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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

PT J
AU Raco, M
AF Raco, Mike
TI From expectations to aspirations: State modernisation, urban policy, and
   the existential politics of welfare in the UK
SO POLITICAL GEOGRAPHY
LA English
DT Article
DE Aspirations; Citizenship; Welfare Reform; Spatial Policy
ID CITY
AB The form and character of the British welfare state is undergoing another round of reform. Welfare modernisation now focuses oil the creation of 'aspirational citizens' in deprived areas or communities, individuals, and groups who will 'better' themselves and become more like an imagined social 'main-stream'. Old-fashioned policies that promoted expectations of improvement have been replaced by this focus on encouraging new forms of self-reliant, aspirational citizenship. This paper interrogates the nature of this discursive shift. It argues that an existential politics, built around notions of aspiration, is being rolled-out across the British welfare state and that this has significant material and political implications. It begins by critically assessing the terms aspiration and expectation. It then draws on recent urban and spatial policy agendas to empirically explore the nature of this shift and its wider effects on urban societies, economies, and environments before concluding with a discussion of possible future research directions and agendas. (c) 2009 Elsevier Ltd. All rights reserved.
C1 Kings Coll London, Dept Geog, London WC2R 2LS, England.
RP Raco, M (reprint author), Kings Coll London, Dept Geog, London WC2R 2LS, England.
EM mike.raco@kcl.ac.uk
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NR 87
TC 52
Z9 52
U1 2
U2 13
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0962-6298
J9 POLIT GEOGR
JI Polit. Geogr.
PD SEP
PY 2009
VL 28
IS 7
BP 436
EP 444
DI 10.1016/j.polgeo.2009.10.009
PG 9
WC Geography; Political Science
SC Geography; Government & Law
GA 537FU
UT WOS:000273099400007
ER

PT J
AU Plester, B
   Wood, C
   Joshi, P
AF Plester, Beverly
   Wood, Clare
   Joshi, Puja
TI Exploring the relationship between children's knowledge of text message
   abbreviations and school literacy outcomes
SO BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
ID EXPOSURE; PRINT
AB This paper presents a study of 88 British 10-12-year-old children's knowledge of text message (SMS) abbreviations ('textisms') and how it relates to their school literacy attainment. As a measure of textism knowledge, the children were asked to compose text messages they might write if they were in each of a set of scenarios. Their text messages were coded for types of text abbreviations (textisms) used, and the ratio of textisms to total words was calculated to indicate density of textism use. The children also completed a short questionnaire about their mobile phone use. The ratio of textisms to total words used was positively associated with word reading, vocabulary, and phonological awareness measures. Moreover, the children's textism use predicted word reading ability after controlling for individual differences in age, short-term memory, vocabulary, phonological awareness and how long they had owned a mobile phone. The nature of the contribution that textism knowledge makes to children's word reading attainment is discussed in terms of the notion of increased exposure to print, and Crystal's (2006a) notion of ludic language use.
C1 [Plester, Beverly] Coventry Univ, Dept Psychol, Coventry CV1 5FB, W Midlands, England.
RP Plester, B (reprint author), Coventry Univ, Dept Psychol, Coventry CV1 5FB, W Midlands, England.
EM b.plester@coventry.ac.uk
OI Wood, Clare/0000-0003-1492-6501
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NR 40
TC 52
Z9 53
U1 3
U2 16
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0261-510X
EI 2044-835X
J9 BRIT J DEV PSYCHOL
JI Br. J. Dev. Psychol.
PD MAR
PY 2009
VL 27
SI SI
BP 145
EP 161
DI 10.1348/026151008X320507
PN 1
PG 17
WC Psychology, Developmental
SC Psychology
GA 414ZF
UT WOS:000263903400009
PM 19972666
ER

PT J
AU Kormos, J
   Csizer, K
AF Kormos, Judit
   Csizer, Kata
TI Age-related differences in the motivation of learning English as a
   foreign language: Attitudes, selves, and motivated learning Behavior
SO LANGUAGE LEARNING
LA English
DT Article
DE L2 motivational self system; L2 motivation; motivated learning; language
   attitudes; age; selves
ID STUDENT MOTIVATION; SELF; 2ND-LANGUAGE; ACQUISITION; MODEL; WILLINGNESS;
   COMMUNICATE; CONFIDENCE; CLASSROOM
AB Our study describes the motivation for learning English as a foreign language in three distinct learner populations: secondary school pupils, university students, and adult language learners. Questionnaire data were collected from 623 Hungarian students. The main factors affecting students' second language (L2) motivation were language learning attitudes and the Ideal L2 self, which provides empirical support for the main construct of the theory of the L2 Motivational Self-System (Dornyei, 2005). Models of motivated behavior varied across the three investigated learner groups. For the secondary school pupils, it was interest in English-language cultural products that affected their motivated behavior, whereas international posture as an important predictive variable was only present in the two older age groups.
C1 [Csizer, Kata] Eotvos Lorand Univ, Dept English Appl Linguist, Budapest, Hungary.
   [Kormos, Judit] Univ Lancaster, Lancaster LA1 4YW, England.
RP Csizer, K (reprint author), Eotvos Lorand Univ, Dept English Appl Linguist, 5 Rakoczi Ut, Budapest, Hungary.
EM weinkata@yahoo.com
OI Kormos, Judit/0000-0002-2643-7222
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NR 62
TC 52
Z9 52
U1 6
U2 40
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0023-8333
J9 LANG LEARN
JI Lang. Learn.
PD JUN
PY 2008
VL 58
IS 2
BP 327
EP 355
DI 10.1111/j.1467-9922.2008.00443.x
PG 29
WC Education & Educational Research; Linguistics
SC Education & Educational Research; Linguistics
GA 287YQ
UT WOS:000254953800003
ER

PT J
AU Whitty, G
AF Whitty, G
TI Education(al) research and education policy making: is conflict
   inevitable?
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article; Proceedings Paper
CT Annual Conference of the British-Educational-Research-Association
CY 2005
CL Univ Glamorgan, Pontrypridd, WALES
SP British Educ Res Assoc
HO Univ Glamorgan
ID FORMATIVE ASSESSMENT; QUALITY
AB The relationship between research and policy and practice in education is a long-standing issue in many countries. Focusing on the UK Government, which is responsible for education in England, this paper looks at the criticisms of education research that have been made in recent years by government and related non-departmental public bodies and stakeholders. It then looks in more detail at specific examples of the use that has-and has not-been made of research in developing policy. But rather than produce a balance sheet of pluses and minuses in policy makers' use of evidence, the paper emphasises the realities of the policy making process and the difficulties in establishing consistently and exclusively evidence-based policy. At the same time, it argues that researchers should beware of allowing their work to be shaped entirely by the Government's call for research that is directly useful to policy by always prioritising applied or practice-based approaches. The paper concludes by highlighting the need for BERA to promote all types of education research-regardless of its utility for policy makers-and, as part of this, for the education research community to ensure that appropriate quality criteria are available for all approaches.
C1 Univ London, Inst Educ, London WC1H 0AL, England.
RP Whitty, G (reprint author), Univ London, Inst Educ, 20 Bedford Way, London WC1H 0AL, England.
EM g.whitty@ioe.ac.uk
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NR 50
TC 52
Z9 53
U1 0
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD APR
PY 2006
VL 32
IS 2
BP 159
EP 176
DI 10.1080/01411920600568919
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 028FJ
UT WOS:000236472000002
ER

PT J
AU Armour, KM
   Yelling, M
AF Armour, Kathleen M.
   Yelling, Martin
TI Effective professional development for physical education teachers: The
   role of informal, collaborative learning
SO JOURNAL OF TEACHING IN PHYSICAL EDUCATION
LA English
DT Article
DE in-service training; informal collaborative learning; professional
   learning
ID KNOWLEDGE; REFORM
AB This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group interview. The findings suggest that these teachers identified CPD as "going on a course," but, in reality, they learned in a variety of ways. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other. We argue, therefore, that the traditional relationship between teachers and CPD provision needs to be altered such that teachers in their professional learning communities or networks play a leading role.
C1 Loughborough Univ Technol, Sch Sport & Exercise Sci, Loughborough LE11 3TU, Leics, England.
RP Armour, KM (reprint author), Loughborough Univ Technol, Sch Sport & Exercise Sci, Loughborough LE11 3TU, Leics, England.
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NR 74
TC 51
Z9 51
U1 6
U2 16
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0273-5024
J9 J TEACH PHYS EDUC
JI J. Teach. Phys. Educ.
PD APR
PY 2007
VL 26
IS 2
BP 177
EP 200
PG 24
WC Education & Educational Research; Sport Sciences
SC Education & Educational Research; Sport Sciences
GA 163XQ
UT WOS:000246197000006
ER

PT J
AU Hooghe, M
   Stolle, D
AF Hooghe, M
   Stolle, D
TI Good girls go to the polling booth, bad boys go everywhere: Gender
   differences in anticipated political participation among American
   fourteen-year-olds
SO WOMEN & POLITICS
LA English
DT Article
ID WOMEN
AB Participation research routinely reveals a gender gap with regard to most forms of political engagement. In the recent literature, differences in the availability of resources and civic skills are usually invoked as an explanation tor this pattern. This theory focuses primarily on adult behavior and has not as yet been investigated among young people, for whom we can assume that resources are distributed more equally. In this article, we examine gender differences in the anticipation of political participation among American fourteen-year-olds, building on the 1999 International Association for the Evaluation of Eucational Achievement study (n = 2,8 11). First, the results show that girls at this age mention even more actions they intend to engage in than do boys, so clearly the gender gap with regard to the level of participation has not yet emerged at that age. Second, we observe distinct patterns with regard to the kinds of actions favored, with girls being drawn more towards social movement-related forms of participation than boys, and with boys favoring radical and confrontational action repertoires as compared to girls. The results are important for the reconceptualization of the concept of political participation as well as for theories that explain the gender gap. (C) 2004 by The Haworth Press, Inc. All rights reserved.
C1 Catholic Univ Louvain, B-3000 Louvain, Belgium.
   McGill Univ, Montreal, PQ, Canada.
RP Hooghe, M (reprint author), Catholic Univ Louvain, B-3000 Louvain, Belgium.
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NR 61
TC 51
Z9 51
U1 8
U2 18
PU HAWORTH PRESS INC
PI BINGHAMTON
PA 10 ALICE ST, BINGHAMTON, NY 13904-1580 USA
SN 0195-7732
J9 WOMEN POLIT
JI Women Polit.
PY 2004
VL 26
IS 3-4
BP 1
EP 23
DI 10.1300/J014v26n03_01
PG 23
WC Political Science; Women's Studies
SC Government & Law; Women's Studies
GA 890WK
UT WOS:000226541600001
ER

PT J
AU Boaler, J
AF Boaler, J
TI Learning from teaching: Exploring the relationship between reform
   curriculum and equity
SO JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION
LA English
DT Article
DE curriculum; equity/diversity; learning; problem-solving; teaching
   effectiveness
ID MATHEMATICS; EXPERIENCES; PEDAGOGY; POVERTY; SCHOOLS; TASKS
AB Some researchers have expressed doubts about the potential of reform-oriented curricula to promote equity. This article considers this important issue and argues that investigations into equitable teaching must pay attention to the particular practices of teaching and learning that are enacted in classrooms. Data are presented from two studies in which middle school and high school teachers using reform-oriented mathematics curricula achieved a reduction in linguistic, ethnic, and class inequalities in their schools. The teaching and learning practices that these teachers employed were central to the attainment of equality, suggesting that it is critical that relational analyses of equity go beyond the curriculum to include the teacher and their teaching.
C1 Stanford Univ, Sch Educ, Stanford, CA 94305 USA.
RP Boaler, J (reprint author), Stanford Univ, Sch Educ, 485 Lausen Mall, Stanford, CA 94305 USA.
EM joboaler@stanford.edu
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NR 68
TC 51
Z9 51
U1 1
U2 6
PU NATL COUNC TEACH MATH
PI RESTON
PA 1906 ASSOCIATION DRIVE, RESTON, VA 22091 USA
SN 0021-8251
J9 J RES MATH EDUC
JI J. Res. Math. Educ.
PD JUL
PY 2002
VL 33
IS 4
BP 239
EP 258
DI 10.2307/749740
PG 20
WC Education & Educational Research
SC Education & Educational Research
GA 715HA
UT WOS:000184964300002
ER

PT J
AU Hong, JY
AF Hong, Ji Y.
TI Pre-service and beginning teachers' professional identity and its
   relation to dropping out of the profession
SO TEACHING AND TEACHER EDUCATION
LA English
DT Article
DE Teachers' professional identity; Teacher attrition; Teacher emotion;
   Pre-service teacher education; Teachers' professional development
ID SELF-EFFICACY; SCHOOL TEACHERS; COMMITMENT; RETENTION; REFORM;
   PERSPECTIVE; TURNOVER; BELIEFS; MOTIVATION; EXPERIENCE
AB This study explores different perceptions of pre-service and beginning teachers' professional identity in relation to their decisions to leave the profession. Teachers' professional identity was further broken down into six factors: value, efficacy, commitment, emotions, knowledge and beliefs, and micropolitics. This study employed mixed-methods which included 84 participant surveys, and 27 interviews from four groups of participants at different stages of teaching. The findings of this study showed that pre-service teachers tended to have naive and idealistic perceptions of teaching, and dropout teachers showed most emotional burnout. Implications for improvement of teacher education and retention of beginning teachers are discussed. Published by Elsevier Ltd.
C1 [Hong, Ji Y.] Univ Oklahoma, Dept Educ Psychol, Norman, OK 73019 USA.
RP Hong, JY (reprint author), Univ Oklahoma, Dept Educ Psychol, Collings Hall Room 305,820 Vleet Oval, Norman, OK 73019 USA.
EM jyhong@ou.edu
RI lyp, maggie/G-1471-2011; Roekenes, Fredrik Moerk/F-5382-2013
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NR 124
TC 50
Z9 54
U1 11
U2 67
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD NOV
PY 2010
VL 26
IS 8
BP 1530
EP 1543
DI 10.1016/j.tate.2010.06.003
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 659EF
UT WOS:000282549100005
ER

PT J
AU Aunio, P
   Niemivirta, M
AF Aunio, Pirjo
   Niemivirta, Markku
TI Predicting children's mathematical performance in grade one by early
   numeracy
SO LEARNING AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Early numeracy; Basic arithmetic skills; Children; Longitudinal study
ID LOW-INCOME FAMILIES; YOUNG-CHILDREN; DEVELOPMENTAL DYNAMICS; NUMERICAL
   ABILITIES; SCHOOL PERFORMANCE; GENDER-DIFFERENCES; MATH PERFORMANCE;
   WORKING-MEMORY; ACHIEVEMENT; KINDERGARTEN
AB This longitudinal study examined how children's early numeracy assessed in kindergarten predicts their mathematical performance in the first grade, after controlling for the effects of age, gender, and parents' education. The participants were 212 Finnish children (107 girls and 105 boys). At the time of the first assessment (kindergarten), the mean age was six years, and the second assessment was conducted one year later. The results demonstrate that the acquisition of counting and relational skills before formal schooling are predictive of the acquisition of basic arithmetical skills and overall mathematical performance in grade one, above and beyond the effects of demographic factors. (C) 2010 Elsevier Inc. All rights reserved.
C1 [Aunio, Pirjo] Univ Jyvaskyla, Niilo Maki Inst, Jyvaskyla 40014, Finland.
   [Niemivirta, Markku] Univ Helsinki, FIN-00014 Helsinki, Finland.
RP Aunio, P (reprint author), Univ Jyvaskyla, Niilo Maki Inst, POB 35, Jyvaskyla 40014, Finland.
EM pirjo.aunio@nmi.fi
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NR 95
TC 50
Z9 50
U1 3
U2 26
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 1041-6080
J9 LEARN INDIVID DIFFER
JI Learn. Individ. Differ.
PD OCT
PY 2010
VL 20
IS 5
BP 427
EP 435
DI 10.1016/j.lindif.2010.06.003
PG 9
WC Psychology, Educational
SC Psychology
GA 659IU
UT WOS:000282561000005
ER

PT J
AU Christie, H
   Tett, L
   Cree, VE
   Hounsell, J
   McCune, V
AF Christie, Hazel
   Tett, Lyn
   Cree, Vivienne E.
   Hounsell, Jenny
   McCune, Velda
TI 'A real rollercoaster of confidence and emotions': learning to be a
   university student
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
ID HIGHER-EDUCATION; SOCIAL-CLASS; DISPOSITIONS; CAREERS; TIME
AB Accounts of emotion and affect have gained popularity in studies of learning. This article draws on qualitative research with a group of non-traditional students entering an elite university in the UK to illustrate how being and becoming a university student is an intrinsically emotional process. It argues that feelings of loss and dislocation are inherent to the students' experiences of entering university, and that 'coming to know' a new community of practice is an emotional process that can incorporate feelings of alienation and exclusion, as well as of excitement and exhilaration. A broader understanding of how students learn then depends not just upon the individual's emotional commitment to developing a new learning identity, but on the emotional interaction between the student and the learning environment of the university.
C1 [Christie, Hazel; Tett, Lyn; Cree, Vivienne E.; Hounsell, Jenny; McCune, Velda] Univ Edinburgh, Edinburgh EH8 9YL, Midlothian, Scotland.
RP Christie, H (reprint author), Univ Edinburgh, Edinburgh EH8 9YL, Midlothian, Scotland.
EM hazel.christie@ed.ac.uk
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NR 36
TC 50
Z9 50
U1 4
U2 12
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0307-5079
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2008
VL 33
IS 5
BP 567
EP 581
DI 10.1080/03075070802373040
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 370MO
UT WOS:000260766500004
ER

PT J
AU Day, C
   Gu, Q
AF Day, Christopher
   Gu, Qing
TI Variations in the conditions for teachers' professional learning and
   development: sustaining commitment and effectiveness over a career
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article
ID REFORM
AB This paper draws upon data from a longitudinal, multi- site, mixed methods project which found that commitment and resilience are fundamental to teachers' effectiveness, and that variations in professional, personal and workplace conditions in different professional life phases affect these. It found also that teachers do not necessarily learn through experience; that expertise is not acquired in an even, incremental way; and that teachers are at greater risk of being less effective in later phases of their professional lives. The paper develops these findings. Moreover, it argues that the contexts for teachers' professional learning and development are, by definition, different from those who do not work in human service organisations, since teachers are essentially engaged in work which has fundamental moral and ethical as well as instrumental purposes. Their capacity to exercise these effectively relates to their ability to manage positive and negative ` scenarios' in different professional life phases. It suggests, therefore, that to be effective, professional learning opportunities must be designed which take account of the personal, workplace and external scenarios which challenge their commitment to these core purposes.
C1 Univ Nottingham, Sch Educ, TLRC, Nottingham NG8 1BB, England.
RP Day, C (reprint author), Univ Nottingham, Sch Educ, TLRC, Jubilee Campus,wollaton Rd, Nottingham NG8 1BB, England.
EM Christopher.Day@nottingham.ac.uk
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NR 60
TC 50
Z9 50
U1 2
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-4985
EI 1465-3915
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PY 2007
VL 33
IS 4
BP 423
EP 443
DI 10.1080/03054980701450746
PG 21
WC Education & Educational Research
SC Education & Educational Research
GA 199WY
UT WOS:000248727100003
ER

PT J
AU MacLure, M
AF MacLure, M
TI 'Clarity bordering on stupidity': where's the quality in systematic
   review?
SO JOURNAL OF EDUCATION POLICY
LA English
DT Review
AB The article presents a critique of the discourse of 'systematic review' in education, as developed and promoted by the EPPI-Centre at the University of London. Based on a close reading of the exhortatory and instructional literature and 30 published reviews, it argues that the approach degrades the status of reading and writing as scholarly activities, tends to result in reviews with limited capacity to inform policy or practice, and constitutes a threat to quality and critique in scholarship and research. The claims that are made for the transparency, accountability and trustworthiness of systematic review do not therefore, it is argued, stand up to scrutiny. The article concludes that systematic review is animated, not just by dissatisfaction with the uncertainties of educational research ( a dissatisfaction that it shares with the 'evidence-informed movement' with which it is associated), but by a fear of language itself.
C1 Manchester Metropolitan Univ, Educ & Social Res Inst, Manchester M20 2RR, Lancs, England.
RP MacLure, M (reprint author), Manchester Metropolitan Univ, Educ & Social Res Inst, Dissbury Campus,799 Wilmslow Rd, Manchester M20 2RR, Lancs, England.
EM m.maclure@mmu.ac.uk
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NR 55
TC 50
Z9 50
U1 5
U2 11
PU ROUTLEDGE PUBLISHING
PI COLCHESTER
PA T&F INFORMA UK LTD, SHEEPEN PLACE, COLCHESTER, ESSEX CO3 3LP, ENGLAND
SN 0268-0939
J9 J EDUC POLICY
JI J. Educ. Policy
PD JUL
PY 2005
VL 20
IS 4
BP 393
EP 416
DI 10.1080/02680930500131801
PG 24
WC Education & Educational Research
SC Education & Educational Research
GA 944VA
UT WOS:000230457200001
ER

PT J
AU Anders, Y
   Rossbach, HG
   Weinert, S
   Ebert, S
   Kuger, S
   Lehrl, S
   von Maurice, J
AF Anders, Yvonne
   Rossbach, Hans-Guenther
   Weinert, Sabine
   Ebert, Susanne
   Kuger, Susanne
   Lehrl, Simone
   von Maurice, Jutta
TI Home and preschool learning environments and their relations to the
   development of early numeracy skills
SO EARLY CHILDHOOD RESEARCH QUARTERLY
LA English
DT Article
DE Preschool quality; Home learning environment; Numeracy skills;
   Longitudinal study; International childcare perspectives; Cognitive
   development
ID EARLY CHILD-CARE; LOW-INCOME CHILDREN; ACADEMIC SKILLS; EMERGENT
   LITERACY; YOUTH DEVELOPMENT; NUMBER SENSE; QUALITY; SCHOOL; MATHEMATICS;
   PERFORMANCE
AB This study examined the influence of the quality of home and preschool learning environments on the development of early numeracy skills in Germany, drawing on a sample of 532 children in 97 preschools. Latent growth curve models were used to investigate early numeracy skills and their development from the first (average age: 3 years) to the third year (average age: 5 years) of preschool. Several child and family background factors (e.g., gender, maternal education, socioeconomic status), measures of the home learning environment (e.g., literacy- and numeracy-related activities), and measures of preschool structural and process quality (e.g., ECERS-E, ECERS-R) were tested as predictors of numeracy skills and their development. The analyses identified child and family background factors that predicted numeracy skills in the first year of preschool and their development over the three points of measurement particularly gender, parental native language status (German/other), socioeconomic status, and mother's educational level. The quality of the home learning environment was strongly associated with numeracy skills in the first year of preschool, and this advantage was maintained at later ages. In contrast, the process quality of the preschool was not related to numeracy skills at the first measurement, but was significantly related to development over the period observed. The results underline the differential impact of the two learning environments on the development of numeracy skills. Interaction effects are explored and discussed. (C) 2011 Elsevier Inc. All rights reserved.
C1 [Anders, Yvonne] Univ Bamberg, Fac Human Sci & Educ, D-96045 Bamberg, Germany.
RP Anders, Y (reprint author), Univ Bamberg, Fac Human Sci & Educ, Post Box 1549, D-96045 Bamberg, Germany.
EM yvonne.anders@uni-bamberg.de
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NR 92
TC 49
Z9 51
U1 9
U2 69
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0885-2006
J9 EARLY CHILD RES Q
JI Early Childhood Res. Q.
PD JUN
PY 2012
VL 27
IS 2
BP 231
EP 244
DI 10.1016/j.ecresq.2011.08.003
PG 14
WC Education & Educational Research; Psychology, Developmental
SC Education & Educational Research; Psychology
GA 915OS
UT WOS:000302037900006
ER

PT J
AU Opdenakker, MC
   Van Damme, J
AF Opdenakker, Marie-Christine
   Van Damme, Jan
TI Do school context, student composition and school leadership affect
   school practice and outcomes in secondary education?
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID MATHEMATICS ACHIEVEMENT; SIZE; NETHERLANDS; TEACHERS; PERFORMANCE;
   MULTILEVEL; PRINCIPAL; PROGRAM; MODELS
AB This study examined effects of school context, student composition and school leadership on school practice and outcomes in secondary education in Flanders. The study reveals that relations between school characteristics do exist and that it is possible to explain an important part of the differences in mean effort and mathematics achievement of schools by means of these school characteristics. Furthermore, it was found that school size positively affects school outcomes and that its effect is mediated by school practice characteristics like the amount of cooperation between teachers, which affects school climate and outcomes. School leadership did not affect the school practice much, perhaps because of a lack of a strong educational leadership in most of the Flemish secondary schools. However, the student composition of schools seemed to be very important for school practice, as well as for school outcomes. Nevertheless, the study revealed that schools can affect the outcomes of their students independently of their student composition and context by means of school practice.
C1 Univ Groningen, Inst Educ Res, Dept Educ Sci, NL-9712 TG Groningen, Netherlands.
   Katholieke Univ Leuven, Louvain, Belgium.
RP Opdenakker, MC (reprint author), Univ Groningen, Inst Educ Res, Dept Educ Sci, Grote Rozenstr 3, NL-9712 TG Groningen, Netherlands.
EM m.c.j.l.opdenakker@rug.nl
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NR 98
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U1 1
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PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD APR
PY 2007
VL 33
IS 2
BP 179
EP 206
DI 10.1080/01411920701208233
PG 28
WC Education & Educational Research
SC Education & Educational Research
GA 164BJ
UT WOS:000246207300004
ER

PT J
AU Lawlor, DA
   Shaw, M
AF Lawlor, DA
   Shaw, M
TI Too much too young? Teenage pregnancy is not a public health problem
SO INTERNATIONAL JOURNAL OF EPIDEMIOLOGY
LA English
DT Editorial Material
ID MATERNAL AGE; ADOLESCENT PREGNANCY; OUTCOMES; MOTHERS; ASSOCIATION;
   BIRTH; BAD
C1 Univ Bristol, Dept Social Med, Bristol BS8 2PR, Avon, England.
RP Lawlor, DA (reprint author), Univ Bristol, Dept Social Med, Canynge Hall,Whiteladies Rd, Bristol BS8 2PR, Avon, England.
CR Alan Guttmacher Institute, 1976, 11 MILL TEEN WHAT CA
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NR 33
TC 49
Z9 50
U1 5
U2 17
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0300-5771
J9 INT J EPIDEMIOL
JI Int. J. Epidemiol.
PD JUN
PY 2002
VL 31
IS 3
BP 552
EP 554
DI 10.1093/ije/31.3.552
PG 3
WC Public, Environmental & Occupational Health
SC Public, Environmental & Occupational Health
GA 562ZQ
UT WOS:000176229200009
PM 12055151
ER

PT J
AU Bauman, S
   Toomey, RB
   Walker, JL
AF Bauman, Sheri
   Toomey, Russell B.
   Walker, Jenny L.
TI Associations among bullying, cyberbullying, and suicide in high school
   students
SO JOURNAL OF ADOLESCENCE
LA English
DT Article
DE Bullying; Victimization; Suicide; Cyberbullying; Cyber-victimization;
   Depression; Adolescence
ID MIDDLE SCHOOL; PEER VICTIMIZATION; ADOLESCENTS; RISK; DEPRESSION;
   BEHAVIORS; RECOMMENDATIONS; CHILDHOOD; HEALTH; YOUTH
AB This study examined associations among depression, suicidal behaviors, and bullying and victimization experiences in 1491 high school students using data from the 2009 Youth Risk Behavior Survey. Results demonstrated that depression mediated the association between bullying/victimization and suicide attempts, but differently for males and females. Specifically, depression mediated the link between traditional victimization and suicide attempts similarly across gender, whereas depression mediated the link between cyber victimization and suicide attempts only for females. Similarly, depression mediated the link between traditional bullying and suicide attempts for females only. Depression did not mediate the link between cyberbullying and suicide attempts for either gender. Implications of the findings are discussed, including the importance of greater detection of depression among students involved in bullying, and the need for a suicide prevention and intervention component in anti-bullying programs. Findings suggest that bullying prevention efforts be extended from middle school students to include high school students. (C) 2012 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
C1 [Bauman, Sheri] Univ Arizona, Counseling & Mental Hlth Program, Dept Disabil & Psychoeduc Studies, Tucson, AZ 85721 USA.
   [Toomey, Russell B.] Univ Arizona, T Denny Sanford Sch Social & Family Dynam, Tucson, AZ 85721 USA.
   [Walker, Jenny L.] Cyberbullying Consulting Ltd, Phoenix, AZ 85018 USA.
RP Bauman, S (reprint author), Univ Arizona, Counseling & Mental Hlth Program, Dept Disabil & Psychoeduc Studies, POB 210069, Tucson, AZ 85721 USA.
EM sherib@u.arizona.edu
OI Toomey, Russell/0000-0002-1828-9485
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NR 48
TC 48
Z9 49
U1 16
U2 144
PU ACADEMIC PRESS LTD- ELSEVIER SCIENCE LTD
PI LONDON
PA 24-28 OVAL RD, LONDON NW1 7DX, ENGLAND
SN 0140-1971
J9 J ADOLESCENCE
JI J. Adolesc.
PD APR
PY 2013
VL 36
IS 2
BP 341
EP 350
DI 10.1016/j.adolescence.2012.12.001
PG 10
WC Psychology, Developmental
SC Psychology
GA 126RL
UT WOS:000317638800010
PM 23332116
ER

PT J
AU Mills, KA
AF Mills, Kathy Ann
TI A Review of the "Digital Turn" in the New Literacy Studies
SO REVIEW OF EDUCATIONAL RESEARCH
LA English
DT Review
DE New Literacy Studies; digital; multiliteracies; literacy; education
ID ADOLESCENT GIRLS; TECHNOLOGY; SCHOOL; COMMUNITY; CLASSROOM; PEDAGOGY;
   MEDIA; YOUTH; MULTILITERACIES; LEARNERS
AB Digital communication has transformed literacy practices and assumed great importance in the functioning of workplace, recreational, and community contexts. This article reviews a decade of empirical work of the New Literacy Studies, identifying the shift toward research of digital literacy applications. The article engages with the central theoretical, methodological, and pragmatic challenges in the tradition of New Literacy Studies, while highlighting the distinctive trends in the digital strand. It identifies common patterns across new literacy practices through cross-comparisons of ethnographic research in digital media environments. It examines ways in which this research is taking into account power and pedagogy in normative contexts of literacy learning using the new media. Recommendations are given to strengthen the links between New Literacy Studies research and literacy curriculum, assessment, and accountability in the 21st century.
C1 Queensland Univ Technol, Print & Digital Sch, Brisbane, Qld 4001, Australia.
RP Mills, KA (reprint author), Queensland Univ Technol, Print & Digital Sch, Brisbane, Qld 4001, Australia.
RI Mills, Kathy/I-9956-2012
OI Mills, Kathy/0000-0003-1140-3545
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NR 176
TC 48
Z9 48
U1 8
U2 35
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 2010
VL 80
IS 2
BP 246
EP 271
DI 10.3102/0034654310364401
PG 26
WC Education & Educational Research
SC Education & Educational Research
GA 606UU
UT WOS:000278454600005
ER

PT J
AU Son, J
   Lin, N
AF Son, Joonmo
   Lin, Nan
TI Social capital and civic action: A network-based approach
SO SOCIAL SCIENCE RESEARCH
LA English
DT Article; Proceedings Paper
CT 25th International Sunbelt Social Network Conference
CY FEB 16-20, 2005
CL Redondo Beach, CA
DE social capital; individual and organizational social capital; expressive
   and instrumental civic actions; gendered civic actions; structural
   equation modeling
ID STRUCTURAL HOLES; ENGAGEMENT; COMMUNITIES; HOMICIDE; ACTIVISM; TRUST;
   TIES
AB We propose that social capital, defined as resources embedded in individual and organizational networks, produces expressive and instrumental civic actions. The 2000 Social Capital Benchmark Survey data were used to examine the hypothesis. Structural equation modeling confirmed that (1) individual social capital was the consistent and significant predictor of both expressive and instrumental civic actions; (2) organizational social capital played the most important role in predicting instrumental civic actions, although it was not significant in predicting expressive civic actions; and (3) civic actions are gendered: women were more likely to be involved in expressive civic actions, but the female dominance disappeared in the realm of instrumental civic actions. (c) 2006 Elsevier Inc. All rights reserved.
C1 [Son, Joonmo; Lin, Nan] Duke Univ, Dept Sociol, Durham, NC 27708 USA.
RP Son, J (reprint author), Duke Univ, Dept Sociol, Boxx 90088, Durham, NC 27708 USA.
EM joonmo@soc.duke.edu
RI Caulfield, Paul/B-1196-2009
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NR 56
TC 48
Z9 48
U1 7
U2 24
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0049-089X
J9 SOC SCI RES
JI Soc. Sci. Res.
PD MAR
PY 2008
VL 37
IS 1
BP 330
EP 349
DI 10.1016/j.ssresearch.2006.12.004
PG 20
WC Sociology
SC Sociology
GA 281JP
UT WOS:000254493000019
ER

