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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. 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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. 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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. 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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. 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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. 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C., 2006, ANN M NAT COUNC MEAS 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. 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J., 2000, EFFECTIVE ED PRACTIC Weinert F. E., 1997, ENZYKLOPADIE PSYCHOL, P71 Wenglinsky H., 2002, ED POLICY ANAL ARCH, V10 Wittrock M. C., 1986, HDB RES TEACHING, P3 Wittrock M.C., 1986, HDB RES TEACHING, P392 Witziers B., 2005, POSITIONING SUPERVIS 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. 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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 CR Acock A. 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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. 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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. 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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. 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V., 1981, CONCEPT ACTIVITY SOV Williams J., 2001, USING COLL MATH UNDE Wortham S, 2003, THEORETICAL PSYCHOLOGY: CRITICAL CONTRIBUTIONS, P258 YEO J, 2006, 7 INT C LEARN SCI 27, P859 ZINCHENKO VP, 2001, THEORY PRACTICE CULT, P133 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. 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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. 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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. 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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. 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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. 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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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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. 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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. 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Thinking through 'participatory methods' 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 CR Agamben G., 2000, MEANS END NOTES POLI Alderson P., 1995, LISTENING CHILDREN C McCormack DP, 2003, T I BRIT GEOGR, V28, P488, DOI 10.1111/j.0020-2754.2003.00106.x Kesby M, 2000, AREA, V32, P423, DOI 10.1111/j.1475-4762.2000.tb00158.x Christensen P, 2002, CHILDHOOD, V9, P477, DOI 10.1177/0907568202009004007 Young L, 2001, AREA, V33, P141, DOI 10.1111/1475-4762.00017 Harrison P, 2008, ENVIRON PLANN A, V40, P423, DOI 10.1068/a391 Dewsbury JD, 2002, GEOFORUM, V33, P437, DOI 10.1016/S0016-7185(02)00029-5 Pain R, 2004, PROG HUM GEOG, V28, P652, DOI 10.1191/0309132504ph511pr Gallagher M, 2008, CHILD GEOGR, V6, P137, DOI 10.1080/14733280801963045 Punch S, 2002, CHILDHOOD, V9, P321, DOI 10.1177/0907568202009003005 Lorimer H, 2005, PROG HUM GEOG, V29, P83, DOI 10.1191/0309132505ph531pr Smith F, 2000, CHILDHOOD, V7, P315, DOI 10.1177/0907568200007003005 Grover S, 2004, CHILDHOOD, V11, P81, DOI 10.1177/0907568204040186 David M, 2001, BRIT EDUC RES J, V27, P347 Barker J., 2003, INT J SOCIOLOGY SOCI, V23, P33, DOI DOI 10.1108/01443330310790435 Burke BF, 2005, EAS PUBLICATIONS, V15, P27, DOI 10.1051/eas:2005145 Cahill Caitlin, 2004, CHILDRENS GEOGRAPHIE, V2, P273, DOI 10.1080/14733280410001720557 Cairns L., 2001, CHILDREN SOC, V15, P347, DOI DOI 10.1002/CHI.665 Clark A., 2001, LISTENING YOUNG CHIL Corsaro William A., 2000, RES CHILDREN PERSPEC, P179 Cousins J., 1999, LISTENING 4 YEAR OLD DECERTEAU M, 1988, PRACTICE EVERYDAY LI Deleuze G., 1995, NEGOTIATIONS Deleuze G., 1994, WHAT IS PHILOS Deleuze G., 1994, DIFFERENCE REPETITIO EDWARDS C, 1998, HUNDRED LANGUAGES CH Ellis C., 2003, POSTMODERN INTERVIEW, P157 Foucault M, 1978, HIST SEXUALITY Foucault M., 1989, ORDER THINGS ARCHAEO Foucault M, 1977, DISCIPLINE PUNISH BI GALLACHER LA, 2006, I GEOGRAPHY ONLINE P GALLACHER LA, 2002, THESIS U GLASGOW Gallacher Lesley A, 2005, CHILDRENS GEOGRAPHIE, V3, P243, DOI 10.1080/14733280500161677 GALLAGHER M, 2005, THESIS U EDINBURGH GALLAGHER M, 2001, THESIS U EDINBURGH Gallagher M., 2006, CHILDREN YOUNG PEOPL, P159, DOI DOI 10.1177/0907568208091672 Greenfield C., 2004, AUSTR J EARLY CHILDH, V29, P1 Haraway D., 1991, SIMIANS CYBORGS WOME Hart Roger A., 1997, CHILDRENS PARTICIPAT Holloway S. 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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. 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L., 1986, COGNITIVE ABILITIES, V4 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. 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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. 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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. 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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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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. 