burgess, Stephanie von Hinke Kessler Scholder and
   Deborah Wilson for useful comments on the paper. The helpful comments
   from two referees and the Joint Editor are also gratefully acknowledged.
   Financial support from the Economic and Social Research Council
   (PTA-042-2005-00012) is gratefully acknowledged.
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NR 26
TC 53
Z9 54
U1 2
U2 19
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0964-1998
J9 J R STAT SOC A STAT
JI J. R. Stat. Soc. Ser. A-Stat. Soc.
PY 2009
VL 172
BP 835
EP 851
PN 4
PG 17
WC Social Sciences, Mathematical Methods; Statistics & Probability
SC Mathematical Methods In Social Sciences; Mathematics
GA 499QE
UT WOS:000270238700008
ER

PT J
AU Zembylas, M
AF Zembylas, M
TI Discursive practices, genealogies, and emotional rules: A
   poststructuralist view on emotion and identity in teaching
SO TEACHING AND TEACHER EDUCATION
LA English
DT Article
DE poststructuralism; discursive practices; emotion; teacher identity;
   emotional rules
ID TEACHERS EMOTIONS; POLITICS; LABOR
AB This paper invokes a poststructuralist lens - and, in particular, Foucauldian ideas - in conceptualizing teacher emotions as discursive practices. It is also argued that within this theoretical framework, teacher identity is theorized as constantly becoming in a context embedded in power relations, ideology, and culture. In terms of the methodology used when studying teacher identity and emotion through this lens, it is shown that long-term ethnographic investigations offer important advantages. This is shown through an ethnographic study of the emotions of teaching with one teacher over three years (1997-1999) and a semester long follow-up study with the same teacher four years later (spring 2003). The contribution of this study in what is presently known about teacher emotions in educational settings consists in the following three ideas: first, that emotional rules in teaching are historically contingent; second, that a teacher plays a part in her own emotional control; and third, that a teacher's identity is constituted in relation to the emotional rules in the context in which she/he teaches. The contribution of a poststructuralist perspective in research on teacher emotion is discussed and analyzed. (c) 2005 Elsevier Ltd. All rights reserved.
C1 Intercollege, CY-1700 Nicosia, Cyprus.
   Michigan State Univ, E Lansing, MI 48824 USA.
RP Zembylas, M (reprint author), Intercollege, 46 Makedonitissas Ave, CY-1700 Nicosia, Cyprus.
EM zembylas@mail.msu.edu
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NR 67
TC 53
Z9 53
U1 2
U2 11
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD NOV
PY 2005
VL 21
IS 8
BP 935
EP 948
DI 10.1016/j.tate.2005.06.005
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 978ZL
UT WOS:000232911700004
ER

PT J
AU Raco, M
AF Raco, Mike
TI From expectations to aspirations: State modernisation, urban policy, and
   the existential politics of welfare in the UK
SO POLITICAL GEOGRAPHY
LA English
DT Article
DE Aspirations; Citizenship; Welfare Reform; Spatial Policy
ID CITY
AB The form and character of the British welfare state is undergoing another round of reform. Welfare modernisation now focuses oil the creation of 'aspirational citizens' in deprived areas or communities, individuals, and groups who will 'better' themselves and become more like an imagined social 'main-stream'. Old-fashioned policies that promoted expectations of improvement have been replaced by this focus on encouraging new forms of self-reliant, aspirational citizenship. This paper interrogates the nature of this discursive shift. It argues that an existential politics, built around notions of aspiration, is being rolled-out across the British welfare state and that this has significant material and political implications. It begins by critically assessing the terms aspiration and expectation. It then draws on recent urban and sp