PT J
AU Cook-Sather, A
AF Cook-Sather, Alison
TI Sound, presence, and power: "Student voice" in educational research and
   reform
SO CURRICULUM INQUIRY
LA English
DT Review
ID YOUTH; PEDAGOGY
AB Every way of thinking is both premised on and generative of a way of naming that reflects particular underlying convictions. Over the last 15 years, a way of thinking has reemerged that strives to reposition students in educational research and reform. Best documented in Australia, Canada, England, and the United States, this way of thinking is premised on the following convictions: that young people have unique perspectives on learning, teaching, and schooling; that their insights warrant not only the attention but also the responses of adults; and that they should be afforded opportunities to actively shape their education. Although these convictions mean different things to different people and take different forms in practice, a single term has emerged to capture a range of activities that strive to reposition students in educational research and reform: "student voice." In this discussion the author explores the emergence of the term "student voice," identifies underlying premises signaled by two particular words associated with the term, "rights" and " respect," and explores the many meanings of a word that surfaces repeatedly across discussions of student voice efforts but refers to a wide range of practices: "listening." The author offers this discussion not as an exhaustive or definitive analysis but rather with the goal of looking across discussions of work that advocates, enacts, and critically analyzes the term "student voice." Every way of thinking is both premised on and generative of a way of naming that reflects particular underlying convictions. Over the last 15 years, a way of thinking has reemerged that strives to reposition students in educational research and reform. Best documented in Australia, Canada, England, and the United States, this way of thinking is premised on the following convictions: that young people have unique perspectives on learning, teaching, and schooling; that their insights warrant not only the attention but also the responses of adults; and that they should be afforded opportunities to actively shape their education. Although these convictions mean different things to different people and take different forms in practice, a single term has emerged to capture a range of activities that strive to reposition students in educational research and reform: "student voice." In this discussion the author explores the emergence of the term "student voice," identifies underlying premises signaled by two particular words associated with the term, "rights" and "respect," and explores the many meanings of a word that surfaces repeatedly across discussions of student voice efforts but refers to a wide range of practices: "listening." The author offers this discussion not as an exhaustive or definitive analysis but rather with the goal of looking across discussions of work that advocates, enacts, and critically analyzes the term "student voice."
C1 Bryn Mawr Coll, Bryn Mawr, PA 19010 USA.
RP Cook-Sather, A (reprint author), Bryn Mawr Coll, Bryn Mawr, PA 19010 USA.
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NR 147
TC 48
Z9 48
U1 5
U2 11
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0362-6784
J9 CURRICULUM INQ
JI Curric. Inq.
PD WIN
PY 2006
VL 36
IS 4
BP 359
EP 390
DI 10.1111/j.1467-873X.2006.00363.x
PG 32
WC Education & Educational Research
SC Education & Educational Research
GA 118RB
UT WOS:000242958300002
ER

PT J
AU Smith, F
   Hardman, F
   Higgins, S
AF Smith, F
   Hardman, F
   Higgins, S
TI The impact of interactive whiteboards on teacher-pupil interaction in
   the National Literacy and Numeracy Strategies
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
AB The study set out to investigate the impact of interactive whiteboards (IWBs) on teacher-pupil interaction at Key Stage 2 in the teaching of literacy and numeracy. As part of the National Literacy and Numeracy Strategies, IWBs have been made widely available as a pedagogic tool for promoting interactive whole class teaching. In order to investigate their impact, the project looked specifically at the interactive styles used by a national sample of primary teachers. A total of 184 lessons were observed over a two-year period. Using a computerised observation schedule, teachers were observed in literacy and numeracy lessons, with and without an IWB. The findings suggest that IWBs appear to be having some impact on the discourse moves used in whole class teaching, but this impact is not as extensive as that claimed by the advocates of IWBs. Lessons which used IWBs had a faster pace and less time was spent on group work. The implications of the findings for classroom pedagogy, teachers' professional development and future research priorities are considered.
C1 Univ Newcastle Upon Tyne, Sch Educ Commun & Language Sci, Newcastle Upon Tyne NE1 7RU, Tyne & Wear, England.
RP Smith, F (reprint author), Univ Newcastle Upon Tyne, Sch Educ Commun & Language Sci, Joseph Cowen House,St Thomas St, Newcastle Upon Tyne NE1 7RU, Tyne & Wear, England.
EM fay.smith@ncl.ac.uk
RI Higgins, Steven/D-2525-2010; Smith, Fay/G-3576-2011
OI Higgins, Steven/0000-0003-0314-4846; Smith, Fay/0000-0001-6479-0150
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NR 32
TC 48
Z9 48
U1 3
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD JUN
PY 2006
VL 32
IS 3
BP 443
EP 457
DI 10.1080/01411920600635452
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 038LH
UT WOS:000237220900006
ER

PT J
AU Sammons, P
   Elliot, K
   Sylva, K
   Melhuish, E
   Siraj-Blatchford, I
   Taggart, B
AF Sammons, P
   Elliot, K
   Sylva, K
   Melhuish, E
   Siraj-Blatchford, I
   Taggart, B
TI The impact of pre-school on young children's cognitive attainments at
   entry to reception
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
AB This article explores the impact of pre-school experience on young children's cognitive attainments at entry to primary school and analyses data collected as part of a wider longitudinal study, the Effective Provision of Pre-school Education ( EPPE) project, which followed a large sample of young children attending 141 pre-school centres drawn from six types of provider in five English regions. The article compares the characteristics and attainments of the pre-school sample with those of an additional 'home' sample ( children who had not attended pre-school) recruited at entry to reception. Multilevel analyses of relationships between child, parent and home environment characteristics and children's attainments in pre-reading, early number concepts and language skills are presented. Duration of time in pre-school is found to have a significant and positive impact on attainment over and above important influences such as family socio-economic status, income, mother's qualification level, ethnic and language background. The research also points to the separate and significant influence of the home learning environment. It is concluded that preschool can play an important part in combating social exclusion by offering disadvantaged children, in particular, a better start to primary school.
C1 Univ London, Inst Educ, London WC1H 0AL, England.
RP Sammons, P (reprint author), Univ London, Inst Educ, Room 738,20 Bedford Way, London WC1H 0AL, England.
EM p.sammons@ioe.ac.uk
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NR 26
TC 48
Z9 48
U1 2
U2 19
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 OCT
PY 2004
VL 30
IS 5
BP 691
EP 712
DI 10.1080/0141192042000234656
PG 22
WC Education & Educational Research
SC Education & Educational Research
GA 855TQ
UT WOS:000223997800006
ER

PT J
AU Warrington, M
   Younger, M
AF Warrington, M
   Younger, M
TI The other side of the gender gap
SO GENDER AND EDUCATION
LA English
DT Article
ID GIRLS; BOYS
AB In 1990s Britain girls consistently outperform boys in examinations at 16+. This achievement, however, has taken place in a context where many of the concerns voiced by writers in the 1970s and 1980s have not been resolved. It is argued that there is another side to the so-called 'gender gap': drawing on data from 20 schools in eastern England, it is suggested that girls still feel alienated from traditionally 'male' subjects, that career aspirations are still highly gendered, that boys still dominate the classroom environment, that boys' laddish behaviour can have a negative effect on girls' learning, and that some teachers have lower expectations of girls and find boys more stimulating to teach. In short, the gender debate has been captured by those concerned predominantly with male underachievement, leaving girls to make the best they can in what often continues to be a male-dominated environment.
C1 Homerton Coll, Cambridge, England.
RP Warrington, M (reprint author), Homerton Coll, Cambridge, England.
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NR 64
TC 48
Z9 50
U1 6
U2 19
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PD DEC
PY 2000
VL 12
IS 4
BP 493
EP 508
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 374ZF
UT WOS:000165374300007
ER

PT J
AU Katz-Wise, SL
   Hyde, JS
AF Katz-Wise, Sabra L.
   Hyde, Janet S.
TI Victimization Experiences of Lesbian, Gay, and Bisexual Individuals: A
   Meta-Analysis
SO JOURNAL OF SEX RESEARCH
LA English
DT Article
ID SEXUAL-MINORITY ADOLESCENTS; HIV-RELATED DISCRIMINATION; HATE-CRIME
   VICTIMIZATION; MENTAL-HEALTH-SERVICES; HIGH-SCHOOL-STUDENTS; SAME-SEX;
   PSYCHOLOGICAL DISTRESS; DOMESTIC VIOLENCE; SUICIDE ATTEMPTS;
   UNITED-STATES
AB This meta-analysis quantitatively compiled the results of studies from 1992 to 2009 to determine the prevalence and types of victimization experienced by lesbian, gay, and bisexual (LGB) individuals. Based on the results of three searches, 386 studies were retrieved and coded. Comparisons were made across all LGB individuals (138 studies), between LGB and heterosexual individuals (65 studies), and between LGB females and males (53 studies), with over 500,000 participants. Multiple types of victimization were coded, including discrimination, physical assault, and school victimization. Findings revealed that for LGB individuals, reports of victimization experiences were substantial (e. g., 55% experienced verbal harassment, and 41% experienced discrimination) and some types have increased since a 1992 review, while others have decreased. LGB individuals experienced greater rates of victimization than heterosexual individuals (range: d=04-.58). LGB males experienced some types of victimization more than LGB females (e. g., weapon assault and being robbed) but, overall, the gender differences were small. It can be concluded that LGB individuals still experience a substantial amount of victimization. Implications for research methods are discussed, including recommendations for sampling and measurement of victimization.
C1 [Katz-Wise, Sabra L.; Hyde, Janet S.] Univ Wisconsin, Dept Psychol, Madison, WI 53706 USA.
RP Katz-Wise, SL (reprint author), Univ Wisconsin, Dept Psychol, 1202 W Johnson St, Madison, WI 53706 USA.
EM katzwise@wisc.edu
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NR 226
TC 47
Z9 48
U1 8
U2 49
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0022-4499
J9 J SEX RES
JI J. Sex Res.
PY 2012
VL 49
IS 2-3
SI SI
BP 142
EP 167
DI 10.1080/00224499.2011.637247
PG 26
WC Psychology, Clinical; Social Sciences, Interdisciplinary
SC Psychology; Social Sciences - Other Topics
GA 915XS
UT WOS:000302061500004
PM 22380586
ER

PT J
AU Mercer, N
AF Mercer, Neil
TI The analysis of classroom talk: Methods and methodologies
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Review
ID LINGUISTIC ETHNOGRAPHY; NATIONAL LITERACY; COLLABORATION; STRATEGIES;
   DISCOURSE
AB This article describes methods for analysing classroom talk, comparing their strengths and weaknesses. Both quantitative and qualitative methods are described and assessed for their strengths and weaknesses, with a discussion of the mixed use of such methods. It is acknowledged that particular methods are often embedded in particular methodologies, which are based on specific theories of social action, research paradigms, and disciplines; and so a comparison is made of two contemporary methodologies, linguistic ethnography, and sociocultural research. The article concludes with some comments on the current state of development of this field of research and on ways that it might usefully progress.
C1 [Mercer, Neil] Univ Cambridge, Fac Educ & Hughes Hall, Cambridge CB2 8PQ, England.
RP Mercer, N (reprint author), Univ Cambridge, Fac Educ, 184 Hills Rd, Cambridge CB2 8PQ, England.
EM nmm31@cam.ac.uk
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NR 74
TC 47
Z9 48
U1 4
U2 49
PU BRITISH PSYCHOLOGICAL SOC
PI LEICESTER
PA ST ANDREWS HOUSE, 48 PRINCESS RD EAST, LEICESTER LE1 7DR, LEICS, ENGLAND
SN 0007-0998
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD MAR
PY 2010
VL 80
IS 1
BP 1
EP 14
DI 10.1348/000709909X479853
PG 14
WC Psychology, Educational
SC Psychology
GA 563IE
UT WOS:000275120800001
PM 20092680
ER

PT B
AU Lynch, K
   Baker, J
   Lyons, M
AF Lynch, K
   Baker, J
   Lyons, M
TI Affective Equality: Love, Care and Injustice
SO AFFECTIVE EQUALITY: LOVE, CARE AND INJUSTICE
LA English
DT Book
ID EMOTIONAL INTELLIGENCE; CHILD-CARE; PSYCHOLOGICAL DISTRESS; BREADWINNER
   MODEL; HIGHER-EDUCATION; FAMILY-LIFE; WORK; GENDER; LABOR; BRITAIN
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NR 505
TC 47
Z9 47
U1 0
U2 0
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-23024-508-2
PY 2009
BP 1
EP 289
PG 289
WC Social Sciences, Interdisciplinary; Sociology
SC Social Sciences - Other Topics; Sociology
GA BSN29
UT WOS:000285000600015
ER

PT B
AU Littlemore, J
   Low, G
AF Littlemore, J
   Low, G
TI Figurative Thinking and Foreign Language Learning
SO FIGURATIVE THINKING AND FOREIGN LANGUAGE LEARNING
LA English
DT Book
ID COGNITIVE-STYLE; METAPHOR INTERPRETATION; ENGLISH; IDIOMS; DISCOURSE;
   EXPRESSIONS; PROFICIENCY; CLASSROOM; REPRESENTATIONS; COMPREHENSION
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NR 380
TC 47
Z9 47
U1 0
U2 0
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-1-4039-9602-2
PY 2006
BP 1
EP 239
DI 10.1057/9780230627567
PG 239
WC Education & Educational Research; Language & Linguistics
SC Education & Educational Research; Linguistics
GA BQS10
UT WOS:000281688100012
ER

PT J
AU Jackson, C
AF Jackson, C
TI Motives for 'laddishness' at school: fear of failure and fear of the
   'feminine'
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID GENDER-GAP; BOYS; GIRLS; ACHIEVEMENT; MOTIVATION
AB 'Laddish' behaviours in school have been identified as impediments to the academic progress of some boys and girls. This article provides and discusses empirical evidence to support Jackson's proposal in an earlier article that 'laddish' behaviours may act to protect the self-worth and/or social worth of many boys, and that 'laddishness' may be prompted by both a fear of academic failure and a fear of the 'feminine'. Drawing upon data from interviews with 50 boys across two secondary schools, the article focuses upon a key characteristic of 'laddishness', namely, the overt rejection of academic work. It is suggested that overtly rejecting academic work serves a dual function for some boys. First, it enables them to act in ways currently consistent with hegemonic forms of masculinity in their schools. Secondly, it provides an excuse for failure and augments success.
C1 Univ Lancaster, Dept Educ Res, Lancaster LA1 4YL, England.
RP Jackson, C (reprint author), Univ Lancaster, Dept Educ Res, Lancaster LA1 4YL, England.
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NR 40
TC 47
Z9 47
U1 4
U2 13
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 AUG
PY 2003
VL 29
IS 4
BP 583
EP 598
DI 10.1080/0141192032000099388
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 716GE
UT WOS:000185019800007
ER

PT J
AU De Laat, M
   Lally, V
AF De Laat, M
   Lally, V
TI Complexity, theory and praxis: Researching collaborative learning and
   tutoring processes in a networked learning community
SO INSTRUCTIONAL SCIENCE
LA English
DT Article; Proceedings Paper
CT 3rd Networked Learning Conference (NL2002)
CY MAR, 2002
CL UNIV SHEFFIELD, SHEFFIELD, ENGLAND
HO UNIV SHEFFIELD
DE content analysis; critical event recall; networked learning; on-line
   communities; praxis; theory; tutoring
ID ONLINE
AB This paper explores the complexity of researching networked learning and tutoring on two levels. Firstly, on the theoretical level, we argue that the nature of praxis 1 in networked environments (that is, learning and tutoring) is so complex that no single theoretical model, among those currently available, is a sufficiently powerful, descriptively, rhetorically, inferentially or in its application to real contexts, to provide a framework for a research agenda that takes into account the key aspects of human agency. Furthermore, we argue that this complexity of praxis requires a multi-method approach to empirical investigation, in order that theory and praxis may converse, with both being enriched by these investigations. Secondly, on an empirical level, and as an example that draws upon our theoretical argument about complexity, we present the findings of a multi-method analysis of the learning and tutoring processes occurring in an on-line community of professionals engaged in a Master's Programme in E-Learning. This investigation is informed by two mainstream theoretical perspectives on learning, and employs computer-assisted content analysis and critical event recall as complementary methodologies. This study reveals the differentiated nature of participants' learning, even within a highly structured collaborative learning environment, identifies some of the key functions and roles of participants, and provides an indication of the value of such multi-method studies. Future prospects for this approach to research in the field are considered.
C1 Univ Nijmegen, Dept Pedag Sci & Educ, NL-6525 HR Nijmegen, Netherlands.
   Univ Sheffield, Sch Educ, Sheffield S10 2JA, S Yorkshire, England.
RP De Laat, M (reprint author), Univ Nijmegen, Dept Pedag Sci & Educ, Montessorilaan 3, NL-6525 HR Nijmegen, Netherlands.
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NR 64
TC 47
Z9 47
U1 3
U2 10
PU KLUWER ACADEMIC PUBL
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0020-4277
J9 INSTR SCI
JI Instr. Sci.
PD JAN-MAR
PY 2003
VL 31
IS 1-2
SI SI
BP 7
EP 39
DI 10.1023/A:1022596100142
PG 33
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 647HH
UT WOS:000181087000002
ER

PT B
AU Dewaele, JM
AF Dewaele, JM
TI Emotions in Multiple Languages
SO EMOTIONS IN MULTIPLE LANGUAGES
LA English
DT Book
ID FOREIGN-LANGUAGE; 2ND-LANGUAGE ACQUISITION; 2ND LANGUAGE; COMMUNICATIVE
   ANXIETY; FUNDAMENTAL-CONCEPTS; BILINGUAL SPEAKERS; CLASSROOM ANXIETY;
   SLA RESEARCH; TABOO WORDS; SELF-REPORT
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NR 438
TC 46
Z9 46
U1 2
U2 6
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-230-28950-5
PY 2010
BP 1
EP 260
DI 10.1057/9780230289505
PG 260
WC Language & Linguistics
SC Linguistics
GA BVN76
UT WOS:000291992300014
ER

PT J
AU Kent, N
   Facer, K
AF Kent, N
   Facer, K
TI Different worlds? A comparison of young people's home and school ICT use
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE computers; home; ICT; instant messenger; school; young people
ID COMPUTER USE; STUDENTS; EDUCATION
AB This paper explores young people's access to and use of computers in the home and at school. Drawing on a questionnaire survey, conducted in 2001 and 2003 with over 1800 children in the South-West of England, on group interviews in school with over 190 children and with visits to 11 families, the paper discusses: (1) children's current use of computers in the home and in school; 2) changing patterns of computer use in home and school between 2001 and 2003; (3) the impact of age, gender and socio-economic area on young people's computer use in home and school. The paper then goes on to discuss young people's perceptions of the differences between home and school use of computers and to address the question of whether young people's home and school use of information and communications technologies (ICTs) are really 'different worlds'. Through analysis of both quantitative and qualitative data, the paper proposes that the boundaries between home and school are less distinct in terms of young people's ICT use than has previously been proposed, in particular through young people's production of virtual social networks through the use of instant messenger that seem to mirror young people's social school contexts. The paper concludes by suggesting that effective home-school link strategies might be adopted through the exploration of the permeability of home/school boundaries.
C1 NESTA Futurelab, Bristol BS1 5UH, Avon, England.
   Univ Bristol, Grad Sch Educ, Bristol, Avon, England.
RP Facer, K (reprint author), NESTA Futurelab, 1 Canons Rd, Bristol BS1 5UH, Avon, England.
EM keri.facer@nestafuturelab.org
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NR 18
TC 46
Z9 47
U1 1
U2 12
PU BLACKWELL PUBLISHING LTD
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DG, OXON, ENGLAND
SN 0266-4909
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD DEC
PY 2004
VL 20
IS 6
BP 440
EP 455
DI 10.1111/j.1365-2729.2004.00102.x
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 875FN
UT WOS:000225405800005
ER

PT J
AU Reay, D
AF Reay, D
TI A risky business? Mature working-class women students and access to
   higher education
SO GENDER AND EDUCATION
LA English
DT Article
ID CHOICE
AB This article looks at the experiences of a small, qualitative sample of 12 working-class women attending an Access course in a large, inner-city further education college. The risks and costs involved in making the transition to higher education were evident in the women's narratives, and both material and cultural factors inhibiting their access to higher education are examined. The desire to 'give something back' which motivated all these women's attempts to move into higher education is discussed. The women were either juggling extensive labour market commitments or childcare and domestic responsibilities with studying. In such circumstances, when any sort of social life is sacrificed, what becomes visible is time poverty, and, in particular, a lack of time for 'care of the self'. Six of the women were lone mothers and it is further argued that complexities of marital status intersect with, and compound, the consequences of class. Beck's thesis of individualisation is used as a backdrop to the women's stories in order to highlight the costs of individualisation for the working classes, but also to problematise the discrepancies and disjunctures between projects of the self and the women's experiences of returning to education. The article concludes with an exploration of the consequences of a policy of widening access and participation for working-class mature women and suggests that, while currently all the change and transformation are seen to be the responsibility of the individual applicant, universities, especially those in the pre-1992 sector, need to change if they are to provide positive experiences for non-traditional students like the women in this study.
C1 Kings Coll London, London WC2R 2LS, England.
RP Reay, D (reprint author), Kings Coll London, London WC2R 2LS, England.
EM diane.reay@kcl.ac.uk
OI Reay, Diane/0000-0003-0259-1935
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NR 48
TC 46
Z9 46
U1 3
U2 21
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PD SEP
PY 2003
VL 15
IS 3
BP 301
EP 317
DI 10.1080/0954025032000103213
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 706TH
UT WOS:000184470800006
ER

PT J
AU Van Damme, J
   De Fraine, B
   Van Landeghem, G
   Opdenakker, MC
   Onghena, P
AF Van Damme, J
   De Fraine, B
   Van Landeghem, G
   Opdenakker, MC
   Onghena, P
TI A new study on educational effectiveness in secondary schools in
   Flanders: An introduction
SO SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
LA English
DT Article
ID ACHIEVEMENT
AB As an introduction to the articles of Opdenakker, Van Damme, De Fraine, Van Landeghem, and Onghena (2002) and Van Landeghem, Van Damme, Opdenakker, De Fraine, and Onghena (2002) in this issue, we give some background information on a new study on educational effectiveness in secondary schools, and on the variables measured in that study that are relevant to the 2 articles mentioned. We conclude with some information on the system of secondary education in Flanders.
C1 Katholieke Univ Leuven, Dept Educ Sci, Second & Higher Educ Res Ctr, B-3000 Louvain, Belgium.
   Katholieke Univ Leuven, Ctr Methodol Educ Sci, B-3000 Louvain, Belgium.
RP Van Damme, J (reprint author), Katholieke Univ Leuven, Dept Educ Sci, Second & Higher Educ Res Ctr, Vesaliusstr 2, B-3000 Louvain, Belgium.
RI De Fraine, Bieke/A-6335-2009
OI De Fraine, Bieke/0000-0002-6351-2631
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NR 31
TC 46
Z9 46
U1 1
U2 5
PU SWETS ZEITLINGER PUBLISHERS
PI LISSE
PA P O BOX 825, 2160 SZ LISSE, NETHERLANDS
SN 0924-3453
J9 SCH EFF SCH IMPROV
JI Sch. Eff. Sch. Improv.
PD DEC
PY 2002
VL 13
IS 4
BP 383
EP 397
DI 10.1076/sesi.13.4.383.10285
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 623MZ
UT WOS:000179708500001
ER

PT J
AU Erdogan, B
   Bauer, TN
   Truxillo, DM
   Mansfield, LR
AF Erdogan, Berrin
   Bauer, Talya N.
   Truxillo, Donald M.
   Mansfield, Layla R.
TI Whistle While You Work: A Review of the Life Satisfaction Literature
SO JOURNAL OF MANAGEMENT
LA English
DT Review
DE life satisfaction; happiness; subjective well-being; work-family
   conflict
ID QUALITY-OF-LIFE; SUPPORTIVE ORGANIZATION PERCEPTIONS; MARRIED
   PROFESSIONAL WOMEN; JOB-SATISFACTION; FAMILY CONFLICT; SELF-ESTEEM;
   SOCIAL SUPPORT; MULTIPLE ROLES; YOUNG-ADULTS; DISAGGREGATION HYPOTHESIS
AB Life satisfaction is a key indicator of subjective well-being. This article is a review of the multidisciplinary literature on the relationship between life satisfaction and the work domain. A discussion of top-down and bottom-up theories of life satisfaction is included, and the literatures on work-related antecedents of life satisfaction, the proximal mediators (quality of work life, quality of nonwork life, and feelings of self-worth), and consequences of life satisfaction were reviewed. A meta-analysis of life satisfaction with respect to career satisfaction, job performance, turnover intentions, and organizational commitment was performed. Each major section of the article concludes with a future opportunities subsection where gaps in the research are discussed.
C1 [Erdogan, Berrin] Portland State Univ, Sch Business, Portland, OR 97207 USA.
RP Erdogan, B (reprint author), Portland State Univ, Sch Business, Portland, OR 97207 USA.
EM berrine@sba.pdx.edu
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NR 306
TC 45
Z9 47
U1 19
U2 139
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0149-2063
J9 J MANAGE
JI J. Manag.
PD JUL
PY 2012
VL 38
IS 4
BP 1038
EP 1083
DI 10.1177/0149206311429379
PG 46
WC Business; Psychology, Applied; Management
SC Business & Economics; Psychology
GA 949VI
UT WOS:000304603800005
ER

PT J
AU Liew, J
   Chen, Q
   Hughes, JN
AF Liew, Jeffrey
   Chen, Qi
   Hughes, Jan N.
TI Child effortful control, teacher-student relationships, and achievement
   in academically at-risk children: Additive and interactive effects
SO EARLY CHILDHOOD RESEARCH QUARTERLY
LA English
DT Article
DE Self-regulation; Effortful control; Temperament; Teacher
   characteristics; Teacher-student relationships; Academic achievement;
   Achievement gap
ID SCHOOL ADJUSTMENT; SELF-REGULATION; YOUNG-CHILDREN;
   INDIVIDUAL-DIFFERENCES; INHIBITORY CONTROL; CONDUCT PROBLEMS; CLASSROOM;
   PRESCHOOLERS; SUPPORT; QUALITY
AB The joint contributions of child effortful control (using inhibitory control and task accuracy as behavioral indices) and positive teacher-student relationships at first grade on reading and mathematics achievement at second grade were examined in 761 children who were predominantly from low-income and ethnic minority backgrounds and assessed to be academically at-risk at entry to first grade. Analyses accounted for clustering effects, covariates, baselines of effortful control measures, and prior levels of achievement. Even with such conservative statistical controls, interactive effects were found for task accuracy and positive teacher-student relationships on future achievement. Results suggest that task accuracy served as a protective factor so that children with high task accuracy performed well academically despite not having positive teacher-student relationships. Further, positive teacher-student relationships served as a compensatory factor so that children with low task accuracy performed just as well as those with high task accuracy if they were paired with a positive and supportive teacher. Importantly. results indicate that the influence of positive teacher-student relationships on future achievement was most pronounced for students with low effortful control on tasks that require fine motor skills, accuracy, and attention-related skills. Study results have implications for narrowing achievement disparities for academically at-risk children. (c) 2009 Elsevier Inc. All rights reserved.
C1 [Liew, Jeffrey; Chen, Qi; Hughes, Jan N.] Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
RP Liew, J (reprint author), Texas A&M Univ, Dept Educ Psychol, College Stn, TX 77843 USA.
EM jeffrey.liew@tamu.edu
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NR 92
TC 45
Z9 45
U1 4
U2 22
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 0885-2006
J9 EARLY CHILD RES Q
JI Early Childhood Res. Q.
PD MAR
PY 2010
VL 25
IS 1
BP 51
EP 64
DI 10.1016/j.ecresq.2009.07.005
PG 14
WC Education & Educational Research; Psychology, Developmental
SC Education & Educational Research; Psychology
GA 541PE
UT WOS:000273428300004
ER

PT S
AU Wiseman, AW
AF Wiseman, Alexander W.
BE Luke, A
   Green, J
   Kelly, GJ
TI The Uses of Evidence for Educational Policymaking: Global Contexts and
   International Trends
SO REVIEW OF RESEARCH IN EDUCATION, VOL 34, 2010: WHAT COUNTS AS EVIDENCE
   IN EDUCATIONAL SETTINGS? RETHINKING EQUITY, DIVERSITY, AND REFORM IN THE
   21ST CENTURY
SE Review of Research in Education
LA English
DT Article; Book Chapter
ID NO-CHILD-LEFT; SOCIAL-SCIENCE; PERSPECTIVES; ACHIEVEMENT; GOVERNANCE;
   CULTURE; SYSTEMS; GENDER; DEBATE; GROWTH
C1 Lehigh Univ, Coll Educ, Bethlehem, PA 18015 USA.
RP Wiseman, AW (reprint author), Lehigh Univ, Coll Educ, Bethlehem, PA 18015 USA.
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NR 119
TC 45
Z9 45
U1 4
U2 19
PU SAGE PUBLICATIONS INC
PI NEWBURY PK
PA 2455 TELLER RD, NEWBURY PK, CA 91320 USA
SN 0091-732X
BN 978-1-4129-8191-0
J9 REV RES EDUC
JI Rev. Res. Educ.
PY 2010
VL 34
BP 1
EP 24
DI 10.3102/0091732X09350472
PG 24
WC Education & Educational Research
SC Education & Educational Research
GA BNU88
UT WOS:000275618400002
ER

PT J
AU Schnell, T
AF Schnell, Tatjana
TI The Sources of Meaning and Meaning in Life Questionnaire (SoMe):
   Relations to demographics and well-being
SO JOURNAL OF POSITIVE PSYCHOLOGY
LA English
DT Article
DE meaning in life; meaningfulness; crisis of meaning; purpose in life;
   scale construction; SoMe; existentialism; well-being
AB Shortfalls of widely used measures of meaning in life are described. Their use results in biased correlations and restriction of the complexity inherent in experiences of meaning. To qualify results, the Sources of Meaning and Meaning in Life Questionnaire (SoMe) is employed. It offers separate scales to measure a positive and a negative dimension of meaning: meaningfulness - a fundamental sense of meaning and belonging, and crisis of meaning the evaluation of life as frustratingly empty and lacking meaning. Both intercorrelate moderately (-.38/-.35). Additionally, the SoMe assesses 26 sources of meaning. Based on a representative sample, relationships between meaningfulness, crisis of meaning, and sources of meaning with demographics are reported (Study 1). In Study 2, SoMe scales are correlated with positive (mood, satisfaction with life) and negative (neuroticism, anxiety, depression) indicators of well-being. SEM reveals that meaningfulness predicts positive well-being, but is not predictive of negative well-being. Crisis of meaning is a strong predictor for both positive and negative well-being.
C1 Univ Innsbruck, Inst Psychol Personal & Individual Differences, A-6020 Innsbruck, Austria.
RP Schnell, T (reprint author), Univ Innsbruck, Inst Psychol Personal & Individual Differences, A-6020 Innsbruck, Austria.
EM tatjana.schnell@uibk.ac.at
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NR 94
TC 45
Z9 46
U1 6
U2 27
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1743-9760
J9 J POSIT PSYCHOL
JI J. Posit. Psychol.
PY 2009
VL 4
IS 6
BP 483
EP 499
DI 10.1080/17439760903271074
PG 17
WC Psychology, Multidisciplinary
SC Psychology
GA V17RF
UT WOS:000207953600005
ER

PT J
AU Kuhlemeier, H
   Hemker, B
AF Kuhlemeier, Hans
   Hemker, Bas
TI The impact of computer use at home on students' Internet skills
SO COMPUTERS & EDUCATION
LA English
DT Article
DE teaching/learning strategies; Internet skills; distributed learning
   environments; secondary education; gender studies
ID SCHOOL; TECHNOLOGIES; GENDER; ACCESS; PUPILS; TESTS; ICT
AB This article reports on a study into the impact of students' use of the Internet and the computer at home on digital skills they need for school. The study was conducted in the lower grades of Dutch secondary education (students aged 13-15). More than 2500 students, distributed over 116 classes in 68 schools, participated in the study. Internet and computer skills were measured by means of an objective test. Multilevel analysis was used to examine the impact of home access and use on Internet and computer skills taking into account the effect of students' backgrounds. Students in pre-university education, third-graders and non-minority students appeared to have better Internet skills and a more advantageous home computer use than students in pre-vocational education, first-graders and minority students, respectively. The Internet skills of girls were hardly less developed than those of boys. Home access to e-mail and the extent to which students use the home computer for surfing, e-malling, chatting and text processing were found to be substantially related to Internet and computer skills (taking into account the effect of several background characteristics of the students). (C) 2005 Elsevier Ltd. All rights reserved.
C1 Natl Inst Educ Measurement Cito Arnhem, NL-6801 MG Arnhem, Netherlands.
RP Kuhlemeier, H (reprint author), Natl Inst Educ Measurement Cito Arnhem, POB 1034, NL-6801 MG Arnhem, Netherlands.
EM hans.kuhlemeier@citogroep.nl; bas.hemker@citogroep.nl
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   Meredyth D., 1999, REAL TIME COMPUTERS
   *NAT SCH BOARDS FD, 2004, RES GUID CHILDR US I
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NR 45
TC 45
Z9 45
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U2 15
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD SEP
PY 2007
VL 49
IS 2
BP 460
EP 480
DI 10.1016/j.compedu.2005.10.004
PG 21
WC Computer Science, Interdisciplinary Applications; Education &
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SC Computer Science; Education & Educational Research
GA 186WU
UT WOS:000247810000022
ER