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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. 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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. 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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. 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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. 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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. 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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. 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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. 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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. 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E., 1986, EDUC RES, V15, P5, DOI 10.3102/0013189X015009005 Weiss C. H., 1980, SOCIAL SCI RES DECIS Weiss C.H., 1977, USING SOCIAL RES PUB Woods P. A., 1998, SCH CHOICE COMPETITI 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. 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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). 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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. 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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. 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M., 2004, POPUL SPACE PLACE, V10, P217, DOI DOI 10.1002/PSP.316 Williams AM, 2006, PROG HUM GEOG, V30, P588, DOI 10.1177/0309132506070169 Xiang B., 2009, INT J EDUC DEV, V29, P513, DOI [10.1016/j.ijedudev.2009.04.006, DOI 10.1016/J.IJEDUDEV.2009.04.006] Yeates N., 2002, GLOBAL SOCIAL POLICY, V2, P69, DOI DOI 10.1177/1468018102002001095 Yonezawa A, 2009, J STUD INT EDUC, V13, P125, DOI 10.1177/1028315308330847 Yonezawa A., 2007, GLOBALISATION SOC ED, V5, P125, DOI [10.1080/14767720601133561, DOI 10.1080/14767720601133561] Ziguras C., 2006, GLOBALISATION SOC ED, V4, P59, DOI [10.1080/14767720600555087, DOI 10.1080/14767720600555087] 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. 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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. 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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. 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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. 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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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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. 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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. 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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. 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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. 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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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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. 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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. 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G, 1989, LEV VYGOTSKY Yasukawa K, 2003, ADULT NUMERACY HDB R, P28 Young M., 2003, LONDON REV ED, V1, P99 Young M., 1998, CURRICULUM FUTURE NE Zinchenko VP, 2002, ADV PSY RES, V18, P3 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 CR Ainscow M., 2007, INCLUDED EXCLUDED CH, P128 Carrington S, 2001, AUTISM, V5, P37, DOI 10.1177/1362361301005001004 Molloy H, 2002, DISABIL SOC, V17, P659, DOI 10.1080/0968759022000010434 Hedley D, 2006, AUTISM, V10, P139, DOI 10.1177/1362361306062020 Sofronoff K, 2005, J CHILD PSYCHOL PSYC, V46, P1152, DOI 10.1111/j.1469-7610.2005.00411.x Schafer M, 2004, BRIT J DEV PSYCHOL, V22, P379, DOI 10.1348/0261510041552756 Ochs E, 2001, SOC DEV, V10, P399, DOI 10.1111/1467-9507.00172 Norwich B, 2004, BRIT EDUC RES J, V30, P43, DOI 10.1080/01411920310001629965 Wolery M, 2002, J AUTISM DEV DISORD, V32, P463, DOI 10.1023/A:1020598023809 Robertson K, 2003, J AUTISM DEV DISORD, V33, P123, DOI 10.1023/A:1022979108096 McGregor E, 2001, AUTISM, V5, P189 Green J, 2000, J AUTISM DEV DISORD, V30, P279, DOI 10.1023/A:1005523232106 Billington T, 2006, DISABIL SOC, V21, P1, DOI 10.1080/09687590500373627 Howlin P, 1998, J CHILD PSYCHOL PSYC, V39, P307, DOI 10.1017/S0021963097002138 Bauminger N, 2000, CHILD DEV, V71, P447, DOI 10.1111/1467-8624.00156 Kasari C, 1999, J AUTISM DEV DISORD, V29, P297, DOI 10.1023/A:1022159302571 Balshaw M., 2002, TEACHING ASSISTANTS BANNISTER P, 1994, QUALITATIVE METHODS Barnard J, 2000, AUTISM INCLUSION IS Barnhill G. 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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. 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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. 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E., 2007, CYBERBULLYING CYBERT Wolak Janis, 2007, J Adolesc Health, V41, pS51, DOI 10.1016/j.jadohealth.2007.08.019 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. 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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 CR Aikenhead G. 