PT B
AU James, D
   Biesta, G
AF James, D
   Biesta, G
TI Improving Learning Cultures in Further Education
SO IMPROVING LEARNING CULTURES IN FURTHER EDUCATION
SE Improving Learning TLRP
LA English
DT Book
ID PROFESSIONALISM; PARTICIPATION; DISPOSITIONS; IDENTITIES; WORKPLACE;
   POLITICS; TEACHER; WORK; FORM
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NR 181
TC 45
Z9 45
U1 0
U2 0
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-94009-9
J9 IMPROV LEARN TLRP
PY 2007
BP 1
EP 201
PG 201
WC Education & Educational Research
SC Education & Educational Research
GA BNV47
UT WOS:000275669500013
ER

PT J
AU Clegg, S
AF Clegg, S
TI Evidence-based practice in educational research: a critical realist
   critique of systematic review
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
ID RELEVANCE; TRIALS; POLICY
C1 Sheffield Hallam Univ, Learning & Teaching Inst, Sheffield S1 1WB, S Yorkshire, England.
RP Clegg, S (reprint author), Sheffield Hallam Univ, Learning & Teaching Inst, City Campus, Sheffield S1 1WB, S Yorkshire, England.
EM s.clegg@shu.ac.uk
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NR 43
TC 45
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PU ROUTLEDGE TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0142-5692
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PD JUL
PY 2005
VL 26
IS 3
BP 415
EP 428
DI 10.1080/01425690500128932
PG 14
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 937NJ
UT WOS:000229931500007
ER

PT B
AU McKenney, S
   Reeves, TC
AF McKenney, S
   Reeves, TC
TI Conducting Educational Design Research
SO CONDUCTING EDUCATIONAL DESIGN RESEARCH
LA English
DT Book
ID LEARNING ENVIRONMENTS; INSTRUCTIONAL-DESIGN; TEACHERS PERSPECTIVES;
   HEALTH-PROMOTION; PEER INSTRUCTION; SCIENCE; TECHNOLOGY; CURRICULUM;
   FRAMEWORK; KNOWLEDGE
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NR 331
TC 44
Z9 44
U1 1
U2 5
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-1-13673-438-0
PY 2012
BP 1
EP 245
PG 245
WC Education & Educational Research
SC Education & Educational Research
GA BBP46
UT WOS:000307813500012
ER

PT J
AU Sleeter, C
AF Sleeter, Christine
TI Equity, democracy, and neoliberal assaults on teacher education
SO TEACHING AND TEACHER EDUCATION
LA English
DT Review
DE Teacher education; Diversity; Democracy; Neoliberalism
ID PRESERVICE TEACHERS; CULTURAL-DIVERSITY; PREPARING TEACHERS;
   AFRICAN-AMERICANS; STUDENT-TEACHERS; PERSPECTIVES; LESSONS; POLICY;
   URBAN; EXPERIENCES
AB Although in the long run, neoliberalism has a track record of undermining equity and democracy, in the short run it has directed attention to education needs that have been inadequately addressed. This article sketches what teacher education in the US can do to advance equity and democracy in five areas: recruitment and admission, early fieldwork, professional coursework, student teaching, and on-going professional development. The article then examines three neoliberal pressures teacher education: (1) away from explicit equity-oriented teacher preparation, and toward preparing teachers as technicians; (2) away from defining teacher quality in terms of professional knowledge, and toward defining it terms testable content knowledge; and (3) toward shortening university-based teacher education or by-passing it altogether. It concludes by emphasizing the importance of collaborating with underserved communities as a way of pushing back against neoliberalism. (C) 2008 Elsevier Ltd. All rights reserved.
C1 Calif State Univ Monterey Bay, Monterey, CA 93940 USA.
RP Sleeter, C (reprint author), Calif State Univ Monterey Bay, 118 1-2 Dunecrest Ave, Monterey, CA 93940 USA.
EM Christine_Sleeter@csumb.edu
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NR 123
TC 44
Z9 44
U1 4
U2 14
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD NOV
PY 2008
VL 24
IS 8
BP 1947
EP 1957
DI 10.1016/j.tate.2008.04.003
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA 358MU
UT WOS:000259922100001
ER

PT J
AU Walshaw, M
   Anthony, G
AF Walshaw, Margaret
   Anthony, Glenda
TI The teacher's role in classroom discourse: A review of recent research
   into mathematics classrooms
SO REVIEW OF EDUCATIONAL RESEARCH
LA English
DT Review
DE discourse processes; mathematics education; qualitative research
ID SOCIOMATHEMATICAL NORMS; STUDENTS; THINKING; ARGUMENTATION;
   CONSTRUCTION; INSTRUCTION; BEHAVIOR; TASKS
AB Current curriculum initiatives ill mathematics call for the development of classroom communities that take communication about mathematics as a central focus. Ill these proposals, mathematical discourse involving explanation, argumentation, and defense of mathematical ideas becomes a defining feature of a quality classroom experience. Ill this article, the authors provide a comprehensive and critical review of what it is that mathematics teachers actually do to deal with classroom discourse. Synthesizing the literature around a number of key themes, the authors critically assess the kinds of human infrastructure that promote mathematical discourse ill the classroom and that allow students to achieve desirable outcomes. From the findings, they conclude with implications for teachers.
C1 [Walshaw, Margaret; Anthony, Glenda] Massey Univ, Coll Educ, Palmerston North, New Zealand.
RP Walshaw, M (reprint author), Massey Univ, Coll Educ, Palmerston North, New Zealand.
EM m.a.valshaw@massey.ac.nz; g.j.anthony@massey.ac.nz
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NR 136
TC 44
Z9 44
U1 2
U2 14
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 SEP
PY 2008
VL 78
IS 3
BP 516
EP 551
DI 10.3102/0034654308320292
PG 36
WC Education & Educational Research
SC Education & Educational Research
GA 355CV
UT WOS:000259687500004
ER

PT J
AU Djelic, ML
   Sahlin-Andersson, K
AF Djelic, Marie-Laure
   Sahlin-Andersson, Kerstin
BE Djelic, ML
   SahlinAndersson, K
TI Introduction: A world of governance: The rise of transnational
   regulation
SO TRANSNATIONAL GOVERNANCE: INSTITUTIONAL DYNAMICS OF REGULATION
LA English
DT Editorial Material; Book Chapter
ID CENTRAL BANK INDEPENDENCE; NATION-STATE; EPISTEMIC COMMUNITIES;
   FINANCIAL-MARKETS; HIGHER-EDUCATION; UNITED-STATES; INTERNATIONAL
   INSTITUTIONS; FORMAL-STRUCTURE; ECONOMIC-GROWTH; POLICY
C1 [Djelic, Marie-Laure] ESSEC Business Sch, Paris, France.
   [Djelic, Marie-Laure; Sahlin-Andersson, Kerstin] Uppsala Univ, Uppsala, Sweden.
RP Djelic, ML (reprint author), ESSEC Business Sch, Paris, France.
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NR 791
TC 44
Z9 45
U1 1
U2 1
PU CAMBRIDGE UNIV PRESS
PI CAMBRIDGE
PA THE PITT BUILDING, TRUMPINGTON ST, CAMBRIDGE CB2 1RP, CAMBS, ENGLAND
BN 978-0-521-84503-8
PY 2006
BP 1
EP +
DI 10.1017/CBO9780511488665.002
D2 10.1017/CBO9780511488665
PG 73
WC Management
SC Business & Economics
GA BYT09
UT WOS:000300097600001
ER

PT J
AU Harris, S
AF Harris, S
TI Rethinking academic identities in neo-liberal times
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
AB This paper considers the impact of neo-liberal modes of governance on the ways in which we make sense of our world, as individuals, as academics and professionals. Traditional notions of academic freedom, autonomy and purpose, which have been central signifiers of academic identity no longer hold and bring into question what we are doing, of our role as academics. It is argued that, on the one hand, there is a shifting of boundaries between institutions, and on the other, an increasing fragmentation and differentiation within institutions. The paper suggests that in redefining our sense of identity as academics it is important to recognize the possibilities and opportunities provided in the current climate in which we work in order to successfully challenge the negative and destructive aspects of neo-liberal modes of governance.
C1 Univ Sheffield, Sch Educ, Sheffield S10 2JA, S Yorkshire, England.
RP Harris, S (reprint author), Univ Sheffield, Sch Educ, 388 Glossop Rd, Sheffield S10 2JA, S Yorkshire, England.
EM s.m.harris@sheffield.ac.uk
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NR 55
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U1 2
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1356-2517
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD OCT
PY 2005
VL 10
IS 4
BP 421
EP 433
DI 10.1080/13562510500238986
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 972TH
UT WOS:000232475600002
ER

PT J
AU Xu, JZ
AF Xu, JZ
TI Purposes for doing homework reported by middle and high school students
SO JOURNAL OF EDUCATIONAL RESEARCH
LA English
DT Article
DE family involvement; gender differences; high school; homework; and
   middle school
ID CROSS-CULTURAL EXAMINATION; PARENTAL INVOLVEMENT; ACHIEVEMENT; FAMILY;
   GENDER; STYLE
AB The author examined purposes for doing homework perceived by 920 students in Grades 5-12. Through an exploratory factor analysis, 8 homework purposes were reduced to 2 factor structures: Intrinsic Reasons and Extrinsic Reasons. Both factors related positively to students' use of homework management strategies. However, only Intrinsic Reasons was related to lower frequency of incomplete homework and to higher self-reported grade. Each factor was further subjected to a 2 x 2 x 2 (Grade x Gender x Homework Help) analysis of variance. Older students and students who did not receive homework help were more likely to disagree that they did homework for extrinisc reasons. The effect of homework help on Intrinsic Reasons was apparent among only the boys.
C1 Mississippi State Univ, Dept Curriculum & Instruct, Mississippi State, MS 39762 USA.
RP Xu, JZ (reprint author), Mississippi State Univ, Dept Curriculum & Instruct, Box 9075, Mississippi State, MS 39762 USA.
EM jx18@colled.msstate.edu
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NR 30
TC 44
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U1 1
U2 6
PU HELDREF PUBLICATIONS
PI WASHINGTON
PA 1319 EIGHTEENTH ST NW, WASHINGTON, DC 20036-1802 USA
SN 0022-0671
J9 J EDUC RES
JI J. Educ. Res.
PD SEP-OCT
PY 2005
VL 99
IS 1
BP 46
EP 55
DI 10.3200/JOER.99.1.46-55
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA 963VK
UT WOS:000231834000004
ER

PT J
AU Kiuhara, SA
   Graham, S
   Hawken, LS
AF Kiuhara, Sharlene A.
   Graham, Steve
   Hawken, Leanne S.
TI Teaching Writing to High School Students: A National Survey
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE writing; composition; teaching; high school
ID INSTRUCTION; METAANALYSIS
AB A random sample of language arts, social studies, and science high school teachers (N = 361; 53% women) from the United States were surveyed about what their students wrote, their use of evidence-based writing practices, the adaptations they made for weaker writers, how they assessed writing, their preparation to teach writing, beliefs about the importance of writing, and judgments about their students' writing capabilities. The findings from this survey raised some concerns about the quality of high school writing instruction. The writing activities they were assigned most frequently by teachers involved little analysis and interpretation, and almost one half of the participating teachers did not assign at least one multiparagraph writing assignment monthly. Although the majority of high school teachers did apply most of the evidence-based practices and adaptations included in the survey, they used these practices infrequently. Most teachers did not believe their college teacher education program adequately prepared them to teach writing. A sizable minority of language arts and social studies teachers indicated that their in-service preparation was inadequate too. For science teachers this was close to 60%.
C1 [Graham, Steve] Vanderbilt Univ, Dept Special Educ, Peabody Coll, Nashville, TN 37029 USA.
   [Kiuhara, Sharlene A.; Hawken, Leanne S.] Univ Utah, Dept Special Educ, Salt Lake City, UT 84112 USA.
RP Graham, S (reprint author), Vanderbilt Univ, Dept Special Educ, Peabody Coll, Box 228, Nashville, TN 37029 USA.
EM steve.graham@vanderbilt.edu
OI Kiuhara, Sharlene A./0000-0003-3541-5495
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NR 32
TC 43
Z9 44
U1 2
U2 11
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD FEB
PY 2009
VL 101
IS 1
BP 136
EP 160
DI 10.1037/a0013097
PG 25
WC Psychology, Educational
SC Psychology
GA 410GP
UT WOS:000263565800009
ER

PT J
AU Fendt, J
   Sachs, W
AF Fendt, Jacqueline
   Sachs, Wladimir
TI Grounded theory method in management research
SO ORGANIZATIONAL RESEARCH METHODS
LA English
DT Article
DE grounded theory method; qualitative inquiry; constructionism;
   pragmatism; doctoral research
ID CRITICAL REALISM
AB The authors discuss the determination of quality in studies using grounded theory method (GTM). They concretely describe some misunderstandings associated with GTM and some malaises experienced with its orthodox application, drawing primarily on their own research experience and supporting their discussion with evidence from other researchers. They then confront their experience with current critical GTM literature and offer some observations of their own. The authors describe how the very strengths of GTM run the risk of being undermined-and thus the quality of such research impaired-by an overly orthodox application of its rigorous objectification procedures. Therefore, they offer some pragmatic remedial suggestions. The authors conclude by calling for the continuing use of GTM in some of its newer forms and by reflecting on the importance of the process surrounding the use of the method, particularly in doctoral research.
C1 [Sachs, Wladimir] ESC Rennes Sch Business, Rennes, France.
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NR 76
TC 43
Z9 43
U1 3
U2 26
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1094-4281
J9 ORGAN RES METHODS
JI Organ. Res. Methods
PD JUL
PY 2008
VL 11
IS 3
BP 430
EP 455
DI 10.1177/1094428106297812
PG 26
WC Psychology, Applied; Management
SC Psychology; Business & Economics
GA 311GO
UT WOS:000256588900002
ER

PT J
AU Beard, C
   Clegg, S
   Smith, K
AF Beard, Colin
   Clegg, Sue
   Smith, Karen
TI Acknowledging the affective in higher education
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID PROGRESS FILES
AB This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under-researched and under-theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses.
C1 Sheffield Hallam Univ, Learning & Teaching Inst, Sheffield S1 1WB, S Yorkshire, England.
RP Smith, K (reprint author), Sheffield Hallam Univ, Learning & Teaching Inst, City Campus,Howard St, Sheffield S1 1WB, S Yorkshire, England.
EM k.smith@shu.ac.uk
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NR 54
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U1 1
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD APR
PY 2007
VL 33
IS 2
BP 235
EP 252
DI 10.1080/01411920701208415
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 164BJ
UT WOS:000246207300007
ER

PT J
AU Richardson, JTE
AF Richardson, John T. E.
TI Investigating the relationship between variations in students'
   perceptions of their academic environment and variations in study
   behaviour in distance education
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID COURSE EXPERIENCE QUESTIONNAIRE; QUALITY; INVENTORY; OUTCOMES; COURSES;
   GENDER
AB Background. Recent research on student learning in higher education has identified clear associations between variations in students' perceptions of their academic environment and variations in their study behaviour.
   Aims. This research investigated a general theoretical model linking students' demographic characteristics, perceptions and study behaviour with measures of outcome and in particular compared four accounts of the casual relationship between perceptions and study behaviour.
   Samples. Study 1 employed data from 1, 123 students taking six courses by distance learning; Study 2 employed data from 2,049 students taking seven courses by distance learning.
   Methods. Path analysis was used to assess the causal relationships among the students' age, gender and prior qualifications, their scores on the Course Experience Questionnaire, their scores on a short version of the Approaches to Studying Inventory or the Revised Approaches to Studying Inventory, their overall marks and their ratings of general satisfaction.
   Results. Both studies yielded evidence for the causal efficacy of all the paths identified in the general theoretical model.
   Conclusions. There exists a bi-directional causal relationship between variations in students' perceptions of their academic environment and variations in their study behaviour.
C1 Open Univ, Inst Educ Technol, Milton Keynes MK7 6AA, Bucks, England.
RP Richardson, JTE (reprint author), Open Univ, Inst Educ Technol, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
EM J.T.E.Richardson@open.ac.uk
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NR 48
TC 43
Z9 43
U1 2
U2 8
PU BRITISH PSYCHOLOGICAL SOC
PI LEICESTER
PA ST ANDREWS HOUSE, 48 PRINCESS RD EAST, LEICESTER LE1 7DR, LEICS, ENGLAND
SN 0007-0998
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD DEC
PY 2006
VL 76
BP 867
EP 893
DI 10.1348/000709905X69690
PN 4
PG 27
WC Psychology, Educational
SC Psychology
GA 115DB
UT WOS:000242713900011
PM 17094890
ER

PT J
AU Edwards, A
   Protheroe, L
AF Edwards, A
   Protheroe, L
TI Learning to see in classrooms: what are student teachers learning about
   teaching and learning while learning to teach in schools?
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
AB Using sociocultural understandings of learning, the authors probe a rationale for training programmes which are extensively school based and involved school-based teacher mentors as supporters of student teachers' learning. They ask what it is that student teachers are learning while in schools and how that learning is supported. Drawing on evidence from a study of 125 student teachers on two training programmes, the authors suggest that student teachers' learning is heavily situated and that students are not acquiring ways of interpreting learners that are easily transferable, but they are learning about curriculum delivery. It also seems that there is a participatory version of training which is not underpinned by an understanding of the implications of learning through participation and which, as a consequence, does not make the most of the strengths of mentors.
C1 Univ Birmingham, Sch Educ, Ctr Sociocultural & Act Theory Res, Birmingham B15 2TT, W Midlands, England.
RP Edwards, A (reprint author), Univ Birmingham, Sch Educ, Ctr Sociocultural & Act Theory Res, Birmingham B15 2TT, W Midlands, England.
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NR 46
TC 43
Z9 44
U1 2
U2 7
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 APR
PY 2003
VL 29
IS 2
BP 227
EP 242
DI 10.1080/0141192032000060957
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 677BQ
UT WOS:000182787400007
ER

PT J
AU Levay, C
   Waks, C
AF Levay, Charlotta
   Waks, Caroline
TI Professions and the Pursuit of Transparency in Healthcare: Two Cases of
   Soft Autonomy
SO ORGANIZATION STUDIES
LA English
DT Article
DE audit society; healthcare services; professions; soft autonomy; soft
   bureaucracy; soft regulation; transparency
ID GOVERNANCE; MANAGEMENT; TYRANNY; DOCTORS
AB Contemporary professions are increasingly challenged to open up to scrutiny from the outside. Earlier research is focused on two main types of responses and consequences: colonization by a managerial logic of self-monitoring and decoupling of auditing and professional practice. his paper describes a different type of response which implies that professionals get actively involved in monitoring their own activities, without losing their professional autonomy. Two cases from Swedish healthcare were investigated: accreditation at a hospital laboratory and the national quality registries. In both cases, professional involvement took the form of translation and negotiation in expert networks, restrained by a certain resistance towards external monitoring, but driven by an interest in legitimizing and developing professional work. he resulting situation is characterized as a 'soft autonomy' which combines professional internalization of originally non-professional auditing ideas with maintained professional control over evaluation criteria.
C1 [Levay, Charlotta] Lund Univ, Dept Business Adm, SE-22007 Lund, Sweden.
   [Waks, Caroline] Uppsala Univ, Dept Business Studies, SE-75120 Uppsala, Sweden.
RP Levay, C (reprint author), Lund Univ, Dept Business Adm, POB 7080, SE-22007 Lund, Sweden.
EM charlotta.levay@fek.lu.se; caroline.waks@fek.uu.se
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NR 57
TC 42
Z9 42
U1 3
U2 30
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0170-8406
EI 1741-3044
J9 ORGAN STUD
JI Organ. Stud.
PD MAY
PY 2009
VL 30
IS 5
BP 509
EP 527
DI 10.1177/0170840609104396
PG 19
WC Management
SC Business & Economics
GA 449XA
UT WOS:000266362800003
ER

PT B
AU Felstead, A
   Fuller, A
   Jewson, N
   Unwin, L
AF Felstead, A
   Fuller, A
   Jewson, N
   Unwin, L
TI Improving Working as Learning
SO IMPROVING WORKING AS LEARNING
SE Improving Learning TLRP
LA English
DT Book
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NR 296
TC 42
Z9 42
U1 0
U2 0
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-87795-1
J9 IMPROV LEARN TLRP
PY 2009
BP 1
EP 231
PG 231
WC Education & Educational Research
SC Education & Educational Research
GA BNQ75
UT WOS:000275266500010
ER

PT B
AU Ivanic, R
   Edwards, R
   Barton, D
   MartinJones, M
   Fowler, Z
   Hughes, B
   Mannion, G
   Miller, K
   Satchwell, C
   Smith, J
AF Ivanic, R
   Edwards, R
   Barton, D
   MartinJones, M
   Fowler, Z
   Hughes, B
   Mannion, G
   Miller, K
   Satchwell, C
   Smith, J
TI Improving Learning in College
SO IMPROVING LEARNING IN COLLEGE: RETHINKING LITERACIES ACROSS THE
   CURRICULUM
SE Improving Learning TLRP
LA English
DT Book
ID EDUCATION
CR ALLWRIGHT R, 2001, RES PRACTICE LANGUAG
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NR 118
TC 42
Z9 42
U1 0
U2 0
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-88142-2
J9 IMPROV LEARN TLRP
PY 2009
BP 1
EP 209
PG 209
WC Education & Educational Research
SC Education & Educational Research
GA BNO85
UT WOS:000275154800013
ER

PT J
AU Lawy, R
   Biesta, G
AF Lawy, R
   Biesta, G
TI Citizenship-as-practice: The educational implications of an inclusive
   and relational understanding of citizenship
SO BRITISH JOURNAL OF EDUCATIONAL STUDIES
LA English
DT Article
DE citizenship; citizenship education; inclusive; relational
AB Over the last few years there has been a renewed interest in questions of citizenship and in particular its relation to young people. This has been allied to an educational discourse where the emphasis has been upon questions concerned with 'outcome' rather than with 'process'- with the curriculum and methods of teaching rather than questions of understanding and learning. This paper seeks to describe and illuminate the linkages within and between these related discourses. It advocates an inclusive and relational view of citizenship-as-practice within a distinctive socio-economic and political, and cultural milieu. Drawing upon some empirical insights from our research we conclude that an appropriate educational programme would respect the claim to citizenship status of everyone in society, including children and young people. It would work together with young people rather than on young people, and recognise that the actual practices of citizenship, and the ways in which these practices transform over time are educationally significant.
C1 Univ Exeter, Sch Educ & Lifelong Learning, Exeter EX4 4QJ, Devon, England.
RP Lawy, R (reprint author), Univ Exeter, Sch Educ & Lifelong Learning, Exeter EX4 4QJ, Devon, England.
EM R.Lawy@exeter.ac.uk
RI Biesta, Gert/C-1318-2010
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NR 53
TC 42
Z9 44
U1 5
U2 25
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0007-1005
J9 BRIT J EDUC STUD
JI Br. J. Educ. Stud.
PD MAR
PY 2006
VL 54
IS 1
BP 34
EP 50
DI 10.1111/j.1467-8527.2006.00335.x
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 015HK
UT WOS:000235542300004
ER

PT J
AU Middleton, A
   Murie, A
   Groves, R
AF Middleton, A
   Murie, A
   Groves, R
TI Social capital and neighbourhoods that work
SO URBAN STUDIES
LA English
DT Article
ID COMMUNITY-DEVELOPMENT
AB The concept of social capital has received increasing attention in recent years from both academics and the policy community. It has come to be widely used in debates about housing and neighbourhoods and figures strongly in discussions of social cohesion, community development and neighbourhood renewal. This paper provides an original discussion of some of the key issues related to these debates. It argues that, although it is widely used, the concept of social capital is poorly defined and much of the discussion is based upon assertion rather than upon evidence. The paper goes on to present the results from original social survey work carried out in Bournville in Birmingham, England, and referring to different parts of the Bournville estate. The results refer to the extent of bonding, bridging and linking social capital and how these relate to the social and economic differences between six neighbourhoods within Bournville. The survey evidence is not consistent with key assertions made in the existing literature in relation to age, poverty and class and the paper concludes by raising important reservations about the use of social capital as an analytical rather than a generic concept.
C1 Univ Cent England, Corp Dev Ctr, Birmingham B42 2SU, W Midlands, England.
   Univ Birmingham, Ctr Urban & Reg Studies, Birmingham B15 2TT, W Midlands, England.
RP Middleton, A (reprint author), Univ Cent England, Corp Dev Ctr, Birmingham B42 2SU, W Midlands, England.
EM alan.middleton@uce.ac.uk; A.S.Murie@bham.ac.uk; R.Groves@bham.ac.uk
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NR 38
TC 42
Z9 42
U1 3
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0042-0980
J9 URBAN STUD
JI Urban Stud.
PD SEP
PY 2005
VL 42
IS 10
BP 1711
EP 1738
DI 10.1080/00420980500231589
PG 28
WC Environmental Studies; Urban Studies
SC Environmental Sciences & Ecology; Urban Studies
GA 958UQ
UT WOS:000231474100003
ER

PT J
AU Belsky, J
   Booth-LaForce, CL
   Bradley, R
   Brownell, CA
   Campbell, SB
   Clarke-Stewart, KA
   Cox, M
   Friedman, SL
   Hirsh-Pasck, K
   Houts, RM
   Huston, A
   Jaeger, E
   Johnson, DJ
   Kelly, JF
   Knoke, B
   Marshall, N
   McCartney, K
   Morrison, FJ
   O'Brien, M
   Owen, MT
   Payne, C
   Phillips, D
   Pianta, R
   Randolph, SM
   Robeson, WW
   Spieker, S
   Vandell, DL
   Weinraub, M
AF Belsky, J
   Booth-LaForce, CL
   Bradley, R
   Brownell, CA
   Campbell, SB
   Clarke-Stewart, KA
   Cox, M
   Friedman, SL
   Hirsh-Pasck, K
   Houts, RM
   Huston, A
   Jaeger, E
   Johnson, DJ
   Kelly, JF
   Knoke, B
   Marshall, N
   McCartney, K
   Morrison, FJ
   O'Brien, M
   Owen, MT
   Payne, C
   Phillips, D
   Pianta, R
   Randolph, SM
   Robeson, WW
   Spieker, S
   Vandell, DL
   Weinraub, M
CA NICHD Early Child Care Res Network
TI Does class size in first grade relate to children's academic and social
   performance or observed classroom processes?
SO DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
ID TENNESSEE; TEACHERS; SCHOOLS
AB This study evaluated the extent to which first-grade class size predicted child outcomes and observed classroom processes for 651 children (in separate classrooms). Analyses examined observed child-adult ratios and teacher-reported class sizes. Smaller classrooms showed higher quality instructional and emotional support, although children were somewhat less likely to be engaged. Teachers in smaller classes rated typical children in those classes as more socially skilled and as showing less externalizing behavior and reported more closeness toward them. Children in smaller classes performed better on literacy skills. Larger classrooms showed more group activities directed by the teacher, teachers and children interacted more often, and children were more often engaged. Lower class sizes were not of more benefit (or harm) as a function of the child's family income. First-grade class size in the range typical of present-day classrooms in the United States predicts classroom social and instructional processes as well as relative changes in social and literacy outcomes from kindergarten to first grade.
C1 NICHD, Early Child Care Res Network, Ctr Res Mothers & Children, Rockville, MD 20852 USA.
RP Belsky, J (reprint author), NICHD, Early Child Care Res Network, Ctr Res Mothers & Children, 6100 Execut Blvd,4B05, Rockville, MD 20852 USA.
RI Marshall, Nancy/C-3428-2012; 
OI Belsky, Jay/0000-0003-2191-2503
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NR 36
TC 42
Z9 42
U1 0
U2 9
PU AMER PSYCHOLOGICAL ASSOC
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0012-1649
J9 DEV PSYCHOL
JI Dev. Psychol.
PD SEP
PY 2004
VL 40
IS 5
BP 651
EP 664
DI 10.1037/0012-1649.40.5.651
PG 14
WC Psychology, Developmental
SC Psychology
GA 848QX
UT WOS:000223483300001
ER

PT J
AU van Ewijk, R
   Sleegers, P
AF van Ewijk, Reyn
   Sleegers, Peter
TI The effect of peer socioeconomic status on student achievement: A
   meta-analysis
SO EDUCATIONAL RESEARCH REVIEW
LA English
DT Review
DE Meta-analysis; Social class; Academic achievement; Compositional effect
ID RANDOM-EFFECTS MODELS; ACADEMIC-ACHIEVEMENT; SCHOOL-ACHIEVEMENT;
   PUBLIC-SCHOOLS; CLASS SIZE; SEGREGATION; IMPACT; MATTER; TEACHERS;
   OUTCOMES
AB Previous studies on the effects on students' test scores of their peers' socioeconomic status (SES) reported varying results. A meta-regression analysis including 30 studies on the topic shows that the compositional effect that researchers find is strongly related to how they measure SES and to their model choice. If they measure SES dichotomously (e.g. free lunch eligibility) or include several average SES-variables in one model, they find smaller effects than when using a composite that captures several SES-dimensions. Composition measured at cohort/school level is associated with smaller effects than composition measured at class level. Researchers estimating compositional effects without controlling for prior achievement or not taking into account the potential for omitted variables bias, risk overestimating the effect. Correcting for a large set of not well-thought-over covariates may lead to an underestimation of the compositional effect, by artificially explaining away the effect. Little evidence was found that effect sizes differ with sample characteristics such as test type (language vs. math) and country. Estimates for a hypothetical study, making a number of "ideal" choices, suggest that peer SES may be an important determinant of academic achievement. (C) 2010 Elsevier Ltd. All rights reserved.
C1 [van Ewijk, Reyn] Univ Amsterdam, Amsterdam Sch Econ, TIER, NL-1090 GE Amsterdam, Netherlands.
   [Sleegers, Peter] Univ Twente, Dept Educ Org & Management, NL-7500 AE Enschede, Netherlands.
RP van Ewijk, R (reprint author), Univ Amsterdam, Amsterdam Sch Econ, TIER, POB 94208, NL-1090 GE Amsterdam, Netherlands.
EM R.vanewijk@uva.nl
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NR 66
TC 41
Z9 41
U1 9
U2 36
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1747-938X
J9 EDUC RES REV-NETH
JI Educ. Res. Rev.
PY 2010
VL 5
IS 2
BP 134
EP 150
DI 10.1016/j.edurev.2010.02.001
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 687UK
UT WOS:000284803200002
ER

PT J
AU Harris, A
   Goodall, J
AF Harris, Alma
   Goodall, Janet
TI Do parents know they matter? Engaging all parents in learning
SO EDUCATIONAL RESEARCH
LA English
DT Article
DE parental engagement; parental involvement; raising achievement; school
   improvement; home school partnerships; hard to reach parents
ID STUDENT-ACHIEVEMENT; CHILDRENS EDUCATION; INVOLVEMENT; DIMENSIONS;
   SCHOOLS; FAMILY
AB Back,round: This paper outlines the findings from a research project carried out in the UK that explored the relationship between parental engagement and Student achievement.
   Purpose. The 12-month research project was commissioned to explore the relationship between innovative work with parents and the Subsequent impact upon Student achievement. A main aim of the research project Was to capture the views and voices of parents. Students and teachers and to explore the barriers to parental engagement and the respective benefits to learning.
   Programme description: The Study was qualitative in design and collected in-depth case-study data from 20 schools and 314 respondents. In addition a range of documentary evidence Plus performance data were collected at each case-study site.
   Sample: A sample of schools ill England was selected oil two main criteria: firstly, the type of development. and secondly. the particular focus of parental engagement. Schools in the sample were selected to ensure that there was a broad geographical spread and a mix Of urban and rural schools. Other factors were also taken into account to ensure a diverse range of schools (e.g. number on roll, socio-economic status (SES) and black minority ethnic (BME) percentages).
   Design and method: Case-study methodology was used as the prime method of data collection ill the Study. In addition. school data sets relating to Student performance. behaviour and attendance were analysed. These data sets allowed patterns and trends to be identified. This analysis formed the basis of the more detailed interrogation of the case-study evidence at each of the 20 sites.
   Results: The research findings highlight a number of barriers facing certain parents in supporting their children's learning. It is clear that powerful social and economic factors still prevent many parents from fully participating in schooling. The research showed that schools rather than parents are often 'hard to reach'. The research also found that while parents, teachers and pupils tend to agree that parental engagement is a 'good thing'. they also hold very different views about the purpose of engaging parents. It is also clear that there is a major difference between involving parents in schooling and engaging parents in learning. While involving parents in school activities has all important social and community function, it is only the engagement of parents in learning ill the home that is most likely to result in a positive difference to learning outcomes.
   Conclusions: Parental engagement in children's learning hi the home makes the greatest difference to student achievement. Most schools are involving parents in school-based l activities in a variety of ways but the evidence shows but this has little, if any, impact on subsequent learning and achievement of young people.
C1 [Harris, Alma] London Ctr Leadership Learning, Inst Educ, London, England.
   [Goodall, Janet] Univ Warwick, Inst Educ, Coventry CV4 7AL, W Midlands, England.
RP Harris, A (reprint author), London Ctr Leadership Learning, Inst Educ, London, England.
EM a.harris@ioe.ac.uk
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NR 40
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U1 11
U2 45
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0013-1881
J9 EDUC RES-UK
JI Educ. Res.
PD SEP
PY 2008
VL 50
IS 3
BP 277
EP 289
DI 10.1080/00131880802309424
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 360GL
UT WOS:000260045900006
ER

PT J
AU Crozier, G
   Davies, J
AF Crozier, Gill
   Davies, Jane
TI Hard to reach parents or hard to reach schools? A discussion of
   home-school relations, with particular reference to Bangladeshi and
   Pakistani parents
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID EDUCATION; POWERFUL
AB In the authors' research with Pakistani and Bangladeshi heritage parents, some teachers, head teachers and other educational professionals referred to the South Asian parents as 'hard to reach'. Whilst it was clear from the parents that they were not very, and in some cases not at all, involved in their children's schools and knew little about the education system or what their children were doing in school, it was also very apparent that the parents were not 'difficult', 'obstructive', or 'indifferent'-the kind of behaviour 'hard to reach' implies. The article therefore considers that rather than parents being 'hard to reach', it is frequently the schools themselves that inhibit accessibility for certain parents. The authors challenge the cultural interference model, arguing that it is incorrect and pathologises parents. The article arises out of a two-year, Economic and Social Research Council funded, qualitative study of Bangladeshi and Pakistani heritage families and schools, in the north-east of England.
C1 Univ Sunderland, Sch Educ & Lifelong Learning, Sunderland SR1 3SD, England.
RP Crozier, G (reprint author), Univ Sunderland, Sch Educ & Lifelong Learning, Forster Bldg,Chester Bldg, Sunderland SR1 3SD, England.
EM gill.crozier@sunderland.ac.uk
CR Crozier G, 2006, SOCIOL REV, V54, P678, DOI 10.1111/j.1467-954X.2006.00666.x
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NR 44
TC 41
Z9 41
U1 3
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD JUN
PY 2007
VL 33
IS 3
BP 295
EP 313
DI 10.1080/01411920701243578
PG 19
WC Education & Educational Research
SC Education & Educational Research
GA 171YH
UT WOS:000246770800002
ER

PT J
AU Xu, JZ
AF Xu, Jianzhong
TI Models of Secondary School Students' Interest in Homework: A Multilevel
   Analysis
SO AMERICAN EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
DE hierarchical modeling; student behavior/attitude; motivation; studying
ID CROSS-CULTURAL EXAMINATION; PARENTS INVOLVEMENT; MOTIVATIONAL MODEL;
   SELF-DETERMINATION; MANAGEMENT SCALE; ACHIEVEMENT; MIDDLE; TEACHERS;
   MATHEMATICS; LADDISHNESS
AB This aim of this study was to test empirical models of variables posited to predict homework interest at the secondary school level. Student- and class-level predictors of homework interest were analyzed in a survey of 1,046 8th graders from 63 classes and of 849 11th graders from 48 classes. Most of the variance in homework interest occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework interest was positively associated with affective attitude toward homework, motivational orientation toward homework, student initiative in monitoring homework motivation, teacher feedback, and self-reported grade. Girls reported statistically significant higher scores in homework interest than did boys.
C1 Mississippi State Univ, Dept Leadership & Fdn, Mississippi State, MS 39762 USA.
RP Xu, JZ (reprint author), Mississippi State Univ, Dept Leadership & Fdn, POB 6037, Mississippi State, MS 39762 USA.
EM jx18@colled.msstate.edu
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NR 96
TC 40
Z9 40
U1 6
U2 18
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0002-8312
J9 AM EDUC RES J
JI Am. Educ. Res. J.
PD DEC
PY 2008
VL 45
IS 4
BP 1180
EP 1205
DI 10.3102/0002831208323276
PG 26
WC Education & Educational Research
SC Education & Educational Research
GA 384SI
UT WOS:000261764100012
ER

PT J
AU Crozier, G
   Reay, D
   James, D
   Jamieson, F
   Beedell, P
   Hollingworth, S
   Williams, K
AF Crozier, Gill
   Reay, Diane
   James, David
   Jamieson, Fiona
   Beedell, Phoebe
   Hollingworth, Sumi
   Williams, Katya
TI White middle-class parents, identities, educational choice and the urban
   comprehensive school: dilemmas, ambivalence and moral ambiguity
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
DE whiteness; middle-class; identity; school choice; class-fractions
AB At a time when the public sector and state education (in the United Kingdom) is under threat from the encroaching marketisation policy and private finance initiatives, our research reveals white middle-class parents who in spite of having the financial opportunity to turn their backs on the state system are choosing to assert their commitment to the urban state-run comprehensive school. Our analysis examines the processes of 'thinking and acting otherwise', and demonstrates the nature of the commitment the parents make to the local comprehensive school. However, it also shows the parents' perceptions of the risk involved and their anxieties that these give rise to. The middle-class parents are thus caught in a web of moral ambiguity, dilemmas and ambivalence, trying to perform 'the good/ethical self' while ensuring the 'best' for their children.
C1 [Crozier, Gill; Jamieson, Fiona] Univ Sunderland, Sch Educ & Lifelong Learning, Sunderland SR2 7EE, Durham, England.
   [Reay, Diane] Univ Cambridge, Cambridge, England.
   [James, David; Beedell, Phoebe] Univ W England, Bristol BS16 1QY, Avon, England.
   [Hollingworth, Sumi; Williams, Katya] London Metropolitan Univ, London, England.
RP Crozier, G (reprint author), Univ Sunderland, Sch Educ & Lifelong Learning, Sunderland SR2 7EE, Durham, England.
EM gill.crozier@sunderland.ac.uk
OI Reay, Diane/0000-0003-0259-1935
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NR 24
TC 40
Z9 40
U1 2
U2 19
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0142-5692
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PY 2008
VL 29
IS 3
BP 261
EP 272
DI 10.1080/01425690801966295
PG 12
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 298KW
UT WOS:000255687600002
ER

PT J
AU Ginns, P
   Prosser, M
   Barrie, S
AF Ginns, Paul
   Prosser, Michael
   Barrie, Simon
TI Students' perceptions of teaching quality in higher education: the
   perspective of currently enrolled students
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
ID COURSE EXPERIENCE QUESTIONNAIRE; INTERRATER AGREEMENT; DISTANCE
   EDUCATION; ACADEMIC QUALITY; RELIABILITY; OUTCOMES
AB The psychometric properties of a version of the Course Experience Questionnaire revised for students currently enrolled at the University of Sydney, the Student Course Experience Questionnaire (SCEQ), were assessed, gathering students' perceptions on a number of scales, including Good Teaching, Clear Goals and Standards, Appropriate Assessment, Appropriate Workload, and an outcome scale measuring Generic Skills development. Confirmatory factor analyses supported the hypothesised factor structure, and estimates of inter-rater agreement on SCEQ scales indicated student ratings of degrees can be meaningfully aggregated up to the faculty level. The authors discuss the SCEQ's usage as an integral part of a broader quality assurance programme at the University of Sydney, including benchmarking relationships with other universities.
C1 Univ Sydney, Inst Teaching & Learning, Sydney, NSW 2006, Australia.
   Univ Hong Kong, Hong Kong, Hong Kong, Peoples R China.
RP Ginns, P (reprint author), Univ Sydney, Inst Teaching & Learning, 3rd Floor Carslaw Bldg F07, Sydney, NSW 2006, Australia.
EM p.ginns@itl.usyd.edu.au
RI Prosser, Michael/A-6265-2009
OI Prosser, Michael/0000-0002-4974-7776
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NR 38
TC 40
Z9 43
U1 4
U2 19
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0307-5079
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2007
VL 32
IS 5
BP 603
EP 615
DI 10.1080/03075070701573773
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 211BE
UT WOS:000249498500004
ER

PT J
AU Opdenakker, MC
   Van Damme, J
AF Opdenakker, MC
   Van Damme, J
TI Teacher characteristics and teaching styles as effectiveness enhancing
   factors of classroom practice
SO TEACHING AND TEACHER EDUCATION
LA English
DT Article
DE teaching style; classroom practice; multilevel analysis
ID MATHEMATICS ACHIEVEMENT; SCHOOL CLIMATE; EDUCATION; STUDENTS;
   PERCEPTIONS; BELIEFS; SEARCH; MODELS; GRADE
AB This study examined effects of teacher characteristics (gender, teacher education and certification, class management skills and job satisfaction) and teaching styles on indicators of good classroom practice in mathematics classes in secondary education by means of multilevel analysis. The study reveals that the presence of effective classroom practices can be explained by a learner-centered teaching style and by good class management skills. Furthermore, it was found that teachers with a high level of job satisfaction give more instructional support to their classes, especially to classes from a low-ability range, than teachers with a low level of job satisfaction. (c) 2005 Elsevier Ltd. All rights reserved.
C1 Catholic Univ Louvain, Ctr Educ Effectiveness & Evaluat, Dept Educ Sci, B-3000 Louvain, Belgium.
   Univ Groningen, Dept Educ Sci, NL-9700 AB Groningen, Netherlands.
RP Opdenakker, MC (reprint author), Catholic Univ Louvain, Ctr Educ Effectiveness & Evaluat, Dept Educ Sci, Dekenstr 2, B-3000 Louvain, Belgium.
EM marie-christine.opdenakker@ped.kuleuven.be
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NR 85
TC 40
Z9 42
U1 5
U2 44
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD JAN
PY 2006
VL 22
IS 1
BP 1
EP 21
DI 10.1016/j.tate.2005.07.008
PG 21
WC Education & Educational Research
SC Education & Educational Research
GA 991AW
UT WOS:000233785500001
ER

PT J
AU Vanderlinde, R
   van Braak, J
AF Vanderlinde, Ruben
   van Braak, Johan
TI The gap between educational research and practice: views of teachers,
   school leaders, intermediaries and researchers
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
AB The relation between educational research and practice is a growing point of interest and has produced numerous lively debates. Although many reports and position papers have been published on this topic, little empirical data are available. The aim of this study is to explore the gap between educational research and practice and to assess the views of different key actors. After reviewing the literature, focus group interviews were organised with teachers, school leaders, researchers, and intermediaries. Questionnaire data were obtained from educational research professors in Flanders. Results indicate that the gap between educational research and practice should be approached as a complex and differentiated phenomenon. All participants agreed that more cooperation between researchers and practitioners is necessary. This could be achieved by establishing 'professional learning communities' or by promoting a 'design-based research' model.
C1 [Vanderlinde, Ruben; van Braak, Johan] Univ Ghent, Dept Educ Studies, B-9000 Ghent, Belgium.
RP Vanderlinde, R (reprint author), Univ Ghent, Dept Educ Studies, Henri Dunantlaan 2, B-9000 Ghent, Belgium.
EM ruben.vanderlinde@ugent.be
RI van Braak, Johan/B-9824-2011
OI van Braak, Johan/0000-0002-6989-7886
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NR 67
TC 39
Z9 41
U1 4
U2 22
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2010
VL 36
IS 2
BP 299
EP 316
AR PII 911460359
DI 10.1080/01411920902919257
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 572NL
UT WOS:000275839600007
ER

PT J
AU Campbell, M
   Gibson, W
   Hall, A
   Richards, D
   Callery, P
AF Campbell, Malcolm
   Gibson, Will
   Hall, Andy
   Richards, David
   Callery, Peter
TI Online vs. face-to-face discussion in a web-based research methods
   course for postgraduate nursing students: A quasi-experimental study
SO INTERNATIONAL JOURNAL OF NURSING STUDIES
LA English
DT Article
DE nurse education; teaching methods; online learning; comparative study
ID PERSPECTIVES; IMPACT
AB Background: Web-based technologies are increasingly being used to create modes of online learning for nurses but their effect has not been assessed in nurse education.
   Objectives: Assess whether participation in face-to-face discussion seminars or online asynchronous discussion groups had different effects on educational attainment in a web-based course.
   Design: Non-randomised or quasi-experimental design with two groups-students choosing to have face-to-face discussion seminars and students choosing to have online discussions.
   Setting: The Core Methods module, of a postgraduate research methods course.
   Participants: All 114 students participating in the first 2yr during which the course teaching material was delivered online.
   Outcome: Assignment mark for Core Methods course module.
   Methods: Background details of the students, their choices of modules and assignment marks were collected as part of the routine course administration. Students' online activities were identified using the student tracking facility within WebCT. Regression models were fitted to explore the association between available explanatory variables and assignment mark.
   Results: Students choosing online discussions had a higher Core Methods assignment mark (mean 60.8/100) than students choosing face-to-face discussions (54.4); the difference was statistically significant (t = 3.13, df = 102, p = 0.002), although this ignores confounding variables. Among online discussion students, assignment mark was significantly correlated with the numbers of discussion messages read (Kendall's tau(b) = 0.22, p = 0.050) and posted (Kendall's tau(b) = 0.27,p = 0.017); among face-to-face discussion students, it was significantly associated with the number of non-discussion hits in WebCT (Kendall's tau(b) = 0. 19, p = 0.036). In regression analysis, choice of discussion method, whether an M.Phil./Ph.D. student, number of non-discussion hits in WebCT, number of online discussion messages read and number posted were associated with assignment mark at the 5% level of significance when taken singly; in combination, only whether an M.Phil./Ph.D. student (p = 0.024) and number of non-discussion hits (p = 0.045) retained significance.
   Conclusions: This study demonstrates that a research methods course can be delivered to postgraduate healthcare students at least as successfully by an entirely online method in which students participate in online discussion as by a blended method in which students accessing web-based teaching material attend face-to-face seminar discussions. Increased online activity was associated with higher assignment marks. The study highlights new opportunities for educational research that arise from the use of virtual learning environments that routinely record the activities of learners and tutors. (C) 2006 Elsevier Ltd. All rights reserved.
C1 [Campbell, Malcolm; Hall, Andy; Callery, Peter] Univ Manchester, Sch Nursing Midwifery & Social Work, Manchester M13 9PL, England.
   [Richards, David] Univ York, Dept Hlth Sci, York YO10 5DD, N Yorkshire, England.
RP Campbell, M (reprint author), Univ Manchester, Sch Nursing Midwifery & Social Work, Oxford Rd, Manchester M13 9PL, England.
EM Malcolm.Campbell@manchester.ac.uk
RI Campbell, Malcolm/D-3925-2011; Richards, David/B-4807-2009; Callery,
   Peter/F-2203-2010
OI Campbell, Malcolm/0000-0002-6125-5731; Richards,
   David/0000-0002-8821-5027; Callery, Peter/0000-0002-9082-8084
CR Trigwell K, 1999, HIGH EDUC, V37, P57, DOI 10.1023/A:1003548313194
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NR 23
TC 39
Z9 39
U1 1
U2 17
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0020-7489
J9 INT J NURS STUD
JI Int. J. Nurs. Stud.
PD MAY
PY 2008
VL 45
IS 5
BP 750
EP 759
DI 10.1016/j.ijnurstu.2006.12.011
PG 10
WC Nursing
SC Nursing
GA 318LJ
UT WOS:000257092900010
PM 17306272
ER

PT J
AU Hunter, B
   Segrott, J
AF Hunter, Billie
   Segrott, Jeremy
TI Re-mapping client journeys and professional identities: A review of the
   literature on clinical pathways
SO INTERNATIONAL JOURNAL OF NURSING STUDIES
LA English
DT Review
DE clinical pathways; evidence-based practice; professional identity;
   documentation
ID INTEGRATED CARE PATHWAYS; PRACTICE GUIDELINES; EMOTION WORK; MEDICINE;
   QUALITY; IMPROVE; NHS; MIDWIFERY
AB Objectives: To explore the growing use of clinical pathways by nurses and midwives, their impact on client care, and the potential consequences of widespread pathway utilisation for the professional identity and knowledge base of nursing and midwifery.
   Methods: A keyword search was performed within CINAHL and PubMed for the period 1995 - 2006 to identify relevant material, and article bibliographies were examined to identify relevance references. Thirty-nine publications were selected for inclusion in the analysis on the basis that they offered the most original account of the development of pathways or their effectiveness, or because they provided useful theoretical concepts. A thematic analysis of the selected articles was undertaken.
   Results: The review identified four main themes: the multiple aims of clinical pathways; the process of initial development; pathway implementation in practice, and the impacts of pathways on client care, professional identities, and the nature of written documentation. Clinical pathways have multiple aims, including standardising practice, levering external evidence into local health care work, and improving interprofessional co-ordination. The review found limited evidence of pathways' impact on client care, but the existing research suggests that they may be most suitable for predictable, routinised surgical procedures. Key concepts, such as variance and audit were found to be poorly defined. Clinical pathways appear to achieve many of their effects at the development stage and the reshaping of professional interactions.
   Conclusions: Given their widespread adoption and valorisation as tools of evidence-based practice, the dearth of evidence for clinical pathways should raise concerns. Clinical pathways may have significant impacts on nursing and midwifery as professions, both through redrawing professional identities and boundaries, and transforming the ways in which nurses and midwives document care. The impact of standardised pathways on professional ideologies which emphasise individualised care, and clinical autonomy will require long-term programmes of research.(c) 2007 Elsevier Ltd. All rights reserved.
C1 [Hunter, Billie; Segrott, Jeremy] Swansea Univ, Sch Hlth Sci, Swansea SA2 8PP, W Glam, Wales.
RP Hunter, B (reprint author), Swansea Univ, Sch Hlth Sci, Singleton Pk, Swansea SA2 8PP, W Glam, Wales.
EM b.j.hunter@swansea.ae.uk
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NR 61
TC 39
Z9 41
U1 4
U2 18
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0020-7489
J9 INT J NURS STUD
JI Int. J. Nurs. Stud.
PD APR
PY 2008
VL 45
IS 4
BP 608
EP 625
DI 10.1016/j.ijnurstu.2007.04.001
PG 18
WC Nursing
SC Nursing
GA 292KW
UT WOS:000255265900015
PM 17524406
ER

PT J
AU Pryor, J
   Crossouard, B
AF Pryor, John
   Crossouard, Barbara
TI A socio-cultural theorisation of formative assessment
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article
ID SYSTEMS; CLASSROOM
AB Formative assessment has attracted increasing attention from both practitioners and scholars over the last decade. This paper draws on the authors' empirical research conducted over eleven years in educational situations ranging from infant schools to postgraduate education to propose a theorisation of formative assessment. Formative assessment is seen as taking place when teachers and learners seek to respond to student work, making judgements about what is good learning with a view to improving that learning. However, the theorisation emphasises formative assessment as being a discursive social practice, involving dialectical, sometimes conflictual, processes. These bring into play issues of power in which learners' and teachers' identities are implicated and what counts as legitimate knowledge is framed by institutional discourses and summative assessment demands. The paper argues that, rather than only paying attention to the content of learning, an ambition for formative assessment might be to deconstruct these contextual issues, allowing a critical consideration of learning as a wider process of becoming. The article suggests a model that might be useful to teachers and learners in achieving this.
C1 [Pryor, John] Univ Sussex, Sch Educ, Brighton BN1 9QQ, E Sussex, England.
RP Pryor, J (reprint author), Univ Sussex, Sch Educ, Brighton BN1 9QQ, E Sussex, England.
EM j.b.pryor@sussex.ac.uk
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NR 57
TC 39
Z9 40
U1 2
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-4985
EI 1465-3915
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PY 2008
VL 34
IS 1
BP 1
EP 20
DI 10.1080/03054980701476386
PG 20
WC Education & Educational Research
SC Education & Educational Research
GA 252OY
UT WOS:000252457000001
ER

PT J
AU Howe, C
   Tolmie, A
   Thurston, A
   Topping, K
   Christie, D
   Livingston, K
   Jessiman, E
   Donaldson, C
AF Howe, Christine
   Tolmie, Andy
   Thurston, Allen
   Topping, Keith
   Christie, Donald
   Livingston, Kay
   Jessiman, Emma
   Donaldson, Caroline
TI Group work in elementary science: Towards organisational principles for
   supporting pupil learning
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE science education; group work; classroom dialogue; primary school pupils
ID PEER COLLABORATION; KNOWLEDGE; INTERVENTION; ACQUISITION; CLASSROOMS;
   TEACHERS; CHILDREN
AB Group work has been promoted in many countries as a key component of elementary science. However, little guidance is given as to how group work should be organised, and because previous research has seldom been conducted in authentic classrooms, its message is merely indicative. A study is reported, which attempts to address these limitations. Twenty-four classes of 10-12-year-old pupils engaged in programmes of teaching on evaporation and condensation, and force and motion. Both programmes were delivered by classroom teachers, and made extensive use of group work. Pupil understanding progressed from pre-tests prior to the programmes to post-tests afterwards, and results suggest that group work played a critical role. Organisational principles are extrapolated from the findings, which could be readily adopted in classrooms. (c) 2007 Elsevier Ltd. All rights reserved.
C1 [Howe, Christine] Univ Cambridge, Fac Educ, Cambridge CB2 8PQ, England.
   [Tolmie, Andy] Univ London, London, England.
   [Thurston, Allen; Topping, Keith; Jessiman, Emma; Donaldson, Caroline] Univ Dundee, Dundee, Scotland.
   [Christie, Donald] Univ Strathclyde, Glasgow, Lanark, Scotland.
   [Livingston, Kay] Univ Aberdeen, Aberdeen, Scotland.
RP Howe, C (reprint author), Univ Cambridge, Fac Educ, 184 Hills Rd, Cambridge CB2 8PQ, England.
EM cjh82@cam.ac.uk
RI Tolmie, Andrew/H-1338-2012
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NR 56
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U1 4
U2 20
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
J9 LEARN INSTR
JI Learn Instr.
PD OCT
PY 2007
VL 17
IS 5
BP 549
EP 563
DI 10.1016/j.learninstruc.2007.09.004
PG 15
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 244VH
UT WOS:000251892900006
ER

PT J
AU Vincent, C
   Ball, SJ
   Kemp, S
AF Vincent, C
   Ball, SJ
   Kemp, S
TI The social geography of childcare: making up a middle-class child
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
ID SERVICE CLASS; GENTRIFICATION; LONDON
AB Childcare is a condensate of disparate social forces and social processes. It is gendered and classed. It is subject to an excess of policy and political discourse. It is increasingly a focus for commercial exploitation. This is a paper reporting on work in progress in an ESRC funded research project (R000239232) on the choice and provision of pre-school childcare by middle-class (service class) families in two contrasting London locations. Drawing on recent work in class analysis the paper examines the relationships between childcare choice, middle-class fractions and locality. It suggests that on the evidence of the findings to date, there is some evidence of systematic differences between fractions in terms of values, perspectives and preferences for childcare, but a more powerful case for intra-class similarities, particularly when it comes to putting preferences into practice in the 'making up of a middle-class child' through care and education.
C1 Univ London, Inst Educ, London WC1H 0NT, England.
RP Vincent, C (reprint author), Univ London, Inst Educ, 59 Gordon Sq, London WC1H 0NT, England.
EM c.vincent@ioe.ac.uk
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NR 41
TC 39
Z9 39
U1 2
U2 14
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0142-5692
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PD APR
PY 2004
VL 25
IS 2
BP 229
EP 244
DI 10.1080/0142569042000205091
PG 16
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 817LW
UT WOS:000221180000007
ER

PT J
AU Gorard, S
   Smith, E
AF Gorard, S
   Smith, E
TI An international comparison of equity in education systems
SO COMPARATIVE EDUCATION
LA English
DT Article
ID SCHOOL
AB This paper uses pupil responses to the PISA study in 2000 for all EU countries. Using indicators of the pupil intakes to schools and their outcomes it computes segregation indices for 15 countries, and then tries to explain the resulting patterns in terms of the characteristics of national school systems. Segregation by sex in each country is explicable by its provision of single-sex schools, religious schools, and the use of academic selection in allocating school places. Segregation by outcome is largely explicable by the use of academic (and other forms of) selection. Segregation by parental occupation or country of birth is lower in countries allocating places at school through elements of choice or with relatively little governmental control of schools rather than use of rigid catchment areas or selection. In all countries there are small gaps between the performance of boys and girls in reading, in favour of girls. This gap is generally smaller in countries with the highest overall scores. Overall, the Scandinavian countries of Sweden, Finland and Denmark show less segregation on all indicators, while Germany, Greece and Belgium show the most. The UK has below average segregation in terms of all indicators except sex, despite a commonly held but unfounded view that segregation in the UK is among the worst in the world.
C1 Cardiff Univ, Sch Social Sci, Cardiff CF10 3WT, S Glam, Wales.
RP Gorard, S (reprint author), Cardiff Univ, Sch Social Sci, Glamorgan Bldg,King Edward VII Ave, Cardiff CF10 3WT, S Glam, Wales.
EM gorard@cardiff.ac.uk
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NR 24
TC 39
Z9 40
U1 4
U2 22
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0305-0068
J9 COMP EDUC
JI Comp. Educ.
PD FEB
PY 2004
VL 40
IS 1
BP 15
EP 28
DI 10.1080/0305006042000184863
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 809UR
UT WOS:000220662100003
ER

PT J
AU Jeffrey, B
   Troman, G
AF Jeffrey, B
   Troman, G
TI Time for ethnography
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID TEACHER
AB Ethnography derives from traditional anthropology, where time in the field is needed to discern both the depth and complexity of social structures and relations. Funding bodies, seeking quick completion, might see ethnographies as unlikely to satisfy 'value for money' criteria, in spite of the rewards to be gained from time-consuming 'thick description', and rich analysis that gets close to the lived experience of participants in social settings. However, ethnographic time need not only be perceived of as a lengthy and sustained period in the field prior to writing. The authors suggest that there are different forms of ethnographic research time, each with specific features, and drawing on their experience of ethnographic research they exemplify them. They conclude by suggesting that the selection of the appropriate form is dependent on the contingent circumstances of the research and the main purpose of the research, and suggest strategies for developing this work in contemporary circumstances.
C1 Open Univ, Ctr Sociol & Social Res, Milton Keynes MK7 6AA, Bucks, England.
RP Jeffrey, B (reprint author), Open Univ, Ctr Sociol & Social Res, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
EM R.A.Jeffrey@open.ac.uk
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NR 50
TC 39
Z9 40
U1 0
U2 7
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.
PY 2004
VL 30
IS 4
BP 535
EP 548
DI 10.1080/0141192042000237220
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 845LY
UT WOS:000223245400005
ER

PT J
AU Thoonen, EEJ
   Sleegers, PJC
   Oort, FJ
   Peetsma, TTD
   Geijsel, FP
AF Thoonen, Erik E. J.
   Sleegers, Peter J. C.
   Oort, Frans J.
   Peetsma, Thea T. D.
   Geijsel, Femke P.
TI How to Improve Teaching Practices: The Role of Teacher Motivation,
   Organizational Factors, and Leadership Practices
SO EDUCATIONAL ADMINISTRATION QUARTERLY
LA English
DT Article
DE organization; school leadership; teacher learning; teacher motivation;
   teaching
ID TRANSFORMATIONAL SCHOOL LEADERSHIP; PROCESS-ORIENTED INSTRUCTION;
   STUDENT-ACHIEVEMENT; LARGE-SCALE; TRANSACTIONAL LEADERSHIP; PROFESSIONAL
   COMMUNITIES; ELEMENTARY-SCHOOLS; PERFORMANCE; EFFICACY; COMMITMENT
AB Purpose: Although it is expected that building schoolwide capacity for teacher learning will improve teaching practices, there is little systematic evidence to support this claim. This study aimed to examine the relative impact of transformational leadership practices, school organizational conditions, teacher motivational factors, and teacher learning on teaching practices. Research Design: Data were collected from a survey of 502 teachers from 32 elementary schools in the Netherlands. A structural model was tested on the within-school covariance matrix and a chi-square test taking into account nonindependence of observations. Findings: Results suggest that teachers' engagement in professional learning activities, in particular experimenting and reflection, is a powerful predictor for teaching practices. Teachers' sense of self-efficacy appeared to be the most important motivational factor for explaining teacher learning and teaching practices. Motivational factors also mediate the effects of school organizational conditions and leadership practices on teacher learning and teaching practices. Finally, transformational leadership practices stimulate teachers' professional learning and motivation and improve school organizational conditions. Conclusions: For school leaders, to foster teacher learning and improve teaching practices a combination of transformational leadership behaviors is required. Further research is needed to examine the relative effects of transformational leadership dimensions on school organizational conditions, teacher motivation, and professional learning in schools. Finally, conditions for school improvement were examined at one point in time. Longitudinal studies to school improvement are required to model changes in schools' capacities and growth and their subsequent effects on teaching practices.
C1 [Thoonen, Erik E. J.; Oort, Frans J.; Peetsma, Thea T. D.] Univ Amsterdam, Dept Educ, NL-1090 GE Amsterdam, Netherlands.
   [Sleegers, Peter J. C.] Univ Twente, NL-7500 AE Enschede, Netherlands.
   [Geijsel, Femke P.] Windesheim Univ Appl Sci, Zwolle, Netherlands.
   [Geijsel, Femke P.] Univ Amsterdam, Grad Sch Teaching & Learning, NL-1090 GE Amsterdam, Netherlands.
RP Thoonen, EEJ (reprint author), Univ Amsterdam, Dept Educ, POB 94208, NL-1090 GE Amsterdam, Netherlands.
EM E.E.J.Thoonen@uva.nl
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NR 151
TC 38
Z9 38
U1 21
U2 87
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0013-161X
EI 1552-3519
J9 EDUC ADMIN QUART
JI Educ. Admin. Q.
PD AUG
PY 2011
VL 47
IS 3
BP 496
EP 536
DI 10.1177/0013161X11400185
PG 41
WC Education & Educational Research
SC Education & Educational Research
GA 787QM
UT WOS:000292391800004
ER

PT J
AU Ireson, J
   Hallam, S
AF Ireson, Judith
   Hallam, Susan
TI Academic self-concepts in adolescence: Relations with achievement and
   ability grouping in schools
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Self-concept; Adolescence; Aspirations; Achievement; Ability grouping;
   Learning intentions
ID SECONDARY-SCHOOLS; STUDENTS; PUPILS; FISH
AB The effects of ability grouping in schools on students' self-concept were examined in a sample of 23 secondary schools with a range of structured ability groupings. Measures of general self-concept, academic self-concept, and achievement were collected from over 1600 students aged 14-15 years and again two years later. Students' academic self-concept, but not their general self-concept, was related to the extent of ability grouping in the school attended. Subject specific facets of academic self-concept were not related to the number of years of ability grouping students had experienced in English, mathematics and science; however, they were related to students' position in the grouping hierarchy, with students in high-ability groups having significantly higher self-concepts in all three subjects than students in low-ability groups. Students' intentions to learn in future were more strongly affected by self-concept than by achievement. (C) 2008 Elsevier Ltd. All rights reserved.
C1 [Ireson, Judith] Univ London, Inst Educ, Sch Psychol & Human Dev, London WC1H 0AA, England.
   [Hallam, Susan] Univ London, Inst Educ, Sch Lifelong Educ & Int Dev, London WC1H 0AL, England.
RP Ireson, J (reprint author), Univ London, Inst Educ, Sch Psychol & Human Dev, 25 Woburn Sq, London WC1H 0AA, England.
EM j.ireson@ioe.ac.uk
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NR 33
TC 38
Z9 39
U1 7
U2 26
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
J9 LEARN INSTR
JI Learn Instr.
PD JUN
PY 2009
VL 19
IS 3
BP 201
EP 213
DI 10.1016/j.learninstruc.2008.04.001
PG 13
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 430EY
UT WOS:000264972800001
ER