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A., 1984, STUDIES ED EVALUATIO, V10, P273 ZOLLER U, 1991, INT J SCI EDUC, V13, P25, DOI 10.1080/0950069910130103 ZOLLER U, 1990, SCI EDUC, V74, P19, DOI 10.1002/sce.3730740103 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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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. 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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. 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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 DT Article DE assessment; summative; formative; definitions; theory 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. 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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, explanations, and implications 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. 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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. 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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. 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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. 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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. 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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 CR Adams M. 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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. 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A., 2007, INT J TEACHING LEARN, V19, P84 WELLMAN B, 2002, DIGITAL CITIES, P10 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. 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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. 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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. 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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. 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M., 1996, REFLECTIVE TEACHING Zembylas M., 2003, EDUC THEORY, V53, P107, DOI DOI 10.1111/EDTH.2003.53.ISSUE-1 Zembylas M., 2003, TEACH TEACH, V9, P213, DOI DOI 10.1080/13540600309378 Zhu EP, 1998, ELECTRONIC COLLABORATORS, P233 Zizek S, 2003, SHORT CIRCUITS, P1 Zizek S, 1989, SUBLIME OBJECT IDEOL 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. 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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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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. 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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. 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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. 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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. 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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. 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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; CR West DM, 2004, PUBLIC ADMIN REV, V64, P15, DOI 10.1111/j.1540-6210.2004.00343.x Arzberger P, 2004, SCIENCE, V303, P1777, DOI 10.1126/science.1095958 Bekkers V, 2007, INFORM SOC, V23, P373, DOI 10.1080/01972240701572913 Miller H, 1996, INFORM SYST MANAGE, V13, P79, DOI 10.1080/10580539608906992 Hey T, 2005, SCIENCE, V308, P817, DOI 10.1126/science.1110410 McDermott P, 2010, GOV INFORM Q, V27, P401, DOI 10.1016/j.giq.2010.07.002 Strathern M, 2000, BRIT EDUC RES J, V26, P309, DOI 10.1080/713651562 Bertot JC, 2010, GOV INFORM Q, V27, P264, DOI 10.1016/j.giq.2010.03.001 Hausenblas M, 2009, IEEE INTERNET COMPUT, V13, P68, DOI 10.1109/MIC.2009.79 Bozeman B, 1998, PUBLIC ADMIN REV, V58, P109, DOI 10.2307/976358 Janssen K, 2011, GOV INFORM Q, V28, P446, DOI 10.1016/j.giq.2011.01.004 Strong DM, 1997, COMMUN ACM, V40, P103, DOI 10.1145/253769.253804 Napoli PM, 2010, GOV INFORM Q, V27, P384, DOI 10.1016/j.giq.2010.06.005 Bertot J. 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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. 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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. 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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. 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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 CR Forsyth A, 2003, BRIT EDUC RES J, V29, P205, DOI 10.1080/0141192032000060948 ARCHR L, 2003, HIGHER ED SOCIAL CLA ASHWORTH K, 2001, ED MAINTENANCE ALLOW BARR N, 2003, GUARDIAN 0612 Bem D. 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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. 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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 CR Anderson J. 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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. 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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. 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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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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. 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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. 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