PT J
AU Maaz, K
   Trautwein, U
   Ludtke, O
   Baumert, J
AF Maaz, Kai
   Trautwein, Ulrich
   Luedtke, Oliver
   Baumert, Juergen
TI Educational Transitions and Differential Learning Environments: How
   Explicit Between-School Tracking Contributes to Social Inequality in
   Educational Outcomes
SO CHILD DEVELOPMENT PERSPECTIVES
LA English
DT Article
DE school tracking; social inequality; German school system; educational
   transitions; school achievement; educational outcomes
ID ACHIEVEMENT GAINS; DECISION-MAKING; UNITED-STATES; MATHEMATICS;
   STUDENTS; GERMANY; SYSTEM; JAPAN
AB The different forms of educational trucking implemented in national educational systems cart influence both gains in students' learning and the development Of social differences in educational outcomes. Using tire German school system as an example, this article identifies 2 mechanisms by which explicit between-school tracking-that is, the allocation of students to different types of schools or curricula at. the beginning of secondary level-increases the strength of the link between socioeconomic background and student achievement. First, the transition to a secondary track is associated with social background-The more educationally advantaged the parents, the higher a student's chance of being enrolled in a high-track school. Second, ability grouping at the secondary level produces relatively homogeneous developmental environments, with higher learning rates in high tracks. The long-term consequences of tracking and potential countermeasures are discussed.
C1 [Maaz, Kai] Max Planck Inst Human Dev, Ctr Educ Res, D-14195 Berlin, Germany.
RP Maaz, K (reprint author), Max Planck Inst Human Dev, Ctr Educ Res, Lentzeallee 94, D-14195 Berlin, Germany.
EM maaz@mpib-berlin.mpg.de
RI Trautwein, Ulrich/C-3064-2011; Shavit, Yossi/A-2034-2012
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NR 49
TC 38
Z9 38
U1 4
U2 19
PU JOHN WILEY & SONS INC
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN, NJ 07030 USA
SN 1750-8592
J9 CHILD DEV PERSPECT
JI Child Develop. Perspect.
PD AUG
PY 2008
VL 2
IS 2
BP 99
EP 106
DI 10.1111/j.1750-8606.2008.00048.x
PG 8
WC Psychology, Developmental
SC Psychology
GA 499YI
UT WOS:000270262400009
ER

PT J
AU Kyriakides, L
   Creemers, BPM
AF Kyriakides, Leonidas
   Creemers, Bert P. M.
TI Using a multidimensional approach to measure the impact of
   classroom-level factors upon student achievement: a study testing the
   validity of the dynamic model
SO SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
LA English
DT Article
DE modelling educational effectiveness; teacher effectiveness; measuring
   teacher behaviour; dimensions of teacher factors
ID EDUCATIONAL-EFFECTIVENESS; TEACHER-EFFECTIVENESS; COMPREHENSIVE MODEL;
   CURRICULUM DIFFERENTIATION; MATHEMATICS; KNOWLEDGE; BASE
AB The dynamic model does not only refer to different effectiveness factors and groupings of factors operating at different levels but also supports that each factor can be defined and measured using 5 dimensions: frequency, focus, stage, quality, and differentiation. The importance of taking each dimension into account is raised in this paper. Moreover, empirical support to the model and the use of this measurement framework is provided. Specifically, the paper refers to the methods and results of a study conducted in Cyprus which investigates the validity of the model at the classroom level by measuring teacher effectiveness in mathematics, language, and religious education. It is shown that the proposed measurement framework can be used to describe each classroom-level factor. The added value of using these 5 dimensions of the classroom-level factors to explain variation on student achievement is also identified. Finally, implications for the development of the dynamic model are drawn.
C1 [Kyriakides, Leonidas] Univ Cyprus, Dept Educ, Nicosia, Cyprus.
   [Creemers, Bert P. M.] Univ Groningen, Fac Behav & Social Sci, NL-9700 AB Groningen, Netherlands.
RP Kyriakides, L (reprint author), Univ Cyprus, Dept Educ, Nicosia, Cyprus.
EM kyriakid@ucy.ac.cy
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NR 54
TC 38
Z9 39
U1 8
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0924-3453
EI 1744-5124
J9 SCH EFF SCH IMPROV
JI Sch. Eff. Sch. Improv.
PD JUN
PY 2008
VL 19
IS 2
BP 183
EP 205
DI 10.1080/09243450802047873
PG 23
WC Education & Educational Research
SC Education & Educational Research
GA 313SE
UT WOS:000256759500003
ER

PT J
AU Cartledge, G
   Kourea, L
AF Cartledge, Gwendolyn
   Kourea, Lefki
TI Culturally responsive classrooms for culturally diverse students with
   and at risk for disabilities
SO EXCEPTIONAL CHILDREN
LA English
DT Review
ID SOCIAL-SKILLS INSTRUCTION; AFRICAN-AMERICAN STUDENTS;
   LEARNING-DISABILITIES; ACADEMIC-ACHIEVEMENT; BEHAVIORAL-DISORDERS;
   MANAGEMENT-SYSTEM; SPECIAL-EDUCATION; MIDDLE SCHOOL; CHILDREN;
   DISPROPORTIONALITY
AB Culturally and linguistically diverse (CLD) students with and at risk for disabilities evidence the greatest need for quality instructional programs of all students in our schools because of disproportionate academic underachievement, special education. referrals, and disciplinary actions. Authorities on culturally responsive instruction consistently point to the cultural dissonance between the home and school as a contributor to poor educational outcomes. Other researchers argue that these students are least likely to be taught with the most effective evidence-based instruction. This article discusses culturally responsive classrooms for CLD students with and at risk for disabilities within the context of culturally competent teachers, culturally effective instructional principles, and culturally appropriate behavior development. It discusses implications for educators and suggestions for a future agenda.
C1 [Cartledge, Gwendolyn] Ohio State Univ, Phys Activ & Educ Serv, Coll Educ & Human Ecol, Columbus, OH 43210 USA.
   [Kourea, Lefki] Calif State Univ Fresno, Dept Counseling Special Educ & Rehabil, Fresno, CA 93740 USA.
RP Cartledge, G (reprint author), Ohio State Univ, Phys Activ & Educ Serv, Coll Educ & Human Ecol, PAES Bldg A350,305 W 17th Ave, Columbus, OH 43210 USA.
EM Cartledge.1@osu.edu
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NR 101
TC 38
Z9 38
U1 2
U2 13
PU COUNCIL EXCEPTIONAL CHILDREN
PI ARLINGTON
PA 1110 N GLEBE RD, ARLINGTON, VA 22201-5704 USA
SN 0014-4029
J9 EXCEPT CHILDREN
JI Except. Child.
PD SPR
PY 2008
VL 74
IS 3
BP 351
EP 371
PG 21
WC Education, Special; Rehabilitation
SC Education & Educational Research; Rehabilitation
GA 266NL
UT WOS:000253442800006
ER

PT J
AU Poulou, M
AF Poulou, Maria
TI Personal teaching efficacy and its sources: Student teachers'
   perceptions
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID PERCEIVED SELF-EFFICACY; INSTRUCTIONAL INNOVATION; CLASSROOM MANAGEMENT;
   BELIEFS; CONSTRUCT; EDUCATION; SENSE; IMPLEMENTATION; MATHEMATICS;
   DISCIPLINE
AB Teachers' confidence in their ability to perform the actions that lead to student learning is one of the few individual characteristics that predicts teacher practice and student outcomes. Teachers and especially student teachers need strong efficacy beliefs in order to continue teaching during in-service education. The current study explores the factors that precede student teachers' beliefs of teaching efficacy and determine their conviction that they can influence instructional strategies, classroom management, and students' engagement. In the study 198 fourth-year students from two primary education departments in Greece completed a Teacher Efficacy Sources Inventory and a Teachers' Sense of Efficacy Scale. It was found that self-perceptions of teaching competence, personal characteristics, and motivation for teaching were contributory factors to teaching efficacy. The search for this type of information from student teachers is based on the assumption that feedback from students comprises a substantive factor in relation to the evaluation and improvement of teacher training programmes.
C1 [Poulou, Maria] Univ Patras, GR-26110 Patras, Greece.
RP Poulou, M (reprint author), POB 400 69, Athens 12310, Greece.
EM mariapoulou@yahoo.com
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NR 67
TC 38
Z9 39
U1 4
U2 22
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0144-3410
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PD APR
PY 2007
VL 27
IS 2
BP 191
EP 218
DI 10.1080/01443410601066693
PG 28
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 249AY
UT WOS:000252200200003
ER

PT J
AU Gijbels, D
   Dochy, F
AF Gijbels, David
   Dochy, Filip
TI Students' assessment preferences and approaches to learning: can
   formative assessment make a difference?
SO EDUCATIONAL STUDIES
LA English
DT Article
DE assessment preferences; approaches to learning; formative assessment
ID PROCESS QUESTIONNAIRE; HIGHER-EDUCATION; STRATEGIES; OUTCOMES; MODEL
AB The purpose of this paper is to gain insight into the relationships between hands-on experiences with formative assessment, students' assessment preferences and their approaches to learning. The sample consisted of 108 university first-year Bachelor's students studying criminology. Data were obtained using the Revised two-factor study process questionnaire (R-SPQ-2F) and the Assessment preferences inventory (API). The study shows that differences in assessment preferences are correlated with differences in approach to learning. Students' preferences for assessment methods with higher-order thinking tasks are significantly lower after actual experience with a formative assessment. Moreover, students also changed their approaches to learning after hands-on experience with a formative mode of assessment. Surprisingly, this change evinced a more 'surface approach' to learning. Nevertheless, this is in line with other recent research findings. The paper ends with some possible explanations, and new directions for research are proposed.
C1 Univ Antwerp, Inst Educ & Informat Sci, BE-2610 Antwerp, Belgium.
   Katholieke Univ Leuven, Louvain, Belgium.
RP Gijbels, D (reprint author), Univ Antwerp, Inst Educ & Informat Sci, Univ Pl 1, BE-2610 Antwerp, Belgium.
EM david.gijbels@ua.ac.be
RI Gijbels, David/K-4242-2015
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NR 41
TC 38
Z9 38
U1 2
U2 19
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-5698
J9 EDUC STUD-UK
JI Educ. Stud.
PD DEC
PY 2006
VL 32
IS 4
BP 399
EP 409
DI 10.1080/03055690600850354
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA 096UD
UT WOS:000241401400006
ER

PT J
AU Trautwein, U
   Ludtke, O
   Kastens, C
   Koller, O
AF Trautwein, Ulrich
   Luedtke, Oliver
   Kastens, Claudia
   Koeller, Olaf
TI Effort on homework in grades 5-9: Development, motivational antecedents,
   and the association with effort on classwork
SO CHILD DEVELOPMENT
LA English
DT Article
ID ACADEMIC SELF-CONCEPT; COVARIANCE-STRUCTURES; TIME INVESTMENT;
   PRIMARY-SCHOOL; ACHIEVEMENT; PERSONALITY; VALUES; GENDER; NEGOTIATION;
   INVOLVEMENT
AB In 2 studies, an expectancy-value framework was applied to investigate effort expended on mathematics homework. In Study 1 (2,712 students in grades 5, 7, and 9; mean age=13.37 years), lower homework effort was found in higher grades. The effects of intrinsic value on homework effort were higher in the older cohorts, whereas the effects of the expectancy component were lower. In Study 2 (571 students in grades 8 and 9; mean age=14.72), an expanded expectancy-value framework was found to explain both homework and classwork variables. The means for effort and value were lower for homework than for classwork; these differences were partly moderated by students' conscientiousness. The implications of homework behavior and motivation for developmental research are highlighted.
C1 Max Planck Inst Human Dev, D-14195 Berlin, Germany.
   Humboldt Univ, D-1086 Berlin, Germany.
RP Trautwein, U (reprint author), Max Planck Inst Human Dev, Lentzeallee 94, D-14195 Berlin, Germany.
EM trautwein@mpib-berlin.mpg.de
RI Trautwein, Ulrich/C-3064-2011
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NR 71
TC 38
Z9 40
U1 1
U2 11
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0009-3920
J9 CHILD DEV
JI Child Dev.
PD JUL-AUG
PY 2006
VL 77
IS 4
BP 1094
EP 1111
DI 10.1111/j.1467-8624.2006.00921.x
PG 18
WC Psychology, Educational; Psychology, Developmental
SC Psychology
GA 066UU
UT WOS:000239256400018
PM 16942508
ER

PT J
AU Rudduck, J
   Fielding, M
AF Rudduck, Jean
   Fielding, Michael
TI Student voice and the perils of popularity
SO EDUCATIONAL REVIEW
LA English
DT Article
AB In this article we suggest that the current popularity of student voice can lead to surface compliance - to a quick response that focuses on 'how to do it' rather than a reflective review of 'why we might want to do it'. We look at the links between student consultation and participation and the legacy of the progressive democratic tradition in our schools and we look also at the difference between teaching about democracy as an investment for the future and enacting democratic principles in the daily life of the school (a commitment to the present). The tension between institutional gains (the school improvement perspective) and personal gains (confidence, a view point and the shaping of identity) is discussed and three of the 'big issues' are identified that underlie the credible development of student voice: power relations between teachers and students, the commitment to authenticity, and the principle of inclusiveness. Finally we reflect on some of the organizational implications of developing student voice: finding time and building a whole-school culture in which student voice has a place.
C1 Univ Cambridge, Fac Educ, Cambridge, England.
   Univ Sussex, Sch Educ, Brighton BN1 9RH, E Sussex, England.
RP Rudduck, J (reprint author), Univ Cambridge, Fac Educ, 184 Hills Rd, Cambridge, England.
EM jr10026@cam.ac.uk
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NR 34
TC 38
Z9 38
U1 2
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0013-1911
J9 EDUC REV
JI Educ. Rev.
PD MAY
PY 2006
VL 58
IS 2
BP 219
EP 231
DI 10.1080/00131910600584207
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 045FM
UT WOS:000237728000008
ER

PT J
AU Edmondson, R
AF Edmondson, R
TI Social capital: a strategy for enhancing health?
SO SOCIAL SCIENCE & MEDICINE
LA English
DT Article; Proceedings Paper
CT Conference on Social Capital
CY 2001
CL NAT UNIV IRELAND, GALWAY, IRELAND
HO NAT UNIV IRELAND
DE social capital; trust; health promotion
ID COMMUNITY-DEVELOPMENT; TYRANNY
AB The idea of social capital is currently being discussed as a source of support for health, though it is often argued that the concept should not be used in an attempt to evolve neutral policy strategies but underlines the need for moral and political debate in health policy. This article, first, supports this argument by indicating the complex and culturally diverse nature of social capital. Its components react with their social contexts to produce a range of variants which differ from each other along several dimensions. Social solidarity and support involve different conventions in different places, with results which need appraisal before they can be supported. The article explores these issues by drawing on ethnographic material illustrating aspects of social relatedness in a variety of settings. Secondly, writers who treat social capital as invariably positive tend to associate it with conditions in the neo-liberal societies of late capitalism, even though they also see it as threatened there. Again examining social contexts, the article locates the reasons for this paradox in the cultures and structures of the societies concerned. Large-scale institutions in the West-including both those required to implement public health measures and those in which the majority of people work-are organised via neo-liberal processes which are not all conducive to the types of social relatedness which the social capital debate seeks to explore. In particular, significant aspects of social trust are difficult to support in neo-liberal organisations. The assumption that social capital can be promoted via social engineering which relies upon these very institutions is thus questionable. This, together with more positive aspects of the debate, draws attention to the need for further research on social relatedness if it is to be supported by public policy. (C) 2003 Elsevier Ltd. All rights reserved.
C1 Natl Univ Ireland Univ Coll Galway, Dept Polit Sci & Sociol, Galway, Ireland.
RP Edmondson, R (reprint author), Natl Univ Ireland Univ Coll Galway, Dept Polit Sci & Sociol, Galway, Ireland.
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NR 58
TC 38
Z9 38
U1 2
U2 8
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0277-9536
J9 SOC SCI MED
JI Soc. Sci. Med.
PD NOV
PY 2003
VL 57
IS 9
BP 1723
EP 1733
DI 10.1016/S0277-9536(03)00011-X
PG 11
WC Public, Environmental & Occupational Health; Social Sciences, Biomedical
SC Public, Environmental & Occupational Health; Biomedical Social Sciences
GA 723VM
UT WOS:000185452300017
PM 12948580
ER

PT J
AU Richardson, AJ
   Burton, JR
   Sewell, RP
   Spreckelsen, TF
   Montgomery, P
AF Richardson, Alexandra J.
   Burton, Jennifer R.
   Sewell, Richard P.
   Spreckelsen, Thees F.
   Montgomery, Paul
TI Docosahexaenoic Acid for Reading, Cognition and Behavior in Children
   Aged 7-9 Years: A Randomized, Controlled Trial (The DOLAB Study)
SO PLOS ONE
LA English
DT Article
ID ATTENTION-DEFICIT/HYPERACTIVITY DISORDER; FATTY-ACIDS; DOUBLE-BLIND;
   SUPPLEMENTATION; ADHD; HYPERACTIVITY; METAANALYSIS
AB Background: Omega-3 fatty acids are dietary essentials, and the current low intakes in most modern developed countries are believed to contribute to a wide variety of physical and mental health problems. Evidence from clinical trials indicates that dietary supplementation with long-chain omega-3 may improve child behavior and learning, although most previous trials have involved children with neurodevelopmental disorders such as attention-deficit/hyperactivity disorder (ADHD) or developmental coordination disorder (DCD). Here we investigated whether such benefits might extend to the general child population.
   Objectives: To determine the effects of dietary supplementation with the long-chain omega-3 docosahexaenoic acid (DHA) on the reading, working memory, and behavior of healthy schoolchildren.
   Design: Parallel group, fixed-dose, randomized, double-blind, placebo-controlled trial (RCT).
   Setting: Mainstream primary schools in Oxfordshire, UK (n = 74).
   Participants: Healthy children aged 7-9 years initially underperforming in reading (<= 33rd centile). 1376 invited, 362 met study criteria.
   Intervention: 600 mg/day DHA (from algal oil), or taste/color matched corn/soybean oil placebo.
   Main Outcome Measures: Age-standardized measures of reading, working memory, and parent-and teacher-rated behavior.
   Results: ITT analyses showed no effect of DHA on reading in the full sample, but significant effects in the pre-planned subgroup of 224 children whose initial reading performance was <= 20th centile (the target population in our original study design). Parent-rated behavior problems (ADHD-type symptoms) were significantly reduced by active treatment, but little or no effects were seen for either teacher-rated behaviour or working memory.
   Conclusions: DHA supplementation appears to offer a safe and effective way to improve reading and behavior in healthy but underperforming children from mainstream schools. Replication studies are clearly warranted, as such children are known to be at risk of low educational and occupational outcomes in later life.
C1 [Richardson, Alexandra J.; Burton, Jennifer R.; Sewell, Richard P.; Spreckelsen, Thees F.; Montgomery, Paul] Univ Oxford, Ctr Evidence Based Intervent, Oxford, England.
RP Richardson, AJ (reprint author), Univ Oxford, Ctr Evidence Based Intervent, Oxford, England.
EM alex.richardson@spi.ox.ac.uk
OI Spreckelsen, Thees F./0000-0002-5043-2077
FU Martek Biosciences Inc.; Waterloo Foundation
FX The study was funded by Martek Biosciences Inc.
   (http://www.lifesdha.com/). The funders had no role in study design,
   data collection and analysis, decision to publish, or preparation of the
   manuscript.; The Waterloo Foundation for its support for Dr Richardson's
   work in this area.
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NR 28
TC 37
Z9 38
U1 5
U2 53
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD SEP 6
PY 2012
VL 7
IS 9
AR e43909
DI 10.1371/journal.pone.0043909
PG 14
WC Multidisciplinary Sciences
SC Science & Technology - Other Topics
GA 001KC
UT WOS:000308458400023
PM 22970149
ER

PT B
AU Binkley, M
   Erstad, O
   Herman, J
   Raizen, S
   Ripley, M
   Miller-Ricci, M
   Rumble, M
AF Binkley, Marilyn
   Erstad, Ola
   Herman, Joan
   Raizen, Senta
   Ripley, Martin
   Miller-Ricci, May
   Rumble, Mike
BE Griffin, P
   McGaw, B
   Care, E
TI Defining Twenty-First Century Skills
SO ASSESSMENT AND TEACHING OF 21ST CENTURY SKILLS
LA English
DT Article; Book Chapter
AB As the previous chapter indicates, there has been a significant shift in advanced economies from manufacturing to information and knowledge services. Knowledge itself is growing ever more specialized and expanding exponentially. Information and communication technology is transforming the nature of how work is conducted and the meaning of social relationships. Decentralized decision making, information sharing, teamwork, and innovation are key in today's enterprises. No longer can students look forward to middle class success in the conduct of manual labor or use of routine skills - work that can be accomplished by machines. Rather, whether a technician or a professional person, success lies in being able to communicate, share, and use information to solve complex problems, in being able to adapt and innovate in response to new demands and changing circumstances, in being able to marshal and expand the power of technology to create new knowledge, and in expanding human capacity and productivity.
   Research during the last decade has shown how new social practices evolve clue to increased use of new digital technologies, especially among young people (Buckingham and Willett 2006). Such practices create reconceptions of key competencies and skills, not defined from a systems level but from the everyday lives of people in our societies. One example is research done on computer games and online communities (Gee 2007), where problem solving is defined as a key component of such practices. Such experiences of problem solving among young people need to inform us in the way we design assessment tasks and define key competencies. Hence, new standards for what students should be able to do must replace the basic skills and knowledge expectations of the past. To meet this challenge, schools must be transformed in ways that will enable students to acquire the sophisticated thinking, flexible problem solving, and collaboration and communication skills they will need to be successful in work and life. New conceptions of educational standards and assessment, the subject of this chapter, are a key strategy for accomplishing the necessary transformation. Such standards and assessment can both focus attention on necessary capacities and provide data to leverage and evaluate system change. Technology too serves as both a driver and lever for the transformation.
   In the sections that follow, we
   synthesize research on the role of standards and assessment in promoting learning,
   describe the nature of assessment systems that can support changes in practice and use these to develop guiding principles for the design of next generation assessments,
   illustrate the use of technology to transform assessment systems and learning, and
   propose a MODEL for assessing twenty-first century skills.
   Our intent is to learn from the past as we prepare for new futures in educational standards and assessment. While we provide a list of twenty-first century skills based on our analysis of twelve relevant frameworks drawn from a number of countries, these serve as an example of how to think about assessing twenty-first century skills. We expect that educators, as they consider our model, may need to make adaptations that fit their own contexts as they design assessments appropriate for their schools and students.
   We have organized the ten skills we have identified into four groupings:
   Ways of Thinking
   1. Creativity and innovation
   2. Critical thinking, problem solving, decision making
   3. Learning to learn, Metacognition
   Ways of Working
   4. Communication
   5. Collaboration (teamwork)
   Tools for Working
   6. Information literacy
   7. ICT literacy
   Living in the World
   8. Citizenship - local and global
   9. Life and career
   10. Personal and social responsibility - including cultural awareness and competence
C1 [Binkley, Marilyn] Univ Luxembourg, Luxembourg, Luxembourg.
   [Erstad, Ola] Univ Oslo, N-0316 Oslo, Norway.
   [Herman, Joan] Univ Calif, Berkeley, CA USA.
   [Raizen, Senta; Ripley, Martin; Rumble, Mike] World Class Arena Ltd, London, England.
   [Miller-Ricci, May] WestEd, San Francisco, CA USA.
RP Binkley, M (reprint author), Univ Luxembourg, Luxembourg, Luxembourg.
EM marilyn.binkley@uni.lu
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NR 96
TC 37
Z9 37
U1 6
U2 18
PU SPRINGER
PI NEW YORK
PA 233 SPRING STREET, NEW YORK, NY 10013, UNITED STATES
BN 978-94-007-2323-8
PY 2012
BP 17
EP 66
DI 10.1007/978-94-007-2324-5_2
D2 10.1007/978-94-007-2324-5
PG 50
WC Education & Educational Research
SC Education & Educational Research
GA BZD37
UT WOS:000301156900002
ER

PT J
AU Ringrose, J
   Renold, E
AF Ringrose, Jessica
   Renold, Emma
TI Slut-shaming, girl power and 'sexualisation': thinking through the
   politics of the international SlutWalks with teen girls
SO GENDER AND EDUCATION
LA English
DT Article
DE post-structural theory; femininities; domestic violence; girls;
   heteronormativity; violence; focus groups; secondary education
ID SCHOOL; BOYS
AB This viewpoint begins by exploring whether the global phenomenon of the 2011 'SlutWalks' constitutes a feminist politics of re-signification. We then look at some qualitative, focus group data with teen girls who participated in a UK SlutWalk. We suggest girls are not only negotiating a schizoid double pull towards performing knowing sexy 'slut' in postfeminist media contexts, but also managing de-sexualising protectionist discourses in school, particularly in relation to the highly regulatory moral panic over child 'sexualistion'. We consider whether the SlutWalks are adult-centric and if teen girls' involvement in a SlutWalk offered any critical rupturings to sexual regulation in their everyday lives.
C1 [Ringrose, Jessica] Univ London, Dept Social Sci & Humanities, Inst Educ, London WC1H 0AL, England.
   [Renold, Emma] Cardiff Univ, Sch Social Sci, Cardiff, S Glam, Wales.
RP Ringrose, J (reprint author), Univ London, Dept Social Sci & Humanities, Inst Educ, 20 Bedford Way, London WC1H 0AL, England.
EM j.ringrose@ioe.ac.uk
CR Ringrose J, 2010, BRIT EDUC RES J, V36, P573, DOI 10.1080/01411920903018117
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NR 30
TC 37
Z9 37
U1 4
U2 49
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PY 2012
VL 24
IS 3
SI SI
BP 333
EP 343
DI 10.1080/09540253.2011.645023
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA 936SF
UT WOS:000303609600009
ER

PT J
AU Rigby, K
   Smith, PK
AF Rigby, Ken
   Smith, Peter K.
TI Is school bullying really on the rise?
SO SOCIAL PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE Bullying; Cyber bullying; Victimization; School children; Prevalence
   rate
ID SECONDARY-SCHOOLS; VICTIMIZATION; DEFINITIONS; PREVALENCE; CHILDREN;
   DECADE; AGE
AB Whether bullying in schools is increasing, as is widely believed, was investigated drawing upon empirical studies undertaken in a wide range of countries in which findings had been published describing its prevalence at different points in time between 1990 and 2009. Results do not support the view that reported bullying in general has increased during this period; in fact, a significant decrease in bullying has been reported in many countries. However, there are some indications that cyber bullying, as opposed to traditional bullying, has increased, at least during some of this period. The reported decreases in the prevalence of school bullying are consistent with reports of significant but small reductions in peer victimisation following the implementation of anti-bullying programs in schools world-wide.
C1 [Rigby, Ken] Univ S Australia, Sch Educ, Hawke Res Ctr, Underdale, SA 5032, Australia.
   [Smith, Peter K.] Goldsmiths Univ London, Dept Psychol, London, England.
RP Rigby, K (reprint author), Univ S Australia, Sch Educ, Hawke Res Ctr, Underdale, SA 5032, Australia.
EM ken.rigby@unisa.edu.au
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NR 38
TC 37
Z9 39
U1 1
U2 18
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 1381-2890
J9 SOC PSYCHOL EDUC
JI Soc. Psychol. Educ.
PD DEC
PY 2011
VL 14
IS 4
BP 441
EP 455
DI 10.1007/s11218-011-9158-y
PG 15
WC Psychology, Educational
SC Psychology
GA 890UH
UT WOS:000300170500001
ER

PT J
AU Warwick, P
   Mercer, N
   Kershner, R
   Staarman, JK
AF Warwick, Paul
   Mercer, Neil
   Kershner, Ruth
   Staarman, Judith Kleine
TI In the mind and in the technology: The vicarious presence of the teacher
   in pupil's learning of science in collaborative group activity at the
   interactive whiteboard
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Cooperative/collaborative learning; Elementary education; Interactive
   learning environments
ID GROUP WORK; CLASSROOM; CHILDREN; STRATEGIES; ATTAINMENT; DIALOGUE
AB The focus of research into the use of the interactive whiteboard (IWB) in the classroom has been largely in relation to teacher-pupil interaction, with very little consideration of its possible use as a tool for pupils' collaborative endeavour This paper is based upon an ESRC-funded project,(1) which considers how pupils use the interactive whiteboard when working together on science-related activities It provides an analysis of video and other data from science lessons in UK Years 4 and 5 primary classrooms (pupils aged 810 years). Concentrating on a series of lessons constructed by three (out of 12) of the project teachers, together with their written and spoken commentaries, it takes each set of lessons as a case for study and comparison
   This paper focuses in particular on the nature of the 'vicarious presence of the teacher evident in the group interactions at the board We address the following questions How is the teachers vicarious presence evident in the work of pupils at the interactive whiteboard? How does this presence influence the behaviour of pupils engaged in science activities?
   In this account, we suggest that the teacher remotely mediates the activity of the pupils at the board in two specific and interlinked ways Firstly, the vicarious presence of the teacher seems to be in the minds of pupils, enabling them to appropriate and use introduced rules and procedures, in this case in relation to group talk. Secondly, it is in the ways in which the constructed task environment on the IWB guides and mediates the pupils' actions, enabling them to connect with, interpret and act upon the teacher intentions for the task Here, the teacher's vicarious presence is in the technology
   We conclude that the IWB can provide both a tool and an environment that can encourage the creation of a shared dialogic space within which co-constructed knowledge building can take place. However, this only occurs where there is active support from the teacher for collaborative, dialogic activity in the classroom and where the teacher is able to devise tasks that use board affordances to promote active learning and pupil agency. (C) 2010 Elsevier Ltd All rights reserved
C1 [Warwick, Paul; Mercer, Neil; Kershner, Ruth] Univ Cambridge, Fac Educ, Cambridge CB2 8PQ, England.
   [Staarman, Judith Kleine] Univ Exeter, Grad Sch Educ, Exeter EX1 2LU, Devon, England.
RP Warwick, P (reprint author), Univ Cambridge, Fac Educ, 184 Hills Rd, Cambridge CB2 8PQ, England.
FU ESRC; Cambridgeshire ICT
FX We would like to acknowledge the support of the ESRC in funding this
   project and of the Cambridgeshire ICT service in providing a range of
   help, advice and support. In particular we would like to thank our
   research teachers and their classes, and especially - given the focus of
   this paper - Nina, Catherine and Scott.
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NR 71
TC 37
Z9 37
U1 10
U2 37
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD AUG
PY 2010
VL 55
IS 1
BP 350
EP 362
DI 10.1016/j.compedu.2010.02.001
PG 13
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
SC Computer Science; Education & Educational Research
GA 588YK
UT WOS:000277110400036
ER

PT J
AU Resnick, LB
AF Resnick, Lauren B.
TI Nested Learning Systems for the Thinking Curriculum
SO EDUCATIONAL RESEARCHER
LA English
DT Article
DE education organization; high-demand curriculum; human capital;
   instructional leadership; learning systems; professional development;
   routines; social capital; systems engineering; 21st-century skills
ID ORGANIZATIONAL ROUTINES; SCHOOLS; REFORM; ACHIEVEMENT; PERFORMANCE;
   CALIFORNIA; KNOWLEDGE; LITERACY
AB The 21st century will require knowledge and skill well beyond the basic levels of reading and arithmetic that American schools know how to produce more or less reliably. Delivering a "thinking curriculum" to all American students requires major reform in the ways schools and districts organize their work. The transformation of the institution of schooling that will be needed to make this aspirational goal a real achievement is daunting. This article examines cognitive science, systems engineering, and social science concepts that are pointing toward a new foundation for policies and practices that may radically improve the proportion of students who can achieve true 21st-century skills.
C1 Univ Pittsburgh, Ctr Learning Res & Dev, Inst Learning, Pittsburgh, PA 15260 USA.
RP Resnick, LB (reprint author), Univ Pittsburgh, Ctr Learning Res & Dev, Inst Learning, 3939 OHara St, Pittsburgh, PA 15260 USA.
EM resnick@pitt.edu
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NR 87
TC 37
Z9 37
U1 4
U2 21
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0013-189X
J9 EDUC RESEARCHER
JI Educ. Researcher
PD APR
PY 2010
VL 39
IS 3
BP 183
EP 197
DI 10.3102/0013189X10364671
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 665BM
UT WOS:000283009800001
ER

PT J
AU Sutherland, L
   Howard, S
   Markauskaite, L
AF Sutherland, Louise
   Howard, Sarah
   Markauskaite, Lina
TI Professional identity creation: Examining the development of beginning
   preservice teachers' understanding of their work as teachers
SO TEACHING AND TEACHER EDUCATION
LA English
DT Article
DE Preservice teacher education; Reflection; Professional identity;
   e-Learning
ID STUDENT-TEACHERS; PRACTICAL KNOWLEDGE; DEVELOPMENT SCHOOLS; EDUCATION;
   COMMUNITIES; PERSPECTIVE; PARTICIPATION; PARTNERSHIP; REFLECTION;
   INQUIRY
AB The importance of reflection in supporting the continued professional learning of preservice practitioners is well recognised. This study examines one aspect of the outcomes of preservice teachers' reflection: the development of their own self-image as a teacher. in making the transition from student to teacher, preservice teachers create their own professional identity. Their ability to articulate this identity is examined through a new construct, a "teachers' voice". A teachers' voice, develops when preservice teachers interpret and reinterpret their experiences through the processes of reflection. A teachers' voice is articulated as part of the persons' self-image. The construct, a teachers' voice, was investigated by examining changes in preservice teachers' contributions in an online discussion forum. Two complementary approaches of content analysis were applied. Both methods revealed changes in preservice teachers' levels of engagement and showed that in the first semester of preservice teacher education, the majority of preservice teachers moved towards a more professional stance in their contributions. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Sutherland, Louise; Howard, Sarah; Markauskaite, Lina] Univ Sydney, Fac Educ & Social Work, Sydney, NSW 2006, Australia.
RP Sutherland, L (reprint author), Univ Sydney, Fac Educ & Social Work, Bldg A35, Sydney, NSW 2006, Australia.
EM l.sutherland@edfac.usyd.edu.au
RI Roekenes, Fredrik Moerk/F-5382-2013; 
OI Markauskaite, Lina/0000-0002-3470-890X
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NR 69
TC 37
Z9 40
U1 3
U2 27
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD APR
PY 2010
VL 26
IS 3
BP 455
EP 465
DI 10.1016/j.tate.2009.06.006
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA 569QT
UT WOS:000275614500010
ER

PT B
AU Cole, M
AF Cole, M
TI Critical Race Theory and Education: A Marxist Response
SO CRITICAL RACE THEORY AND EDUCATION: A MARXIST RESPONSE
SE Marxism and Education
LA English
DT Book
ID WHITE SUPREMACY; PEDAGOGY; POVERTY; DILEMMA; BLACK; ACT
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NR 440
TC 37
Z9 37
U1 0
U2 0
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-23062-011-7
J9 MARX EDUC
PY 2009
BP 1
EP 212
DI 10.1057/9780230620117
PG 212
WC Education & Educational Research; Ethnic Studies
SC Education & Educational Research; Ethnic Studies
GA BSI93
UT WOS:000284583200013
ER

PT J
AU Wegerif, R
AF Wegerif, Rupert
TI Dialogic or dialectic? The significance of ontological assumptions in
   research on educational dialogue
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
AB This article explores the relationship between ontological assumptions and studies of educational dialogue through a focus on Bakhtin's 'dialogic'. The term dialogic is frequently appropriated to a modernist framework of assumptions, in particular the neo-Vygotskian or sociocultural tradition. However, Vygotsky's theory of education is dialectic, not dialogic. From a dialogic perspective the difference between voices in dialogue is constitutive of meaning in such a way that it makes no sense to imagine 'overcoming' this difference. By contrast, due to the implicit assumption that meaning is ultimately grounded on identity rather than upon difference, the dialectic perspective applied by Vygotsky interprets differences as 'contradictions' that need to be overcome or transcended. A case study of research on exploratory talk is used to illustrate the potential for a fruitful relationship between 'high level' theory and research that is relevant to classroom practice.
C1 Univ Exeter, St Lukes Coll, Sch Educ & Lifelong Studies, Exeter EX1 2LU, Devon, England.
RP Wegerif, R (reprint author), Univ Exeter, St Lukes Coll, Sch Educ & Lifelong Studies, Heavitree Rd, Exeter EX1 2LU, Devon, England.
EM r.b.wegerif@exeter.ac.uk
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NR 61
TC 37
Z9 37
U1 1
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2008
VL 34
IS 3
BP 347
EP 361
DI 10.1080/01411920701532228
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 302YU
UT WOS:000256006800004
ER

PT J
AU Poulsen, AA
   Ziviani, JM
   Cuskelly, M
   Smith, R
AF Poulsen, Anne A.
   Ziviani, Jenny M.
   Cuskelly, Monica
   Smith, Rachel
TI Boys with developmental coordination disorder: Loneliness and team
   sports participation
SO AMERICAN JOURNAL OF OCCUPATIONAL THERAPY
LA English
DT Article
DE extracurricular activities; leisure; occupations; pediatrics; social
   participation
ID PHYSICAL-ACTIVITY; MOTIVATIONAL CLIMATE; CHILDREN; CHILDHOOD;
   ADOLESCENTS; YOUTH; EXPERIENCES; ATTENTION; VALIDITY; MOTOR
AB OBJECTIVE. This study investigated the mediational role of team sports and other leisure occupations for boys ages 10 to 13 years in the relationship between physical coordination ability and perceptions of loneliness.
   METHOD. Sixty boys with developmental coordination disorder (DCD) and 113 comparison boys without DOD completed a self-report measure of loneliness. Parents recorded information on leisure involvement over 7 days.
   RESULTS. Boys with DCD recorded significantly higher loneliness and lower participation rates in all group physical activities, whether structured (e.g., team sports) or unstructured (e.g., informal outdoor play) than boys without DOD. An inverse relationship between physical coordination ability and loneliness was mediated by participation in team sports. No other leisure pursuits were found to be significant mediators. Childhood physical coordination difficulties were significantly associated with loneliness.
   CONCLUSION. Participation in team sports acted as one potential mechanism mediating the inverse relationship between physical coordination ability and loneliness in boys. Occupational therapists can act as advocates to support boys with DOD who choose to participate in team sports. Further investigations are recommended to determine aspects of team sports environments that promote an optimal fit among child, activity, and environment.
C1 Univ Queensland, Sch Hlth & Rehabil Sci, Div Occupat Therapy, Brisbane, Qld 4072, Australia.
   Univ Queensland, Sch Educ, Brisbane, Qld 4072, Australia.
RP Poulsen, AA (reprint author), Univ Queensland, Sch Hlth & Rehabil Sci, Div Occupat Therapy, Brisbane, Qld 4072, Australia.
EM a.poulsen@uq.edu.au
RI Cuskelly, Monica/A-6517-2011
OI Cuskelly, Monica/0000-0001-9986-9985
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NR 51
TC 37
Z9 39
U1 4
U2 22
PU AMER OCCUPATIONAL THERAPY ASSOC, INC
PI BETHESDA
PA 4720 MONTGOMERY LANE, BETHESDA, MD 20814-3425 USA
SN 0272-9490
J9 AM J OCCUP THER
JI Am. J. Occup. Ther.
PD JUL-AUG
PY 2007
VL 61
IS 4
BP 451
EP 462
PG 12
WC Rehabilitation
SC Rehabilitation
GA 191DT
UT WOS:000248111000011
PM 17685178
ER

PT S
AU Dornyei, Z
AF Dornyei, Zoltan
BE BardoviHarlig, K
   Dornyei, Z
   Cenoz, J
TI Individual differences in second language acquisition
SO THEMES IN SLA RESEARCH
SE AILA Review
LA English
DT Proceedings Paper
CT AILA Scientific Commission on Second Language Acquisition held the 14th
   World Congress of Applied Linguistics
CY JUL, 2005
CL Madison, WI
SP AILA
ID LANGUAGE-LEARNING MOTIVATION; FOREIGN-LANGUAGE; PERSONALITY; LITERACY;
   MEMORY; LEVEL
AB Ever since the early days of its existence, the field of psychology has been trying to achieve two different and somewhat contradictory objectives: to understand the general principles of the human mind and to explore the uniqueness of the individual mind. The latter direction has formed an independent subdiscipline within the field, usually referred to as individual difference (ID) research. IDs are a prominent feature of SLA because a great deal of the variation in language learning outcomes is attributable, either directly or indirectly, to various learner characteristics. This paper first provides an overview of the five most important ID variables (personality, aptitude, motivation, learning styles and learning strategies) and then concludes by describing certain common themes in contemporary ID research.
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NR 121
TC 37
Z9 38
U1 2
U2 17
PU JOHN BENJAMINS B V PUBL
PI AMSTERDAM ME
PA PO BOX 36224, 1020 AMSTERDAM ME, NETHERLANDS
SN 1461-0213
BN 90-272-3991-6
J9 AILA REV
PY 2006
VL 19
BP 42
EP 68
DI 10.1075/aila.19.05dor
PG 27
WC Linguistics
SC Linguistics
GA BFR66
UT WOS:000244063000004
ER

PT J
AU Dunne, M
   Humphreys, S
   Leach, F
AF Dunne, M
   Humphreys, S
   Leach, F
TI Gender violence in schools in the developing world
SO GENDER AND EDUCATION
LA English
DT Review
ID CORPORAL PUNISHMENT; MASCULINITIES; HARASSMENT; EDUCATION; AFRICA;
   GIRLS; POWER; BOYS
AB This paper explores gender violence in schools in what is commonly known as the 'developing world' through a review of recent research written in English. Violence in the school setting has only recently emerged as a widespread and serious phenomenon in these countries, with the consequence that our knowledge and understanding of it is embryonic; much of it remains invisible or unrecognized. Informed by research from elsewhere, we use theories of gender/sexual relations to provide a more coherent understanding of the issues, to point to absences and open up spaces for further research with the potential to contribute to strategies through which it might be addressed. We start by clarifying the purposes and the broad position adopted in writing this paper. Then, we trace the conceptual connections between gender/sexual relations and gender violence in schools, acknowledging the importance of locating understanding of the phenomena within the context of the school's culture, its structures and processes. We organize the review using two overlapping categories: implicit gender violence, which relates to the everyday institutional structures and practices, and explicit gender violence, which relates to more overtly sexualized encounters. Both categories cover gender violence perpetrated by students on other students, by teachers on students, and by students on teachers. In the final section, the theoretical connections (and distinctions) generated by the research allow for a critical overview of the strategies that have been used to address the problem to date.
C1 Univ Sussex, Sch Educ, Brighton BN1 9QQ, E Sussex, England.
RP Leach, F (reprint author), Univ Sussex, Sch Educ, Brighton BN1 9QQ, E Sussex, England.
EM f.e.leach@sussex.ac.uk
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NR 116
TC 37
Z9 37
U1 4
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PD JAN
PY 2006
VL 18
IS 1
BP 75
EP 98
DI 10.1080/09540250500195413
PG 24
WC Education & Educational Research
SC Education & Educational Research
GA 958UO
UT WOS:000231473900005
ER

PT J
AU Zurita, G
   Nussbaum, M
   Salinas, R
AF Zurita, G
   Nussbaum, M
   Salinas, R
TI Dynamic grouping in collaborative learning supported by wireless
   handhelds
SO EDUCATIONAL TECHNOLOGY & SOCIETY
LA English
DT Article
DE computer supported collaborative learning; handhelds; composition of
   collaborative groups; collaborative learning with children; dynamic
   grouping
ID HAND-HELD COMPUTERS; STUDENT; ACHIEVEMENT; CLASSROOM; OUTCOMES; SCHOOLS
AB One of the most important decisions to be made in a face-to-face collaborative learning activity is how the participating groups are composed. These compositions produce different learning and social interaction results. The ability to change the group member composition in real time and dynamically enables the leveling up of learning results and improvements in the participants' social relationships. Changes in composition also facilitate the analysis of the best criteria to be used in a determined activity. We propose a face-to-face collaborative environment supported by wireless handhelds that allows for dynamic changes in the composition of groups while an activity is underway. Three different group composition changes were carried out in one environment and the outcomes were compared with another, similar environment where no such group composition changes were performed. The results obtained showed significant improvements, both qualitative and quantitative, in the environment where dynamic grouping was used. Moreover, the criteria for group composition that produce different social interaction outcomes were identified.
C1 Univ Chile, Fac Ciencias Econ & Adm, Dept Sistemas Informac & Auditoria, Santiago 8330015, Chile.
   Pontificia Univ Catolica Chile, Dept Ciencia Computac, Escuela Ingn, Santiago 22, Chile.
   Univ Chile, Dept Unidad Computac & Anal, Fac Ciencias Econ & Adm, Santiago 833, Chile.
RP Zurita, G (reprint author), Univ Chile, Fac Ciencias Econ & Adm, Dept Sistemas Informac & Auditoria, Diagonal Paraguay 257, Santiago 8330015, Chile.
EM gnzurita@facea.uchile.cl; mn@ing.puc.cl; rodrigo@facea.uchile.cl
RI Nussbaum, Miguel/D-1341-2013
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NR 34
TC 37
Z9 37
U1 2
U2 10
PU IEEE COMPUTER SOC, LEARNING  TECHNOLOGY TASK FORCE
PI PALMERSTON NORTH
PA BAG 11-222, MASSEY UNIVERSITY, PALMERSTON NORTH, NEW ZEALAND
SN 1436-4522
J9 EDUC TECHNOL SOC
JI Educ. Technol. Soc.
PY 2005
VL 8
IS 3
BP 149
EP 161
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 953VN
UT WOS:000231109400014
ER

PT J
AU Armour, KM
   Yelling, MR
AF Armour, KM
   Yelling, MR
TI Continuing professional development for experienced physical education
   teachers: Towards effective provision
SO SPORT EDUCATION AND SOCIETY
LA English
DT Article
ID KNOWLEDGE; REFORM
AB Continuing Professional Development (CPD) is now a cornerstone of education policy in the UK and elsewhere. If policy aspirations translate successfully into practice, then (funded) CPD opportunities will abound and teachers will be 'developed' in a logical and structured way from the moment they enter the profession until retirement. As a result (it is claimed) teacher retention will be improved, pupils' learning will be enhanced and standards within education ruin rise. Yet, although there is a growing consensus in the research literature about the kind of CPD that could be effective in supporting teacher and pupil learning, there is little evidence that such CPD exists in physical education. This paper summarises current CPD theory and research, considers existing evidence on the nature and quality of PF-CPD in the UK, and explores three interlinked proposals for developing a more effective model of PE-CPD provision. The case is made that radical changes to the structure and content of PE-CPD are required if it is to impact upon the quality of teacher and pupil learning.
C1 Univ Loughborough, Sch Sport & Exercise Sci, Loughborough LE11 2QT, Leics, England.
RP Armour, KM (reprint author), Univ Loughborough, Sch Sport & Exercise Sci, Loughborough LE11 2QT, Leics, England.
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NR 82
TC 37
Z9 37
U1 3
U2 17
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 1357-3322
J9 SPORT EDUC SOC
JI Sport. Educ. Soc.
PD MAR
PY 2004
VL 9
IS 1
BP 95
EP 114
DI 10.1080/1357332042000175836
PG 20
WC Education & Educational Research; Hospitality, Leisure, Sport & Tourism;
   Sport Sciences
SC Education & Educational Research; Social Sciences - Other Topics; Sport
   Sciences
GA 811XF
UT WOS:000220803900005
ER

PT J
AU Shah, S
AF Shah, S
TI The researcher/interviewer in intercultural context: a social intruder!
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Review
ID EDUCATION
AB The search for improved understanding in cross-cultural contexts is resulting in a correspondingly high increase in cross-cultural studies in diverse fields and disciplines. Globalization, economic universalism and internationalization of technology, as well as increased international mobility, immigration and relocation accelerated by the communication explosion, are drawing the world closer, but with an increasing awareness of differences, particularly across the given historical and eco-political divides. The challenge to research is to communicate meaningfully across these divides. This article explores the issues surrounding cross-cultural interviewing. Against the backdrop of growing emphasis on cross-cultural research, there is an emerging need to reconsider interviewing as a research tool with a focus on the interview participants apos; subjectivities and the subsequent interplay with data collection and making meaning. This entails a recognition of the deep consequences of culture mdash; the embedded patterns of behaviour and the processes of making meaning mdash; and the significance of how these impact on doing research across cultures.
C1 Univ Leicester, Sch Educ, Leicester LE1 7RF, Leics, England.
RP Shah, S (reprint author), Univ Leicester, Sch Educ, 21 Univ Rd, Leicester LE1 7RF, Leics, England.
EM sjas2@Le.ac.uk
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NR 130
TC 37
Z9 37
U1 2
U2 15
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.
PY 2004
VL 30
IS 4
BP 549
EP 575
DI 10.1080/0141192042000237239
PG 27
WC Education & Educational Research
SC Education & Educational Research
GA 845LY
UT WOS:000223245400006
ER

PT J
AU Hemsley-Brown, J
   Sharp, C
AF Hemsley-Brown, J
   Sharp, C
TI The use of research to improve professional practice: a systematic
   review of the literature
SO OXFORD REVIEW OF EDUCATION
LA English
DT Review
ID SCHOOL EFFECTIVENESS RESEARCH; EDUCATIONAL-RESEARCH; NURSING-RESEARCH;
   KNOWLEDGE UTILIZATION; INFORMATION-SOURCES; RESEARCH AWARENESS;
   NORTHERN-IRELAND; SURGICAL WARDS; POLICY-MAKING; BARRIERS
AB In a keynote address to the Teacher Training Agency Annual Conference, Professor David Hargreaves suggested that teaching could become an evidence-based profession if educational researchers were made more accountable to teachers. This systematic literature review set out to explore: how teachers use research; which features of research encourage teachers to use research findings in their own practice; whether medical practitioners make greater use of research findings than teachers; and approaches to dissemination. Two key ideas emerge from this review. First, there appear to be common barriers to research use in both medicine and in education. Findings suggest that there is a need to create a culture in the public sector which supports and values research. There are, however, a number of factors, which appear to be more specific to the education field. Key differences in the way that research knowledge is constructed in the social sciences has led to researchers being challenged about their findings, particularly in relation to the context, generalisability and validity of the research. For these reasons the development of communication networks, links between researchers and practitioners, and greater involvement of practitioners in the research process, have emerged as strategies for improving research impact.
C1 Univ Surrey, Sch Management, Guildford GU2 5XH, Surrey, England.
RP Hemsley-Brown, J (reprint author), Univ Surrey, Sch Management, Guildford GU2 5XH, Surrey, England.
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NR 163
TC 37
Z9 37
U1 2
U2 17
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0305-4985
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PD DEC
PY 2003
VL 29
IS 4
BP 449
EP 470
DI 10.1080/0305498032000153025
PG 22
WC Education & Educational Research
SC Education & Educational Research
GA 754PT
UT WOS:000187327000004
ER

PT J
AU Carpenter, JR
   Goldstein, H
   Rasbash, J
AF Carpenter, JR
   Goldstein, H
   Rasbash, J
TI A novel bootstrap procedure for assessing the relationship between class
   size and achievement
SO JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES C-APPLIED STATISTICS
LA English
DT Article
DE class size project; confidence interval; multilevel model; nonparametric
   bootstrap
ID GENERALIZED LEAST-SQUARES; CONFIDENCE-INTERVALS
AB There is on-going concern about the relationship between class size and achievement for children in their first years of schooling. The Institute of Education's class size project was set up to address this issue and began recruiting in the autumn of 1996. However, because of the non-normality of achievement measures, especially in mathematics, the results have hitherto been presented by using transformed achievement measures. This makes the interpretation difficult for non-statisticians. Ideally, the data would be modelled on the original scale and a bootstrap procedure used to ensure that inferences are robust to non-normality. However, the data are multilevel. In the paper we therefore propose a nonparametric residual bootstrap procedure that is suitable for multilevel models, show that it is consistent and present a simulation study which demonstrates its potential to yield substantial reductions in the difference between nominal and actual confidence interval coverage, compared with a parametric bootstrap, when the underlying distribution of the data is non-normal. We then apply our approach to estimate the relationship between class size and achievement for children in their reception year, after adjusting for other possible determinants.
C1 Univ London London Sch Hyg & Trop Med, Med Stat Unit, London WC1E 7HT, England.
   W London Inst Higher Educ, London, England.
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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NR 14
TC 37
Z9 37
U1 0
U2 10
PU BLACKWELL PUBL LTD
PI OXFORD
PA 108 COWLEY RD, OXFORD OX4 1JF, OXON, ENGLAND
SN 0035-9254
J9 J ROY STAT SOC C-APP
JI J. R. Stat. Soc. Ser. C-Appl. Stat.
PY 2003
VL 52
BP 431
EP 443
DI 10.1111/1467-9876.00415
PN 4
PG 13
WC Statistics & Probability
SC Mathematics
GA 733ZY
UT WOS:000186031800004
ER

PT J
AU Eastwood, JD
   Frischen, A
   Fenske, MJ
   Smilek, D
AF Eastwood, John D.
   Frischen, Alexandra
   Fenske, Mark J.
   Smilek, Daniel
TI The Unengaged Mind: Defining Boredom in Terms of Attention
SO PERSPECTIVES ON PSYCHOLOGICAL SCIENCE
LA English
DT Article
DE boredom; attention; emotion
ID TRAUMATIC BRAIN-INJURY; TIME PERCEPTION; SELECTIVE ATTENTION; DEFAULT
   NETWORK; WANDERING MINDS; YOUNG-ADULTS; MOODS LEAD; PRONENESS;
   EXPERIENCE; EMOTION
AB Our central goal is to provide a definition of boredom in terms of the underlying mental processes that occur during an instance of boredom. Through the synthesis of psychodynamic, existential, arousal, and cognitive theories of boredom, we argue that boredom is universally conceptualized as "the aversive experience of wanting, but being unable, to engage in satisfying activity." We propose to map this conceptualization onto underlying mental processes. Specifically, we propose that boredom be defined in terms of attention. That is, boredom is the aversive state that occurs when we (a) are not able to successfully engage attention with internal (e.g., thoughts or feelings) or external (e.g., environmental stimuli) information required for participating in satisfying activity, (b) are focused on the fact that we are not able to engage attention and participate in satisfying activity, and (c) attribute the cause of our aversive state to the environment. We believe that our definition of boredom fully accounts for the phenomenal experience of boredom, brings existing theories of boredom into dialogue with one another, and suggests specific directions for future research on boredom and attention.
C1 [Eastwood, John D.; Frischen, Alexandra] York Univ, Dept Psychol, Toronto, ON MJ3 1P3, Canada.
   [Frischen, Alexandra; Fenske, Mark J.] Univ Guelph, Dept Psychol, Guelph, ON N1G 2W1, Canada.
   [Frischen, Alexandra; Smilek, Daniel] Univ Waterloo, Dept Psychol, Waterloo, ON N2L 3G1, Canada.
RP Eastwood, JD (reprint author), York Univ, Dept Psychol, 118 Behav Sci Bldg,4700 Keele St, Toronto, ON MJ3 1P3, Canada.
EM johneast@yorku.ca
OI Fenske, Mark/0000-0003-4338-7754
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NR 136
TC 36
Z9 37
U1 8
U2 54
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1745-6916
J9 PERSPECT PSYCHOL SCI
JI Perspect. Psychol. Sci.
PD SEP
PY 2012
VL 7
IS 5
BP 482
EP 495
DI 10.1177/1745691612456044
PG 14
WC Psychology, Multidisciplinary
SC Psychology
GA 000UF
UT WOS:000308413600005
PM 26168505
ER

PT J
AU Watling, CJ
   Lingard, L
AF Watling, Christopher J.
   Lingard, Lorelei
TI Grounded theory in medical education research: AMEE Guide No. 70
SO MEDICAL TEACHER
LA English
DT Article
ID DISCOVERY; SENSE
AB Qualitative research in general and the grounded theory approach in particular, have become increasingly prominent in medical education research in recent years. In this Guide, we first provide a historical perspective on the origin and evolution of grounded theory. We then outline the principles underlying the grounded theory approach and the procedures for doing a grounded theory study, illustrating these elements with real examples. Next, we address key critiques of grounded theory, which continue to shape how the method is perceived and used. Finally, pitfalls and controversies in grounded theory research are examined to provide a balanced view of both the potential and the challenges of this approach. This Guide aims to assist researchers new to grounded theory to approach their studies in a disciplined and rigorous fashion, to challenge experienced researchers to reflect on their assumptions, and to arm readers of medical education research with an approach to critically appraising the quality of grounded theory studies.
C1 [Watling, Christopher J.; Lingard, Lorelei] Univ Western Ontario, Schulich Sch Med & Dent, Dept Med, London, ON N6A 5C1, Canada.
RP Watling, CJ (reprint author), Univ Western Ontario, Schulich Sch Med & Dent, Dept Med, Med Sci Bldg,Room M103, London, ON N6A 5C1, Canada.
EM chris.watling@schulich.uwo.ca
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NR 33
TC 36
Z9 36
U1 1
U2 12
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0142-159X
EI 1466-187X
J9 MED TEACH
JI Med. Teach.
PY 2012
VL 34
IS 10
BP 850
EP 861
DI 10.3109/0142159X.2012.704439
PG 12
WC Education, Scientific Disciplines; Health Care Sciences & Services
SC Education & Educational Research; Health Care Sciences & Services
GA 024ZH
UT WOS:000310150400020
PM 22913519
ER

PT J
AU Chin, C
   Osborne, J
AF Chin, Christine
   Osborne, Jonathan
TI Supporting Argumentation Through Students' Questions: Case Studies in
   Science Classrooms
SO JOURNAL OF THE LEARNING SCIENCES
LA English
DT Article
ID KNOWLEDGE INTEGRATION; COGNITIVE CONFLICT; SELF-EXPLANATIONS; SCHOOL
   SCIENCE; ANOMALOUS DATA; DISCOURSE; QUALITY; CONSTRUCTION; ACQUISITION;
   ENGAGEMENT
AB This study explores how student-generated questions can support argumentation in science. Students were asked to discuss which of two graphs showing the change in temperature with time when ice is heated to steam was correct. Four classes of students, aged 12-14 years, from two countries, first wrote questions about the phenomenon. Then, working in groups with members who differed in their views, they discussed possible answers. To help them structure their arguments, students were given a sheet with prompts to guide their thinking and another sheet on which to represent their argument diagrammatically. One group of students from each class was audiotaped. Data from both students' written work and the taped oral discourse were then analyzed for types of questions asked, the content and function of their talk, and the quality of arguments elicited. To illustrate the dynamic interaction between students' questions and the evolution of their arguments, the discourse of one group is presented as a case study and comparative analyses made with the discourse from the other three groups. Emerging from our analysis is a tentative explanatory model of how different forms of interaction and, in particular, questioning are needed for productive argumentation to occur.
C1 [Chin, Christine] Nanyang Technol Univ, Natl Inst Educ, Singapore 637616, Singapore.
   [Osborne, Jonathan] Stanford Univ, Sch Educ, Stanford, CA 94305 USA.
RP Chin, C (reprint author), Nanyang Technol Univ, Natl Inst Educ, 1 Nanyang Walk, Singapore 637616, Singapore.
EM christine.chin@nie.edu.sg
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NR 86
TC 36
Z9 36
U1 9
U2 31
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1050-8406
J9 J LEARN SCI
JI J. Learn. Sci.
PY 2010
VL 19
IS 2
BP 230
EP 284
DI 10.1080/10508400903530036
PG 55
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 636UR
UT WOS:000280769100003
ER

PT J
AU Strand, S
   Winston, J
AF Strand, Steve
   Winston, Joe
TI Educational aspirations in inner city schools
SO EDUCATIONAL STUDIES
LA English
DT Article
DE educational aspirations; ethnic group; attitudes achievement;
   attainment; gender
ID PARENTS; EXPECTATIONS; ACHIEVEMENT; STUDENTS
AB This research aimed to assess the nature and level of pupils' educational aspirations and to elucidate the factors that influence these aspirations. A sample of Five inner city comprehensive secondary schools were selected by their local authority because of poor pupil attendance, below-average examination results and low rates of continuing in fullfill education after the age of 16. Schools were all ethnically mixed and coeducational. Over 800 Pupils aged 12-14 completed a questionnaire assessing pupils' experience of home, school and their peers. A sub-sample of 48 Pupils, selected by teachers to reflect ethnicity and ability levels in individual schools, also participated in detailed focus group interviews. There were no significant differences in aspirations by gender or year group, but differences between ethnic groups were marked. Black African, Asian Other and Pakistani groups had significantly higher educational aspirations than the White British group. who had the lowest aspirations. The results suggest the high aspirations of Black African, Asian Other and Pakistani pupils are mediated through Strong academic self-concept, positive peer support, a commitment to schooling and high educational aspirations in the home. They also suggest that low educational aspirations may have different mediating influences in different ethnic groups. The low aspirations of White British pupils seem to relate most strongly to poor academic self-concept and low educational aspirations in the home, while for Black Caribbean pupils disaffection, negative peers and low commitment to schooling appear more relevant. Interviews with pupils corroborated the above findings and further illuminated the factors students described as important in their educational aspirations. The results are discussed in relation to theories of aspiration which stress its nature as a Cultural capacity.
C1 [Strand, Steve; Winston, Joe] Univ Warwick, Inst Educ, Coventry CV4 7AL, W Midlands, England.
RP Strand, S (reprint author), Univ Warwick, Inst Educ, Coventry CV4 7AL, W Midlands, England.
EM steve.strand@warwick.ac.uk
RI Strand, Steve/A-5557-2008
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NR 29
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U1 4
U2 27
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-5698
J9 EDUC STUD
JI Educ. Stud.
PD OCT
PY 2008
VL 34
IS 4
BP 249
EP 267
DI 10.1080/03055690802034021
PG 19
WC Education & Educational Research
SC Education & Educational Research
GA 398NE
UT WOS:000262738000001
ER

PT J
AU Urban, M
AF Urban, Mathias
TI Dealing with uncertainty: challenges and possibilities for the early
   childhood profession
SO EUROPEAN EARLY CHILDHOOD EDUCATION RESEARCH JOURNAL
LA English
DT Article
DE professionalism; professional habitus; knowledge; evidence-based
   practice; hermeneutics; critical thinking
AB In many countries, strategies to further develop services and institutions for the education and care of young children are linked to a discourse on professionalism. Ambitious policy goals, it is argued, can only be achieved by a skilled and qualified workforce whose practice is guided by a professional body of knowledge. This article argues that the prevailing conceptual isation of the early childhood- professional is constructed out of a particular, hierarchical mode of producing and applying expert knowledge that is not necessarily appropriate to professional practice in the field of early childhood education. However, it is highly effective and contributes to fon-ning a professional habitus that contradicts the relational core of early childhood practice. Drawing on the conceptual framework of hermeneutics, the article explores an alternative paradigm of a relational, systemic professionalism that embraces openness and uncertainty, and encourages co-construction of professional knowledges and practices. Research, in this frame of thinking, is understood as a dialogic activity of asking critical questions and creating understandings across differences, rather than producing evidence to direct practice.
C1 Univ Halle Wittenberg, D-4010 Halle, Germany.
RP Urban, M (reprint author), Univ Halle Wittenberg, D-4010 Halle, Germany.
EM mathias.urban@paedagogik.uni-halle.de
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U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1350-293X
J9 EUR EARLY CHILD EDUC
JI Eur. Early Child. Educ. Res. J.
PD JUN
PY 2008
VL 16
IS 2
BP 135
EP 152
DI 10.1080/13502930802141584
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 330HI
UT WOS:000257931100002
ER

PT J
AU de Wolf, IF
   Janssens, FJG
AF de Wolf, Inge F.
   Janssens, Frans J. G.
TI Effects and side effects of inspections and accountability in education:
   an overview of empirical studies
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article
ID SCHOOL INSPECTIONS; OFSTED INSPECTIONS; IMPACT; SUPERVISION; PERFORMANCE
AB This paper presents an overview of studies into effects and side effects of control mechanisms in education. We focus on effects and side effects of inspection visits and public performance indicators. A first conclusion is that the studies do not provide us with a clear answer to the question of whether inspections have positive causal effects on the quality of schools. Results of studies of publications on public performance indicators are more unambiguous. They lead us to the conclusion that although principals and teachers believe performance indicators are important, parents and pupils take very little notice of these indicators when choosing schools. A third conclusion concerns the occurrence of side effects of school inspections and other control mechanisms in education. Several of the studies discussed clearly refer to the existence of these side effects, such as 'window dressing' and other types of 'gaming'.
C1 Univ Amsterdam, Res Inst, Educ Inspectorate, NL-1018 WB Amsterdam, Netherlands.
   Univ Twente, Netherlands Educ Inspectorate, Enschede, Netherlands.
RP de Wolf, IF (reprint author), Univ Amsterdam, Res Inst, Educ Inspectorate, Roetersstr 11, NL-1018 WB Amsterdam, Netherlands.
EM I.deWolf@owinsp.nl
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NR 50
TC 36
Z9 36
U1 1
U2 24
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-4985
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PD JUL
PY 2007
VL 33
IS 3
BP 379
EP 396
DI 10.1080/03054980701366207
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 184YF
UT WOS:000247677800007
ER

PT J
AU Tondeur, J
   van Braak, J
   Valcke, M
AF Tondeur, J.
   van Braak, J.
   Valcke, M.
TI Towards a typology of computer use in primary education
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE computer use; evaluation methodologies; primary education; questionnaire
ID TECHNOLOGY; ICT; SCHOOLS; PERSPECTIVES; INFORMATION; CLASSROOMS;
   FRAMEWORK; MODELS; NUMBER
AB In the present study, we reject the view that computer use can be studied as an isolated variable in a learning environment. Our main objective is to develop an instrumental tool to measure different types of educational computer use in the classroom. This builds on a comprehensive review of the literature about computer use in education. This review helped to construct a questionnaire to identify a typology of computer use in primary education. In addition, the questionnaire was enriched by input of experts in this field. The questionnaire was presented to a sample of 352 primary school teachers. The input from a first subsample was used to carry out an exploratory factor analysis; the second subsample was used to verify the identified factor structure via confirmatory factor analysis. A three-factor structure of computer use in primary education was identified: 'the use of computers as an information tool', 'the use of computers as a learning tool,' and 'learning basic computer skills'. The three-factor structure was confirmed in the confirmatory factor analysis. The results underpin a number of meaningful differences in the current practice of computer use in primary education.
C1 Univ Ghent, Dept Educ, B-9000 Ghent, Belgium.
RP Tondeur, J (reprint author), Univ Ghent, Dept Educ, H Dunantlaan 2, B-9000 Ghent, Belgium.
EM jo.tondeur@ugent.be
RI van Braak, Johan/B-9824-2011; Valcke, Martin/H-6693-2012
OI van Braak, Johan/0000-0002-6989-7886; Valcke, Martin/0000-0001-9544-4197
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NR 28
TC 36
Z9 37
U1 1
U2 17
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0266-4909
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD JUN
PY 2007
VL 23
IS 3
BP 197
EP 206
DI 10.1111/j.1365-2729.2006.00205.x
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA 166SG
UT WOS:000246399700003
ER

PT J
AU Stylianides, AJ
AF Stylianides, Andreas J.
TI Proof and proving in school mathematics
SO JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION
LA English
DT Article
DE all school levels; instructional intervention; logic and proof; proof;
   qualitative methods; reasoning
ID TEACHERS
AB Many researchers and curriculum frameworks recommend that the concept of proof and the corresponding activity of proving become part of students' mathematical experiences throughout the grades. Yet it is still unclear what '' proof '' means in school mathematics, especially in the elementary grades, and what role teachers have in cultivating proof and proving among their students. In this article, I propose a conceptualization of the meaning of proof in school mathematics and use classroom episodes from third grade to elaborate elements of this conceptualization and to illustrate its applicability even in the early elementary grades. Furthermore, I use the conceptualization to develop a tool to analyze the classroom episodes and to examine aspects of the teachers' role in managing their students' proving activity. This analysis supports the development of a framework about instructional practices for cultivating proof and proving in school mathematics.
C1 Univ Oxford, Dept Educ Studies, Oxford OX2 6PY, England.
RP Stylianides, AJ (reprint author), Univ Oxford, Dept Educ Studies, 15 Norham Gardens, Oxford OX2 6PY, England.
EM andreas.stylianides@edstud.ox.ac.uk
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NR 67
TC 36
Z9 36
U1 1
U2 2
PU NATL COUNC TEACH MATH
PI RESTON
PA 1906 ASSOCIATION DRIVE, RESTON, VA 22091 USA
SN 0021-8251
J9 J RES MATH EDUC
JI J. Res. Math. Educ.
PD MAY
PY 2007
VL 38
IS 3
BP 289
EP 321
PG 33
WC Education & Educational Research
SC Education & Educational Research
GA 161ZG
UT WOS:000246055200004
ER

PT J
AU Harlaar, N
   Dale, PS
   Plomin, R
AF Harlaar, Nicole
   Dale, Philip S.
   Plomin, Robert
TI From learning to read to reading to learn: Substantial and stable
   genetic influence
SO CHILD DEVELOPMENT
LA English
DT Article
ID ENVIRONMENTAL-INFLUENCES; INDIVIDUAL-DIFFERENCES; TWIN DATA; ABILITIES;
   STABILITY; ADOPTION; FINNISH; AGE
AB Little is known about the underlying causes and developmental patterns of stability and change in early reading abilities. In a longitudinal study of twins (n=4,291 pairs), individual differences in reading achievement assessed by teachers using U.K. National Curriculum (NC) criteria showed substantial heritabilities at ages 7, 9, and 10 years (.57-.67) and modest shared environmental influences (.10-.17). Stability in NC scores was primarily mediated genetically. There was also evidence for age-specific genetic influences at each age. Genetic influences on reading are substantial and stable during the elementary school years despite the shift from "learning to read" to "reading to learn."
C1 Kings Coll London, Inst Psychiat, MRC SGDP Ctr, London SE5 8AF, England.
   Univ New Mexico, Albuquerque, NM 87131 USA.
RP Harlaar, N (reprint author), Kings Coll London, Inst Psychiat, MRC SGDP Ctr, Box P083, London SE5 8AF, England.
EM n.harlaar@iop.kcl.ac.uk
RI Dale, Philip/A-2254-2009; Plomin, Robert/B-8911-2008; 
OI Dale, Philip/0000-0002-7697-8510; Plomin, Robert/0000-0002-0756-3629
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NR 44
TC 36
Z9 39
U1 0
U2 3
PU WILEY-BLACKWELL PUBLISHING, INC
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0009-3920
J9 CHILD DEV
JI Child Dev.
PD JAN-FEB
PY 2007
VL 78
IS 1
BP 116
EP 131
DI 10.1111/j.1467-8624.2007.00988.x
PG 16
WC Psychology, Educational; Psychology, Developmental
SC Psychology
GA 140PJ
UT WOS:000244517400007
PM 17328696
ER

PT J
AU Thomson, P
   Gunter, H
AF Thomson, Pat
   Gunter, Helen
TI From 'consulting pupils' to 'pupils as researchers': a situated case
   narrative
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID STUDENTS; SCHOOL; VOICE
AB Schools in England are now being encouraged to 'personalise' the curriculum and to consult students about teaching and learning. This article reports on an evaluation of one high school which is working hard to increase student subject choice, introduce integrated curriculum in the middle years and to improve teaching and learning while maintaining a commitment to inclusive and equitable comprehensive education. The authors worked with a small group of students as consultants to develop a 'student's-eye' set of evaluative categories in a school-wide student survey. They also conducted teacher, student and governor interviews, lesson and meeting observations, and student 'mind-mapping' exercises. In this article, in the light of the findings, the authors discuss the processes they used to work jointly with the student research team, and how they moved from pupils-as-consultants to pupils-as-researchers, a potentially more transformative/disruptive practice. They query the notion of 'authentic student voice' and show it as discursive and heterogeneous: they thus suggest that both a standards and a rights framings of student voice must be regarded critically.
C1 Univ Nottingham, Sch Educ, Nottingham NG8 1BB, England.
   Univ Manchester, Manchester M13 9PL, Lancs, England.
RP Thomson, P (reprint author), Univ Nottingham, Sch Educ, Dearing Bldg,Jubilee Campus,Wollaton Rd, Nottingham NG8 1BB, England.
EM patricia.thomson@nottingham.ac.uk
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NR 61
TC 36
Z9 36
U1 2
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD DEC
PY 2006
VL 32
IS 6
BP 839
EP 856
DI 10.1080/01411920600989487
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 104WI
UT WOS:000241990900005
ER

PT J
AU Opdenakker, MC
   Van Damme, J
AF Opdenakker, MC
   Van Damme, J
TI Differences between secondary schools: A study about school context,
   group composition, school practice, and school effects with special
   attention to public and Catholic schools and types of schools
SO SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
LA English
DT Article
ID MATHEMATICS ACHIEVEMENT; LEARNING OPPORTUNITIES; EDUCATIONAL-LEADERSHIP;
   ELEMENTARY-SCHOOLS; INSTRUCTION; SIZE; NETHERLANDS; PERFORMANCE;
   CURRICULUM; OUTCOMES
AB The results indicate that in Flanders secondary schools of different denomination and of different school type (based on their curriculum offerings) differ with respect to several characteristics. With respect to the educational framework, learning environment and learning climate differences between schools are small and differences are more situated within schools. Multilevel analysis reveals that almost 19% of the variance in mathematics achievement is at school level. The effect of denomination is small and disappears when student background (which is related to school practice) is taken into account. The effect of school type remains important when controlled for student background and denomination. Group composition, the social and learning climate, and the opportunity to learn seem to matter and explain almost 90% of the school effect. They also explain more than four fifths of the effect of school type (and denomination together) which accounts for 65% of the school level variance.
C1 Katholieke Univ Leuven, Ctr Educ Effectiveness & Evaluat, Dept Educ Sci, B-3000 Louvain, Belgium.
   Univ Groningen, Dept Educ Sci, Groningen, Netherlands.
RP Opdenakker, MC (reprint author), Katholieke Univ Leuven, Ctr Educ Effectiveness & Evaluat, Dept Educ Sci, Dekenstr 2, B-3000 Louvain, Belgium.
EM Marie-Christine.Opdenakker@ped.kuleuven.be
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NR 93
TC 36
Z9 36
U1 2
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0924-3453
J9 SCH EFF SCH IMPROV
JI Sch. Eff. Sch. Improv.
PD MAR
PY 2006
VL 17
IS 1
BP 87
EP 117
DI 10.1080/09243450500264457
PG 31
WC Education & Educational Research
SC Education & Educational Research
GA 012NW
UT WOS:000235346900005
ER

PT B
AU Fish, J
AF Fish, J
TI Heterosexism in Health and Social Care
SO HETEROSEXISM IN HEALTH AND SOCIAL CARE
LA English
DT Book
ID RISK SEXUAL-BEHAVIOR; BISEXUAL WOMEN; MENTAL-HEALTH; PUBLIC-HEALTH; GAY
   MEN; LESBIAN WOMEN; HOMOSEXUAL-MEN; SAN-FRANCISCO; UNITED-STATES;
   SUBSTANCE USE
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NR 297
TC 36
Z9 36
U1 0
U2 2
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-1-4039-4123-7
PY 2006
BP 1
EP 236
DI 10.1057/9780230800731
PG 236
WC Health Policy & Services; Social Issues
SC Health Care Sciences & Services; Social Issues
GA BQS65
UT WOS:000281742400010
ER

PT J
AU Davies, B
AF Davies, B
TI Communities of practice: Legitimacy not choice
SO JOURNAL OF SOCIOLINGUISTICS
LA English
DT Article
DE community of practice; speech community; social networks; adolescents;
   nerds
ID PERIPHERAL PARTICIPATION; GENDER RESEARCH; LANGUAGE; IDENTITY;
   MASCULINITIES; CONSTRUCTION; FEMININITIES; ADOLESCENTS
AB Communities of practice has emerged as an alternative to other current sociolinguistic models such as speech communities and social networks, particularly in the area of language and gender. The valorization of non-linguistic behaviours as adding further explanatory power to sociolinguistic models is timely: it has often been implicit in linguistic study (through ethnography) but rarely been given recognition. However, the types of self-constituting communities of interest to sociolinguists are not the same as the communities of learning studied by Lave and Wenger (1991) and Wenger (1998). If this construct is to be useful to sociolinguists, then the mechanisms by which it models access, gate-keeping and its internal hierarchy need development. Using Eckert's (2000) Belten High data, and other work on adolescent talk, it is argued that gaining legitimate peripheral participation is a matter of sanction from within the hierarchy. Individuals do not have open access to communities based solely on their desire to be part of that community and to take part in its practices. While practices may define the community, the community determines who has access to that practice.
C1 Univ Leeds, Dept Phonet & Linguist, Sch Modern Languages & Cultures, Leeds LS2 9JT, W Yorkshire, England.
RP Davies, B (reprint author), Univ Leeds, Dept Phonet & Linguist, Sch Modern Languages & Cultures, Leeds LS2 9JT, W Yorkshire, England.
EM B.L.Davies@leeds.ac.uk
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NR 42
TC 36
Z9 37
U1 1
U2 13
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 1360-6441
J9 J SOCIOLING
JI J. Socioling.
PD NOV
PY 2005
VL 9
IS 4
BP 557
EP 581
DI 10.1111/j.1360-6441.2005.00306.x
PG 25
WC Linguistics
SC Linguistics
GA 988TB
UT WOS:000233622600004
ER

PT J
AU Van Houtte, M
AF Van Houtte, M
TI Climate or culture? A plea for conceptual clarity in school
   effectiveness research
SO SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
LA English
DT Review
ID ORGANIZATIONAL-CLIMATE; CORPORATE CULTURE; CLASSROOM CLIMATE;
   ACHIEVEMENT; STUDENTS; BEHAVIOR; WORK; IMPROVEMENT; OUTCOMES; NORMS
AB This article questions whether culture and climate can be considered interchangeable concepts in school effectiveness research. Hereto both arc compared by describing them thoroughly and reviewing their main advantages and disadvantages. It is argued that the two are different. Preference is given to culture as more suitable and more accurate for examining a school's cognitive structures. Climate, encompassing culture, should be reserved for picturing the school in its entirety.
C1 State Univ Ghent, Dept Sociol, B-9000 Ghent, Belgium.
RP Van Houtte, M (reprint author), State Univ Ghent, Dept Sociol, Univ Str 4, B-9000 Ghent, Belgium.
EM Mieke.VanHoutte@UGent.be
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NR 111
TC 36
Z9 36
U1 10
U2 22
PU ROUTLEDGE TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0924-3453
J9 SCH EFF SCH IMPROV
JI Sch. Eff. Sch. Improv.
PD MAR
PY 2005
VL 16
IS 1
BP 71
EP 89
DI 10.1080/09243450500113977
PG 19
WC Education & Educational Research
SC Education & Educational Research
GA 937XP
UT WOS:000229960100004
ER

PT J
AU Tymms, P
AF Tymms, P
TI Are standards rising in English primary schools?
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
AB The officially reported impressive rises in standards in mathematics and English in primary schools since 1995 are challenged. The article looks at the increases from four different perspectives. First, the general pattern of change is considered. Secondly, the statutory test data are compared with the results from several different studies. These indicate a complex pattern with clear rises in standards, but not as strong as the official data suggest up to 2000. Since 2000 the official data have shown little change and this is largely confirmed by independent tests. Thirdly, the standard setting procedures are considered and mechanisms by which the observed patterns could have been produced are set out. Finally, parallels are drawn with the experience in Texas where an apparently remarkable set of data was shown to be largely illusory. A case is made for an independent body to be set up with the express and sole purpose of monitoring standards over time.
C1 Univ Durham, Curriculum Evaluat & Management Ctr, Mountjoy Res Ctr 4, Durham DH1 3UZ, England.
RP Tymms, P (reprint author), Univ Durham, Curriculum Evaluat & Management Ctr, Mountjoy Res Ctr 4, Stockton Rd, Durham DH1 3UZ, England.
EM P.B.Tymms@dur.ac.uk
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   BROWN M, 2003, AM ED RES ASS ANN M
   Davies J, 1999, EDUC REV, V51, P243
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NR 20
TC 36
Z9 36
U1 0
U2 3
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.
PY 2004
VL 30
IS 4
BP 477
EP 494
DI 10.1080/0141192042000237194
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 845LY
UT WOS:000223245400002
ER

PT J
AU Campbell, RJ
   Kyriakides, L
   Muijs, RD
   Robinson, W
AF Campbell, RJ
   Kyriakides, L
   Muijs, RD
   Robinson, W
TI Differential teacher effectiveness: towards a model for research and
   teacher appraisal
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article
ID SCHOOL IMPROVEMENT
AB The article reviews the research on teacher effectiveness and develops the case for a model of teacher effectiveness in which differential effectiveness is incorporated. Five problems with current concepts of teacher effectiveness are identified: undue influence of available techniques upon the concept; emphasis on school, to the detriment of teacher, effectiveness; tenuous relationship to teacher improvement; narrowness of operational definitions in research; and the development of generic, rather than differentiated, models. In addition the failure of existing models to explain variance in pupil outcome at the classroom level, the neglect of teacher self-evaluation, and the restricted measures of pupil outcomes are noted. A differential model is proposed incorporating five dimensions of difference. These refer to teacher activity, outside as well as inside the classroom; curriculum subject; pupil background factors; pupil personal characteristics; cultural and organisational contexts of teaching. The developmental functions of such a model for research and for teacher appraisal are explored. Four problems for implementing a differentiated model are raised: complexity, stakeholder expectations, values, and policy acceptability. These are considered in the light of the controversial Hay McBer model in England and of models developed in Europe and the USA in the early decades of the last century.
C1 Univ Warwick, Inst Educ, Coventry CV4 7AL, W Midlands, England.
RP Campbell, RJ (reprint author), Univ Warwick, Inst Educ, Coventry CV4 7AL, W Midlands, England.
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NR 74
TC 36
Z9 37
U1 1
U2 13
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0305-4985
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PD SEP
PY 2003
VL 29
IS 3
BP 347
EP 362
DI 10.1080/0305498032000120292
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 714KA
UT WOS:000184911800004
ER

PT B
AU Gunter, HM
AF Gunter, HM
TI Leadership and the Reform of Education
SO LEADERSHIP AND THE REFORM OF EDUCATION
LA English
DT Book
ID SCHOOL EFFECTIVENESS RESEARCH; NEW-LABOR; TRANSFORMATIONAL LEADERSHIP;
   NETWORKS MATTER; PUBLIC-SERVICE; 2 DECADES; POLICY; ENGLAND; GOVERNANCE;
   PERSPECTIVE
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   Young Michael, 2008, BRINGING KNOWLEDGE B
NR 625
TC 35
Z9 35
U1 0
U2 1
PU POLICY PRESS
PI BRISTOL
PA UNIV BRISTOL, 4TH FLOOR, BEACON HOUSE, QUEENS ROAD, BRISTOL, BS8 1QU,
   ENGLAND
BN 978-1-84742-767-0
PY 2012
BP 1
EP 200
PG 200
WC Education & Educational Research
SC Education & Educational Research
GA BA0SZ
UT WOS:000332208600010
ER

PT J
AU Phipps, S
   Borg, S
AF Phipps, Simon
   Borg, Simon
TI Exploring tensions between teachers' grammar teaching beliefs and
   practices
SO SYSTEM
LA English
DT Article
DE Teacher cognition; Teacher beliefs; Teacher education; Grammar teaching;
   Second language teaching
AB This study examines tensions in the grammar teaching beliefs and practices of three practising teachers of English working in Turkey. The teachers were observed and interviewed over a period of 18 months; the observations provided insights into how they taught grammar, while the interviews explored the beliefs underpinning the teachers' classroom practices. Drawing on the distinction between core and peripheral beliefs, the analysis indicated that, while at one level teachers' practices in teaching grammar were at odds with specific beliefs about language learning, at another level, these same practices were consistent with a more generic set of beliefs about learning. The latter, it is hypothesized, constituted the teachers' core beliefs and it was these, rather than the more peripheral beliefs about language learning, that were most influential in shaping teachers' instructional decisions. It is argued that attention to the relative influence of core and peripheral beliefs on teachers' practices allows for more complex understandings of tensions in teachers' work. Claims are also made here for the benefits of grounding the study of tensions between stated beliefs and classroom behaviours in the qualitative analyses of teachers' actual classroom practices. Some implications of this study for language teacher education are also discussed. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Phipps, Simon] Bilkent Univ, Sch English Language, TR-06800 Ankara, Turkey.
   [Borg, Simon] Univ Leeds, Sch Educ, Leeds LS2 9JT, W Yorkshire, England.
RP Phipps, S (reprint author), Bilkent Univ, Sch English Language, TR-06800 Ankara, Turkey.
EM simon@bilkent.edu.tr; S.Borg@education.leeds.ac.uk
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NR 41
TC 35
Z9 37
U1 4
U2 20
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 0346-251X
J9 SYSTEM
JI System
PD SEP
PY 2009
VL 37
IS 3
BP 380
EP 390
DI 10.1016/j.system.2009.03.002
PG 11
WC Education & Educational Research; Linguistics
SC Education & Educational Research; Linguistics
GA 687TW
UT WOS:000284801800003
ER

PT J
AU Straker, LM
   Pollock, C
   Maslen, B
AF Straker, L. M.
   Pollock, C.
   Maslen, B.
TI Principles for the wise use of computers by children
SO ERGONOMICS
LA English
DT Review
DE children; computers; guidelines
ID LOW-BACK-PAIN; VISUAL-DISPLAY UNITS; HIGH-SCHOOL-STUDENTS; BODY-MASS
   INDEX; PHYSICAL-ACTIVITY; COMMUNICATION TECHNOLOGY; MUSCULOSKELETAL
   DISORDERS; MUSCLE-ACTIVITY; YOUNG-CHILDREN; RISK-FACTORS
AB Computer use by children at home and school is now common in many countries. Child computer exposure varies with the type of computer technology available and the child's age, gender and social group. This paper reviews the current exposure data and the evidence for positive and negative effects of computer use by children. Potential positive effects of computer use by children include enhanced cognitive development and school achievement, reduced barriers to social interaction, enhanced fine motor skills and visual processing and effective rehabilitation. Potential negative effects include threats to child safety, inappropriate content, exposure to violence, bullying, Internet 'addiction', displacement of moderate/vigorous physical activity, exposure to junk food advertising, sleep displacement, vision problems and musculoskeletal problems. The case for child specific evidence-based guidelines for wise use of computers is presented based on children using computers differently to adults, being physically, cognitively and socially different to adults, being in a state of change and development and the potential to impact on later adult risk. Progress towards child-specific guidelines is reported. Finally, a set of guideline principles is presented as the basis for more detailed guidelines on the physical, cognitive and social impact of computer use by children. The principles cover computer literacy, technology safety, child safety and privacy and appropriate social, cognitive and physical development. The majority of children in affluent communities now have substantial exposure to computers. This is likely to have significant effects on child physical, cognitive and social development. Ergonomics can provide and promote guidelines for wise use of computers by children and by doing so promote the positive effects and reduce the negative effects of computer-child, and subsequent computer-adult, interaction.
C1 [Straker, L. M.; Maslen, B.] Curtin Univ Technol, Sch Physiotherapy, Perth, WA 6845, Australia.
   [Pollock, C.] Curtin Univ Technol, Sch Psychol, Perth, WA 6845, Australia.
RP Straker, LM (reprint author), Curtin Univ Technol, Sch Physiotherapy, GPO Box U1987, Perth, WA 6845, Australia.
EM L.Straker@curtin.edu.au
RI Straker, Leon/B-2407-2013; castro, teresa/G-2533-2011; Pollock,
   Clare/I-6494-2013
OI Straker, Leon/0000-0002-7786-4128; castro, teresa/0000-0002-7148-9443;
   Pollock, Clare/0000-0003-2330-3242
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NR 114
TC 35
Z9 35
U1 7
U2 28
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0014-0139
EI 1366-5847
J9 ERGONOMICS
JI Ergonomics
PY 2009
VL 52
IS 11
BP 1386
EP 1401
AR PII 916030779
DI 10.1080/00140130903067789
PG 16
WC Engineering, Industrial; Ergonomics; Psychology, Applied; Psychology
SC Engineering; Psychology
GA 515YC
UT WOS:000271507800006
PM 19851906
ER

PT J
AU Brown, S
   Getz, C
AF Brown, Sandy
   Getz, Christy
TI Privatizing farm worker justice: Regulating labor through voluntary
   certification and labeling
SO GEOFORUM
LA English
DT Article
DE agriculture; California; certification; farm labor; governance;
   neoliberalism
ID ENVIRONMENTAL GOVERNANCE; ORGANIC AGRICULTURE; FAIR TRADE;
   NEOLIBERALISM; STATE; STANDARDS; PRODUCTS; SYSTEMS; NORTH; SPACE
AB This paper assesses the possibilities and limits of efforts to incorporate social accountability into California agricultural production through voluntary certification and labeling, in the context neoliberal governance. We argue that, in its contradictory role as market mechanism, regulatory form, and social cause, certification both resists neoliberalization of the agro-food system and reinscribes neoliberal thinking. Unlike more traditional forms of social justice organizing, which have historically sought to alter power relations between labor, capital, and the state, the very notion that production conditions can be regulated through voluntary, third-party monitoring and labeling embraces several key neoliberal principles: the primacy of the market as a mechanism for addressing environmental and social ills, the privatization of regulatory functions previously reserved for the public sphere, and the assertion of the individual rights and responsibilities of citizen-consumers. Interviews with certification actors lead us to conclude that the strategic embrace of certification is driven by contradictory motivations within the movement for social accountability in agriculture, which can only be understood in relation to the confluence of a broader neoliberal political-economic order with California's particular arrangements of farm labor politics and agro-food activism. Specifically, agro-food consolidation, rollback of protective labor regulation, the evisceration of the farm worker movement, and the conservative agrarianism of the sustainable agriculture movement intersect to circumscribe the realm of possibility and create conditions that undermine farm worker representation in the governance of agricultural labor practices. (C) 2007 Published by Elsevier Ltd.
C1 [Brown, Sandy] Univ Calif Berkeley, Dept Geog, Berkeley, CA 94720 USA.
   [Getz, Christy] Dept Environm Sci Policy & Management, Berkeley, CA 94720 USA.
RP Brown, S (reprint author), Univ Calif Berkeley, Dept Geog, Berkeley 507,McCone Hall 4740, Berkeley, CA 94720 USA.
EM sandybrown@berkeley.edu; cgetz@nature.berkeley.edu
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NR 58
TC 35
Z9 37
U1 1
U2 23
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0016-7185
J9 GEOFORUM
JI Geoforum
PD MAY
PY 2008
VL 39
IS 3
BP 1184
EP 1196
DI 10.1016/j.geoforum.2007.01.002
PG 13
WC Geography
SC Geography
GA 315BF
UT WOS:000256852200012
ER

PT J
AU Nettleton, S
   Burrows, R
   Watt, I
AF Nettleton, Sarah
   Burrows, Roger
   Watt, Ian
TI Regulating medical bodies? The consequences of the 'modernisation' of
   the NHS and the disembodiment of clinical knowledge
SO SOCIOLOGY OF HEALTH & ILLNESS
LA English
DT Article
DE doctors; embodiment; regulation; NHS; tacit knowledge
ID TYRANNY; BODY; TIME; RISK
AB The aim of this paper is to explore the consequences of modernisation and regulatory processes for the everyday lives of doctors working the UK National Health Service. We do this by reporting on interview data generated as part of a qualitative investigation into the working lives of 47 doctors. The analysis of the empirical findings is informed by two literatures: that which has sought to theorise the contemporary thrust of regulation and audit and that which has developed a sociology of embodiment. Doctors' views are presented in relation to four areas of work which have - in the loosest sense of the word - been subject to regulation. Drawing on work from the sociology of embodiment we argue that changes in the institutional and cultural context of medical work could be altering both the 'field' and the 'habitus' - to use Bourdieu's terms - of medicine, with a consequence that medical knowledge is becoming less embodied.
C1 [Nettleton, Sarah; Burrows, Roger] Univ York, Dept Sociol, York YO10 5DD, N Yorkshire, England.
   [Watt, Ian] Univ York, Dept Hlth Sci, York YO10 5DD, N Yorkshire, England.
RP Nettleton, S (reprint author), Univ York, Dept Sociol, York YO10 5DD, N Yorkshire, England.
EM sjn2@york.ac.uk
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NR 54
TC 35
Z9 36
U1 1
U2 6
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0141-9889
J9 SOCIOL HEALTH ILL
JI Sociol. Health Ill.
PD APR
PY 2008
VL 30
IS 3
BP 333
EP 348
DI 10.1111/j.1467-9566.2007.01057.x
PG 16
WC Public, Environmental & Occupational Health; Social Sciences,
   Biomedical; Sociology
SC Public, Environmental & Occupational Health; Biomedical Social Sciences;
   Sociology
GA 289FT
UT WOS:000255041100001
PM 18419693
ER

PT J
AU Carrington, B
   Tymms, P
   Merrell, C
AF Carrington, Bruce
   Tymms, Peter
   Merrell, Christine
TI Role models, school improvement and the 'gender gap' - do men bring out
   the best in boys and women the best in girls?
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article; Proceedings Paper
CT 11th Biennial Conference of the
   European-Association-for-Research-on-Learning-and-Instruction
CY AUG 23-27, 2005
CL Univ Cyprus, Nicosia, CYPRUS
SP European Assoc Res Learning & Instruct
HO Univ Cyprus
ID TEACHERS; PERFORMANCE; RACE
AB A number of countries are running role model recruitment drives under the assumption that like is good for like: ethnic minority teachers should teach ethnic minority children, women should teach girls, and so on. The empirical basis for this would appear to be case study and personal reflection. This article will examine quantitative data to test the hypothesis that male teachers produce more positive attitudes amongst boys and female teachers amongst girls. Using data from the Performance Indicators in Primary Schools (PIPS) Project, information from 413 separate classes for 11 year-olds (in England) was examined. One hundred and thirteen were taught by males and 300 by females. All the pupils completed questionnaires that were designed to measure attitude to school, reading, mathematics and science. In addition, background data on those pupils were collected, including cognitive measures, attainment scores, ability measures and home background measures. The data were examined to look at attitudes using multilevel models controlling for background factors. The analysis concentrated on interaction effects between the gender of the teacher and the gender of the pupil and the results gave little support for those who advocate recruitment drives with role models in mind.
C1 [Carrington, Bruce] Univ Glasgow, Dept Educ Studies, Glasgow G3 6NH, Lanark, Scotland.
   [Tymms, Peter; Merrell, Christine] Univ Durham, Durham DH1 3HP, England.
RP Carrington, B (reprint author), Univ Glasgow, Dept Educ Studies, St Andrews Bldg,11 Eldon St, Glasgow G3 6NH, Lanark, Scotland.
EM b.carrington@educ.gla.ac.uk
CR ALLEN A, 2000, ROLE MODEL ARGUMENT
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NR 31
TC 35
Z9 35
U1 3
U2 21
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2008
VL 34
IS 3
BP 315
EP 327
DI 10.1080/01411920701532202
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 302YU
UT WOS:000256006800002
ER

PT J
AU Trautwein, U
   Baeriswyl, F
AF Trautwein, Ulrich
   Baeriswyl, Franz
TI When high-achieving classmates put students at a disadvantage: Reference
   group effects at the transition to secondary schooling
SO ZEITSCHRIFT FUR PADAGOGISCHE PSYCHOLOGIE
LA German
DT Article
DE transition to secondary education; reference group effects; social
   comparison
ID ACADEMIC SELF-CONCEPT; POND; ACHIEVEMENT; MATHEMATICS; DECISIONS;
   EDUCATION; SYSTEM; FRAME; MODEL
AB In differentiated school systems, the transition from primary school to one of the available lower secondary school tracks has crucial consequences for educational careers. This article examines whether primary teachers' recommendations of a secondary track and the transition decisions ultimately made by students and their parents are systematically related to the class-mean level of achievement. Drawing on educational psychology models of reference group effects, it was expected that - when controlling for the individual level of achievement - recommendations and decisions made in high-achieving classes would be less positive than those made in lower-achieving classes. This hypothesis was tested using data from 741 students from practically all German-speaking classes in the final year of primary schooling in the Swiss canton of Fribourg. The students were administered a standardized achievement test, and their teachers evaluated their achievement levels, academic motivation, and cognitive abilities. As expected, multilevel analyses - controlling for the individual level of achievement - revealed a negative regression coefficient of the class-mean level of achievement on teachers' perceptions of students' achievement levels and cognitive ability, as well as on their recommendations of a secondary track and the track actually chosen. Ways of overcoming this adverse reference group effect are discussed.
C1 Max Planck Inst Bildungsforsch, Forschungsbereich Erziehungswissensch & Bildungss, D-14195 Berlin, Germany.
   Univ Freiburg, D-7800 Freiburg, Germany.
RP Trautwein, U (reprint author), Max Planck Inst Bildungsforsch, Forschungsbereich Erziehungswissensch & Bildungss, Lentzeallee 94, D-14195 Berlin, Germany.
EM trautwein@mpib-berlin.mpg.de
RI Trautwein, Ulrich/C-3064-2011
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NR 49
TC 35
Z9 35
U1 2
U2 12
PU VERLAG HANS HUBER
PI BERN 9
PA LANGGASS-STRASSE 76, CH-3000 BERN 9, SWITZERLAND
SN 1010-0652
J9 Z PADAGOG PSYCHOL
JI Z. Padagog. Psychol.
PD JUN
PY 2007
VL 21
IS 2
BP 119
EP 133
DI 10.1024/1010-0652.21.2.119
PG 15
WC Psychology, Educational
SC Psychology
GA 211RX
UT WOS:000249542100003
ER

PT J
AU Barrett, AM
AF Barrett, Angeline M.
TI Beyond the polarization of pedagogy: models of classroom practice in
   Tanzanian primary schools
SO COMPARATIVE EDUCATION
LA English
DT Article
ID SOUTH-AFRICA; TEACHERS; REFORM; EDUCATION; CULTURE
AB Debate on teaching in low-income countries has tended to assume an over-simplified conceptualization of pedagogy as either teacher-centred or learner-centred. If theory is to address itself to the complex challenge of improving the quality of teaching within under-resourced education systems then it will have to move beyond this polarized view of pedagogy. This paper applies Basil Bernstein's performance and competence modes to the findings of fieldwork in Tanzania. It thereby arrives at a more nuanced understanding of primary school teachers' classroom practice, which allows for teachers working with a mixed palette of techniques and ideas. Bernstein's pedagogic modes were constructed from his studies of education in Britain. Their application to the Tanzanian setting, however, highlights the limitations of analytical frameworks developed in western contexts. It is argued that appreciation and critique of pedagogy in low-income countries could be deepened through linking with comparative literature that compares across English and non-English-speaking countries.
C1 Univ Bristol, Grad Sch Educ, Bristol BS8 1JA, Avon, England.
RP Barrett, AM (reprint author), Univ Bristol, Grad Sch Educ, 35 Berkeley Sq, Bristol BS8 1JA, Avon, England.
EM Angeline.Barrett@bristol.ac.uk
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NR 42
TC 35
Z9 35
U1 1
U2 3
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-0068
J9 COMP EDUC
JI Comp. Educ.
PY 2007
VL 43
IS 2
BP 273
EP 294
DI 10.1080/03050060701362623
PG 22
WC Education & Educational Research
SC Education & Educational Research
GA 178FI
UT WOS:000247206200006
ER

PT J
AU Marsh, HW
   Kleitman, S
AF Marsh, HW
   Kleitman, S
TI Consequences of employment during high school: Character building,
   subversion of academic goals, or a threshold?
SO AMERICAN EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
DE commitment/identification in school; high school employment; National
   Education Longitudinal Survey of 1988; threshold model
ID PART-TIME WORK; EXTRACURRICULAR ACTIVITIES; ADOLESCENT EMPLOYMENT;
   ACHIEVEMENT; STUDENTS; IMPACT; MATHEMATICS
AB This study showed that working during high school had negative effects on 15 of 23 Grade 12 and postsecondary outcomes such as achievement, course-work selection, educational and occupational aspirations, and college attendance. These effects were found with control for background variables and parallel outcomes from Grades 8 and 10 based on the 8-year (four-wave), nationally representative National Education Longitudinal Survey of 1988. The only benefit of working was a reduction in postsecondary unemployment, but even this effect was nonlinear. In the case of most outcomes, the effects of hours worked were primarily linear and negative and were consistent across ethnicity, gender, socioeconomic status, initial ability levels, and different types of work. Among continuing students who worked during high school, however, working to save money for college bad mostly favorable effects.
C1 Univ Western Sydney, Self Concept Enhancement & Learning Facilitat Res, Penrith, NSW 1797, Australia.
   Univ Sydney, Sch Psychol, Sydney, NSW 2006, Australia.
RP Marsh, HW (reprint author), Univ Western Sydney, Self Concept Enhancement & Learning Facilitat Res, Penrith, NSW 1797, Australia.
RI Marsh, Herbert/B-4555-2008; Marsh, Herb Marsh/I-7699-2014
OI Marsh, Herbert/0000-0002-1078-9717; Marsh, Herb
   Marsh/0000-0002-1078-9717
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NR 43
TC 35
Z9 36
U1 3
U2 14
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0002-8312
J9 AM EDUC RES J
JI Am. Educ. Res. J.
PD SUM
PY 2005
VL 42
IS 2
BP 331
EP 369
DI 10.3102/00028312042002331
PG 39
WC Education & Educational Research
SC Education & Educational Research
GA 934NF
UT WOS:000229714800004
ER

PT J
AU Hodkinson, P
AF Hodkinson, P
TI Research as a form of work: expertise, community and methodological
   objectivity
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID EDUCATION
AB Recent years have witnessed the rapid rise of a new educational research orthodoxy in the UK and the USA. Central to that orthodoxy are the assumptions that method can ensure objectivity in research, and that more objective 'safe' research to inform practice is needed. But educational research is a field made up of overlapping communities of practice. This field has rules, but they are largely unwritten, and modify and change as part of a contingent tradition. Within the field, knowledge formation develops through the making of embodied judgements, which can only ever be partly rational, and are related to developing researcher identities. The new research orthodoxy entails deliberate attempts to restrict and modify practices in this field. This is unlikely to completely succeed, but centralised sources of funding for educational research make many researchers vulnerable. In resisting these tendencies, it is helpful to view research as contributing to better understanding, in ways that owe more to the quality of interpretations of the data than to the objective purity of any methods used.
C1 Univ Leeds, Lifelong Learning Inst, Leeds LS2 9JT, W Yorkshire, England.
RP Hodkinson, P (reprint author), Univ Leeds, Lifelong Learning Inst, Continuing Educ Bldg, Leeds LS2 9JT, W Yorkshire, England.
EM p.m.hodkinson@leeds.ac.uk
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NR 62
TC 35
Z9 35
U1 2
U2 5
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 FEB
PY 2004
VL 30
IS 1
BP 9
EP 26
DI 10.1080/01411920310001629947
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 768ET
UT WOS:000188531200002
ER

PT J
AU Taber, KS
AF Taber, KS
TI Mediating mental models of metals: Acknowledging the priority of the
   learner's prior learning
SO SCIENCE EDUCATION
LA English
DT Article
ID HIGH-SCHOOL-STUDENTS; ALTERNATIVE CONCEPTIONS; CHEMISTRY; SCIENCE; ATOM;
   KNOWLEDGE; EDUCATION; MOLECULES; QUANTUM
AB This paper describes the conceptualizations, or mental models, of the nature of the bonding and structure of metals of a group of U.K. college students. It is suggested that these mental models may be understood in terms of the students' prior learning about covalent and ionic bonding, and the prevalence of a common alternative conceptual framework for chemical bonding labeled "the octet framework." This study illustrates the prominence of prior learning in channeling the interpretation of subsequent teaching, and highlights the significance of the decisions made by curriculum planners, textbook authors, and teachers on the order of presenting subject content, the degree of simplification of scientific models, and the selection and presentation of metaphors. (C) 2003 Wiley Periodicals, Inc.
C1 Univ Cambridge, Fac Educ, Cambridge CB2 2PH, England.
RP Taber, KS (reprint author), Univ Cambridge, Fac Educ, Cambridge CB2 2PH, England.
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NR 87
TC 35
Z9 36
U1 1
U2 16
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 SEP
PY 2003
VL 87
IS 5
BP 732
EP 758
DI 10.1002/sce.10079
PG 27
WC Education & Educational Research
SC Education & Educational Research
GA 714TC
UT WOS:000184928700006
ER

PT J
AU Nardi, E
   Steward, S
AF Nardi, E
   Steward, S
TI Is mathematics TIRED? A profile of quiet disaffection in the secondary
   mathematics classroom
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID SCHOOL; ACHIEVEMENT; EXPERIENCES; ATTITUDES
AB Research often focuses on disaffection in the mathematics classroom as evident in disruptive behaviour, absenteeism or special needs: thus, it ignores a group of students whose disaffection is expressed in a tacit, non-disruptive manner, namely as disengagement and invisibility. Ignoring this often large group implies that the math ematical potential of these learners may remain defunct. This article reports on a one-year study of quiet disaffection conducted in three Year 9 mathematics classrooms in Norfolk. Through extensive observation and interviewing of seventy 13/14 year-old pupils, a profile of quiet disaffection from secondary school mathematics was constructed. It is proposed that its characteristics include: Tedium, Isolation, Rote learning (rule-and-cue following), Elitism and Depersonalisation . The proposed characteristics are described and exemplified. Finally, the themes that emerged from the students' statements about their images of effective mathematics teaching (Nature of Classroom Activities-the notion of 'Fun', Teaching Styles; Role of the Teacher; Role of Stratification Structures such as Setting) are outlined.
C1 Univ E Anglia, Sch Educ, Norwich NR4 7TJ, Norfolk, England.
   Univ Cambridge, Fac Educ, Cambridge CB2 1TN, England.
RP Nardi, E (reprint author), Univ E Anglia, Sch Educ, Norwich NR4 7TJ, Norfolk, England.
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NR 54
TC 35
Z9 35
U1 1
U2 9
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 JUN
PY 2003
VL 29
IS 3
BP 345
EP 367
DI 10.1080/0141192031000155999
PG 23
WC Education & Educational Research
SC Education & Educational Research
GA 699ET
UT WOS:000184043900004
ER

PT J
AU Fox, NJ
AF Fox, NJ
TI Practice-based evidence: Towards collaborative and transgressive
   research
SO SOCIOLOGY-THE JOURNAL OF THE BRITISH SOCIOLOGICAL ASSOCIATION
LA English
DT Article
DE action research; postmodernism; post-structuralism; research methods;
   social theory
ID FEMINIST METHODOLOGY; SOCIOLOGY; VALIDITY; SCIENCE
AB Studies of the application of research in policy and service delivery suggest that the translation of research findings into practice is not straightforward. Practitioners are criticized for failing to base actions on research evidence, while academic research is sometimes condemned as 'irrelevant' to practice. This paper argues that this conflict derives in part from an academic model of research constructed in opposition to practice. Reflections on scientific logocentrism (claims to possess unmediated knowledge of reality), and 'transgressive' action research provide a critique of traditional research and suggest an alternative, practice-based research model. Three propositions for generating practice-based evidence are identified. Firstly, the pursuit of knowledge should be acknowledged as a local and contingent process. Secondly, research activity should be constitutive of difference, questioning the legitimation and repression of particular aspects of the world. Finally, theory-building should be seen as an adjunct to practical activity. Together, these positions dissolve the researcher/researched and research/practice oppositions in traditional research and supply an ethically and politically engaged research. Practice-based research is explored in terms of four moments in the research process.
C1 Univ Sheffield, Sch Hlth & Related Res, Sheffield S10 2TN, S Yorkshire, England.
RP Fox, NJ (reprint author), Univ Sheffield, No Gen Hosp, Community Sci Ctr,Sch Hlth & Related Res, Inst Gen Practicy & Primary Care, Herries Rd, Sheffield S5 7AU, S Yorkshire, England.
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NR 74
TC 35
Z9 35
U1 2
U2 9
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 6 BONHILL STREET, LONDON EC2A 4PU, ENGLAND
SN 0038-0385
J9 SOCIOLOGY
JI Sociol.-J. Brit. Sociol. Assoc.
PD FEB
PY 2003
VL 37
IS 1
BP 81
EP 102
DI 10.1177/0038038503037001388
PG 22
WC Sociology
SC Sociology
GA 651XT
UT WOS:000181349200006
ER

PT J
AU Vulliamy, G
   Webb, R
AF Vulliamy, G
   Webb, R
TI The social construction of school exclusion rates: implications for
   evaluation methodology
SO EDUCATIONAL STUDIES
LA English
DT Article
AB Experience from a three-year Home Office funded evaluation of a project intended to reduce school exclusions is used to explore methodological dilemmas raised by the current emphasis upon 'evidence-based' policy formation. The social construction of school exclusion rates poses problems of reliability and validity, especially when such rates are simultaneously being used for target setting. In principle, the concept of 'evidence-based' can refer to a wide variety of research questions and appropriate research methodologies. Despite this, moves towards interpreting 'evidence-based' as predominantly measurement and outcomes oriented can be found both in government evaluation guidelines and in procedures for systematic reviews of research. Given the complexity of educational innovations, any neglect of research into the processes of change in naturalistic settings will not only lead to a restricted awareness of a project's impact but also to a failure to understand what certain apparent outcomes actually mean.
C1 Univ York, Dept Educ Studies, York YO10 5DD, N Yorkshire, England.
RP Vulliamy, G (reprint author), Univ York, Dept Educ Studies, York YO10 5DD, N Yorkshire, England.
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NR 42
TC 35
Z9 35
U1 1
U2 8
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0305-5698
J9 EDUC STUD
JI Educ. Stud.
PD SEP
PY 2001
VL 27
IS 3
BP 357
EP 370
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 482NT
UT WOS:000171582800010
ER

PT J
AU Scott, SV
   Orlikowski, WJ
AF Scott, Susan V.
   Orlikowski, Wanda J.
TI Reconfiguring relations of accountability: Materialization of social
   media in the travel sector
SO ACCOUNTING ORGANIZATIONS AND SOCIETY
LA English
DT Article
ID RANKINGS; DISCIPLINE; SYSTEMS
AB Expanding use of Web 2.0 technologies has generated complex information dynamics that are propelling organizations in unexpected directions, redrawing boundaries and shifting relationships. Using research on user-generated content, we examine online rating and ranking mechanisms and analyze how their performance reconfigures relations of accountability. Our specific interest is in the use of so-called "social media" such as TripAdvisor, where participant reviews are used to rank the popularity of services provided by the travel sector. Although ranking mechanisms are not new, they become "power-charged" to use Donna Haraway's term-when enacted through Web 2.0 technologies. As such, they perform a substantial redistribution of accountability. We draw on data from an on-going field study of small businesses in a remote geographical area for whom TripAdvisor has changed 'the rules of the game,' and we explore the moral and strategic implication of this transformation. (C) 2011 Elsevier Ltd. All rights reserved.
C1 [Scott, Susan V.] London Sch Econ, Dept Management, London WC2A 2AE, England.
   [Orlikowski, Wanda J.] MIT, Sloan Sch Management, Cambridge, MA 02142 USA.
RP Scott, SV (reprint author), London Sch Econ, Dept Management, Houghton St, London WC2A 2AE, England.
EM s.v.scott@lse.ac.uk; wanda@mit.edu
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NR 55
TC 34
Z9 34
U1 10
U2 43
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0361-3682
EI 1873-6289
J9 ACCOUNT ORG SOC
JI Account. Organ. Soc.
PD JAN
PY 2012
VL 37
IS 1
BP 26
EP 40
DI 10.1016/j.aos.2011.11.005
PG 15
WC Business, Finance
SC Business & Economics
GA 897KI
UT WOS:000300649200003
ER

PT J
AU Eynon, R
   Malmberg, LE
AF Eynon, Rebecca
   Malmberg, Lars-Erik
TI A typology of young people's Internet use: Implications for education
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Country-specific developments; Teaching/learning strategies
ID DIGITAL DIVIDE; SOCIAL TIES; HOME; INFORMATION; EXPLORATION; COMMUNITY;
   ADULTS; SCHOOL; MEDIA; LIFE
AB Using data from a nationally representative survey of over a 1000 young people in the UK this paper proposes a typology of the ways young people are using the Internet outside formal educational settings; and examines the individual and contextual factors that help to explain why young people are using the Internet in this way. Specifically, this paper addresses two research questions. First, can we distinguish coherent profiles of young people's Internet use? Second, how do these usage profiles relate to individual and contextual factors associated with the Internet user? From the results of latent profile analysis and multinomial regression four types of Internet usage profiles are identified: the peripherals, normatives, all-rounders and active participators, which were differentiated by individual characteristics and contextual features. Such research enables practitioners, researchers and policy makers to better understand how young people are using the Internet in order to think in a more informed way about how new technologies could be used to enhance education and learning; and to develop initiatives that more specifically target and support different segments of the population. (c) 2010 Elsevier Ltd. All rights reserved.
C1 [Eynon, Rebecca; Malmberg, Lars-Erik] Univ Oxford, Dept Educ, Oxford OX2 6PY, England.
   [Eynon, Rebecca] Univ Oxford, Oxford Internet Inst, Oxford OX1 3JS, England.
RP Eynon, R (reprint author), Univ Oxford, Dept Educ, 15 Norham Gardens, Oxford OX2 6PY, England.
EM rebecca.eynon@oii.ox.ac.uk
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NR 76
TC 34
Z9 35
U1 7
U2 38
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD APR
PY 2011
VL 56
IS 3
BP 585
EP 595
DI 10.1016/j.compedu.2010.09.020
PG 11
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
SC Computer Science; Education & Educational Research
GA 712RA
UT WOS:000286682700004
ER

PT J
AU Helsper, EJ
AF Helsper, Ellen Johanna
TI Gendered Internet Use Across Generations and Life Stages
SO COMMUNICATION RESEARCH
LA English
DT Article
DE generation; life stage; Internet use; gender
ID COMMUNICATION TECHNOLOGIES; INTIMATE-RELATIONSHIPS; HEALTH INFORMATION;
   COLLEGE-STUDENTS; DIGITAL DIVIDE; WOMEN; INEQUALITY; ATTITUDES;
   COMPUTER; PATTERNS
AB Gender inequalities in Internet use are smaller among younger people. It is unclear whether these differences can be explained by the varying circumstances in which different generations grew up or by other factors that vary within an individual's life time. This article tests a model which proposes that generation determines the level of Internet use and life stage determines gender differences in Internet use. Descriptive analyses of a representative sample of 1,578 British Internet users confirm that there continue to be small but significant gender differences for most uses of the Internet. The findings from a series of linear regressions suggest that gender differences vary for different life stages related to occupation and marital status. This is true especially for typically male uses. The article concludes that other factors related to life stage will continue to influence gender differences in Internet use in the future.
C1 Univ London London Sch Econ & Polit Sci, Media & Commun Dept, London WC2A 2AE, England.
RP Helsper, EJ (reprint author), Univ London London Sch Econ & Polit Sci, Media & Commun Dept, London WC2A 2AE, England.
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NR 66
TC 34
Z9 34
U1 5
U2 22
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0093-6502
J9 COMMUN RES
JI Commun. Res.
PD JUN
PY 2010
VL 37
IS 3
BP 352
EP 374
DI 10.1177/0093650209356439
PG 23
WC Communication
SC Communication
GA 594ZX
UT WOS:000277581600003
ER

PT J
AU Beauchamp, G
   Kennewell, S
AF Beauchamp, Gary
   Kennewell, Steve
TI Interactivity in the classroom and its impact on learning
SO COMPUTERS & EDUCATION
LA English
DT Article; Proceedings Paper
CT Symposium on Learning in Digital Worlds
CY MAR 23-25, 2009
CL Brighton, ENGLAND
DE Interactive learning environments; Pedagogical issues; Teaching/learning
   strategies; Improving classroom teaching; Cooperative/collaborative
   learning
ID WHITEBOARDS; TECHNOLOGY; FRAMEWORK; PUPIL
AB The term 'interactive' appears in two distinct strands of educational research discourse: one concerning pedagogy and the other concerning new technologies in education. As new technology increasingly pervades most classrooms in the UK, it seems likely that it would be fruitful to explore, both theoretically and empirically, links between the concepts of 'interactive teaching' and 'interactive technology'.
   Previous reviews of the literature concerning interactive teaching have revealed a variety of ideas which are considered to be involved, with a number of common elements suggesting a scale of interactivity ranging from 'authoritative' to 'dialogic'. There was a consistent suggestion in the literature that shifting the balance of interaction in classrooms towards the dialogic end of the scale would bring improvements to the learning process and consequently to attainment outcomes.
   However, current analysis focuses on whole-class teaching, which is only one mode of class organisation. This paper explores the literature on interactivity in group and individual work with ICT, and characterises categories of interactivity for these forms of activity organisation. A framework is presented which relates these categories to those previously devised and to the ways in which teachers and learners orchestrate the features of their classroom environment and interact with ICT to support action towards learning goals. The paper argues that a shift towards a greater role for learners in orchestrating resources in the classroom will be valuable and concludes that there is potential for ICT to support more dialogic and synergistic approaches in group and individual activity than is seen at present. It also identifies the potential for using the framework in future research concerning the effects of technological developments on learning in classroom settings. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Beauchamp, Gary] UWIC, Cardiff CF23 6XD, S Glam, Wales.
   [Kennewell, Steve] Swansea Metropolitan Univ, Swansea SA2 0UT, W Glam, Wales.
RP Beauchamp, G (reprint author), UWIC, Cyncoed Rd, Cardiff CF23 6XD, S Glam, Wales.
EM gbeauchamp@uwic.ac.uk
CR Alexander R., 2004, DIALOGIC TEACHING
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   KENNEWELL S, 2009, FINAL REPORT BECTA U
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   Kennewell S., 2000, DEV ICT CAPABLE SCH
   Kennewell S., 2007, RES139250167A ESRC
   Laurillard D., 2002, RETHINKING U TEACHIN
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NR 40
TC 34
Z9 34
U1 5
U2 42
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD APR
PY 2010
VL 54
IS 3
SI SI
BP 759
EP 766
DI 10.1016/j.compedu.2009.09.033
PG 8
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
SC Computer Science; Education & Educational Research
GA 564ND
UT WOS:000275220700017
ER

PT J
AU Perry, LB
   McConney, A
AF Perry, Laura B.
   McConney, Andrew
TI Does the SES of the School Matter? An Examination of Socioeconomic
   Status and Student Achievement Using PISA 2003
SO TEACHERS COLLEGE RECORD
LA English
DT Article
ID ACADEMIC-ACHIEVEMENT; MATHEMATICS ACHIEVEMENT
AB Background/Context: It is well established in the research literature that socioeconomically disadvantaged students and schools do less well on standardized measures of academic achievement compared with their more advantaged peers. Although studies in numerous countries have shown that the socioeconomic profile of a school is strongly correlated with student outcomes, less is understood about how the relationship may vary if both individual student and school socioeconomic status (SES) are disaggregated.
   Purpose/Objective/Research Question/Focus of Study: This study examines the relationship between school SES and student outcomes in more detail by asking two research questions. First, how does the association vary for students of different socioeconomic backgrounds? In other words, is the association stronger for students from lower SES backgrounds than for students from higher SES backgrounds? Second, how does the association vary across schools with different socioeconomic compositions? In other words, are increases in school socioeconomic composition consistently associated with increases in student academic achievement?
   Population/Participants/Subjects: This study uses data from the Australian 2003 Programme for International Student Assessment (PISA). The sample includes over 320 secondary schools and more than 12,000 students from Australia.
   Research Design: This study is a secondary analysis of data from the Australian 2003 PISA. Descriptive statistics are used to compare the average reading, mathematics, and science achievement of secondary school students from different SES backgrounds in a variety of school SES contexts.
   Conclusions: The two main findings of the study are that increases in the mean SES of a school are associated with consistent increases in students' academic achievement, and that this relationship is similar for all students regardless of their individual SES. In the Australian case, the socio-economic composition of the school matters greatly in terms of students' academic performance.
C1 [Perry, Laura B.; McConney, Andrew] Murdoch Univ, Murdoch, WA 6150, Australia.
RP Perry, LB (reprint author), Murdoch Univ, Murdoch, WA 6150, Australia.
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NR 40
TC 34
Z9 35
U1 7
U2 33
PU TEACHERS COLL OF COLUMBIA UNIV
PI NEW YORK
PA 525 W 120TH ST, NEW YORK, NY 10027 USA
SN 0161-4681
J9 TEACH COLL REC
JI Teach. Coll. Rec.
PD APR
PY 2010
VL 112
IS 4
SI SI
BP 1137
EP 1162
PG 26
WC Education & Educational Research
SC Education & Educational Research
GA 599LQ
UT WOS:000277914600007
ER

PT J
AU Francis, B
   Skelton, C
   Read, B
AF Francis, Becky
   Skelton, Christine
   Read, Barbara
TI The simultaneous production of educational achievement and popularity:
   how do some pupils accomplish it?
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID GENDER; BOYS; MASCULINITIES; DEBATE; GIRLS
AB In spite of research showing that pupilsparticularly boystend to experience tension between high academic achievement and popularity with peers at school, some pupils continue to maintain simultaneous production of both. This article focuses on a sample of 12-13 year-old pupils, identified as high achieving and popular, to examine classroom subjectivities, with attention to their practices around gender and educational achievement. Data are drawn from a qualitative study funded by the Economic and Social Research Council, which involved observation of classes at nine different co-educational state schools in England, and interviews with 71 high-achieving pupils, including 22 that were identified as high achieving and popular. The study findings belie the notion that high-achieving pupils necessarily jeopardise their social standing with classmates. However, it also demonstrates the importance of embodiment and even essential attributes in productions of subjectivity that successfully 'balance' popularity and achievement. Nevertheless, high-achieving and popular pupils are shown to undertake significant identity work, employing particular gendered performances and practices in order to maintain this simultaneous production.
C1 [Francis, Becky] Roehampton Univ, Sch Educ, London SW15 5PJ, England.
   [Skelton, Christine] Univ Birmingham, Birmingham B15 2TT, W Midlands, England.
RP Francis, B (reprint author), Roehampton Univ, Sch Educ, Roehampton Lane, London SW15 5PJ, England.
EM b.francis@roehampton.ac.uk
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NR 74
TC 34
Z9 34
U1 1
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2010
VL 36
IS 2
BP 317
EP 340
AR PII 911460623
DI 10.1080/01411920902919265
PG 24
WC Education & Educational Research
SC Education & Educational Research
GA 572NL
UT WOS:000275839600008
ER

PT J
AU Lamote, C
   Engels, N
AF Lamote, Carl
   Engels, Nadine
TI The development of student teachers' professional identity
SO EUROPEAN JOURNAL OF TEACHER EDUCATION
LA English
DT Article
DE professional identity; student beliefs; teacher education; teacher
   beliefs
ID EFFICACY; CONSTRUCTION; WORK
AB This study focuses on student teachers' perceptions of their professional identity. The respondents are students enrolled in a three-year course in secondary education teaching at bachelor level. Questionnaires were filled out by first-year, second-year and third-year students from two colleges. The questionnaire included four scales: commitment to teaching, professional orientation, task orientation and self-efficacy. In the first five months of the first-year course, a shift in students' task orientation was observed: students developed a more pupil-centred view on teaching. Practical experience with classroom teaching again caused a shift: students focused less on the subject matter, on maintaining order in the classroom, on the long-term educational qualification targets and self-efficacy decreased. Students with work placement experience developed a more 'realistic' view of learning and teaching compared to students without this experience. A final important difference in professional identity is based on students' gender: while male students tend to attach more importance to discipline in the classroom, their female counterparts focus more on student involvement.
C1 [Engels, Nadine] Vrije Univ Brussels, Educ Sci Dept, Brussels, Belgium.
RP Engels, N (reprint author), Vrije Univ Brussels, Educ Sci Dept, Brussels, Belgium.
EM nengels@vub.ac.be
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NR 41
TC 34
Z9 37
U1 7
U2 25
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0261-9768
J9 EUR J TEACH EDUC
JI Eur. J. Teach. Educ.
PY 2010
VL 33
IS 1
BP 3
EP 18
AR PII 918779816
DI 10.1080/02619760903457735
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 546AR
UT WOS:000273779900002
ER

PT B
AU Benton, G
   Gomez, ET
AF Benton, G
   Gomez, ET
TI Chinese in Britain, 1800-Present: Economy, Transnationalism, Identity
SO CHINESE IN BRITAIN, 1800-PRESENT: ECONOMY, TRANSNATIONALISM, IDENTITY
SE Palgrave Macmillan Transnational History Series
LA English
DT Book
ID FAMILY; CONSTRUCTIONS; OVERSEAS; PUPILS
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NR 495
TC 34
Z9 34
U1 0
U2 2
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-230-28850-8
J9 PALG MAC TRANSNAT H
PY 2008
BP 1
EP 508
PG 508
WC Ethnic Studies; History
SC Ethnic Studies; History
GA BQT74
UT WOS:000281813000012
ER

PT J
AU Mercer, J
AF Mercer, Justine
TI The challenges of insider research in educational institutions: wielding
   a double-edged sword and resolving delicate dilemmas
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article
ID SOCIOLOGY; OUTSIDER; KNOWLEDGE; WORK
AB This paper explores the challenges faced by educational researchers investigating the places where they work. It reviews the literature on insider research and draws upon the author's own experience of researching faculty appraisal at two Higher Education institutions where she taught. It argues that the insider/outsider dichotomy is actually a continuum with multiple dimensions, and that all researchers constantly move back and forth along a number of axes, depending upon time, location, participants and topic. The assumption that one kind of research is better than the other is challenged, and the advantages and disadvantages of insider research are discussed in terms of access, intrusiveness, familiarity and rapport. Finally, three dilemmas relating to informant bias, reciprocity in inter-views, and research ethics are examined from an insider researcher's perspective, and the ways in which the author responded to these dilemmas at different points in her own four-year twosite study are critiqued.
C1 Univ Leicester, Leicester LE1 7RH, Leics, England.
RP Mercer, J (reprint author), Ctr Educ Leadership & Management, 162-166 Upper New Walk, Leicester LE1 7QA, Leics, England.
EM jem49@le.ac.uk
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NR 67
TC 34
Z9 34
U1 3
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-4985
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PD FEB
PY 2007
VL 33
IS 1
BP 1
EP 17
DI 10.1080/03054980601094651
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 143AW
UT WOS:000244693400001
ER

PT J
AU De Fraine, B
   Van Damme, J
   Onghena, P
AF De Fraine, Bieke
   Van Damme, Jan
   Onghena, Patrick
TI A longitudinal analysis of gender differences in academic self-concept
   and language achievement: A multivariate multilevel latent growth
   approach
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE multivariate latent growth analysis; multilevel analysis; academic
   self-concept; gender; reciprocal effects model
ID STRUCTURAL EQUATION MODELS; EARLY ADOLESCENCE; ESTEEM; SCHOOL;
   IDENTIFICATION; BELIEFS; TRAJECTORIES; MATHEMATICS; TRANSITIONS;
   MOTIVATION
AB This study investigated the development of academic self-concept and language achievement from Grade 7 to Grade 12 by repeated assessment of 2826 Flemish adolescents in 50 secondary schools. Latent growth curve modeling showed that both girls and boys experience a declining academic self-concept during the period of secondary education and that girls declined at a faster rate. Furthermore, girls were shown to have an increase in Dutch language achievement over time, whereas boys showed a decrease in middle years, followed by an increase from Grade 9 on. The multivariate multilevel growth curve model suggested that the evolution of academic self-concept was not related to the evolution in achievement, neither at the individual level, nor at the school level. There is, however, a positive relation between students' academic self-concept and their achievement, the magnitude of which decreased throughout secondary school. At the school level, the correlation is small, but also positive, except for the girls from Grade 10 on. The results are discussed in relation to the reciprocal effects model and the developmental perspective regarding the self-concept/achievement relation. (c) 2006 Elsevier Inc. All rights reserved.
C1 Katholieke Univ Leuven, Subfac Educ Sci, Louvain, Belgium.
   Katholieke Univ Leuven, Ctr Educ Effectiveness & Evaluat, Louvain, Belgium.
   Katholieke Univ Leuven, Ctr Methodol Educ Res, Louvain, Belgium.
RP De Fraine, B (reprint author), Katholieke Univ Leuven, Subfac Educ Sci, Campus Kortrijk, Louvain, Belgium.
EM Beatrijs.DeFraine@ped.kuleuven.be
RI De Fraine, Bieke/A-6335-2009
OI De Fraine, Bieke/0000-0002-6351-2631
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NR 55
TC 34
Z9 34
U1 4
U2 29
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD JAN
PY 2007
VL 32
IS 1
BP 132
EP 150
DI 10.1016/j.cedpsych.2006.10.005
PG 19
WC Psychology, Educational
SC Psychology
GA 142SV
UT WOS:000244671200007
ER

PT J
AU Mulholland, J
   Wallace, J
AF Mulholland, J
   Wallace, J
TI Growing the tree of teacher knowledge: Ten years of learning to teach
   elementary science
SO JOURNAL OF RESEARCH IN SCIENCE TEACHING
LA English
DT Article
ID PEDAGOGICAL CONTENT KNOWLEDGE; PRESERVICE; SERVICE; REFORM
AB Pedagogical content knowledge (PCK) is a much debated and studied construct. In this article, we adopt an all-embracing view of PCK to examine the development of one elementary science teacher's knowledge over a 10-year period. We portray this teacher's knowledge at three critical points in her career-as a student teacher, beginning teacher, and established teacher-and represent and analyze the growth of her science PCK using the metaphor of a knowledge tree. The tree metaphor shows that while science knowledge begins as the major branch of science PCK, it is soon overshadowed by the general teaching and interactive knowledge branches of science PCK; however, taken together, all three branches contribute over time to the formation of a healthy, established tree of science PCK. (c) 2005 Wiley Periodicals, Inc.
C1 Australian Catholic Univ, Banyo, Qld 4041, Australia.
   Curtin Univ Technol, Perth, WA 6485, Australia.
RP Mulholland, J (reprint author), Australian Catholic Univ, Brisbane Campus,POB 456, Banyo, Qld 4041, Australia.
EM j.mulholland@mcauley.acu.edu.au
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NR 53
TC 34
Z9 35
U1 1
U2 8
PU JOHN WILEY & SONS INC
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN, NJ 07030 USA
SN 0022-4308
J9 J RES SCI TEACH
JI J. Res. Sci. Teach.
PD SEP
PY 2005
VL 42
IS 7
BP 767
EP 790
DI 10.1002/tea.20073
PG 24
WC Education & Educational Research
SC Education & Educational Research
GA 963NZ
UT WOS:000231812300002
ER

PT J
AU Draper, D
   Gittoes, M
AF Draper, D
   Gittoes, M
TI Statistical analysis of performance indicators in UK higher education
SO JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY
LA English
DT Article
DE calibration; causal inference; counterfactuals; fixed effects models;
   hierarchical and multilevel modelling; league tables; observational
   studies; quality assessment; random-effects models; simulation methods;
   standardization
ID PROSPECTIVE PAYMENT SYSTEM; MEDICARE PATIENTS; LEAGUE TABLES; CARE;
   LIMITATIONS; MORTALITY; QUALITY; MODELS; ISSUES
AB fAttempts to measure the quality with which institutions such as hospitals and universities carry out their public mandates have gained in frequency and sophistication over the last decade. We examine methods for creating performance indicators in multilevel or hierarchical settings (e.g. students nested within universities) based on a dichotomous outcome variable (e.g. drop-out from the higher education system). The profiling methods that we study involve the indirect measurement of quality, by comparing institutional outputs after adjusting for inputs, rather than directly attempting to measure the quality of the processes unfolding inside the institutions. In the context of an extended case-study of the creation of performance indicators for universities in the UK higher education system, we demonstrate the large sample functional equivalence between a method based on indirect standardization and an approach based on fixed effects hierarchical modelling, offer simulation results on the performance of the standardization method in null and non-null settings, examine the sensitivity of this method to the inadvertent omission of relevant adjustment variables, explore random-effects reformulations and characterize settings in which they are preferable to fixed effects hierarchical modelling in this type of quality assessment and discuss extensions to longitudinal quality modelling and the overall pros and cons of institutional profiling. Our results are couched in the language of higher education but apply with equal force to other settings with dichotomous response variables, such as the examination of observed and expected rates of mortality (or other adverse outcomes) in investigations of the quality of health care or the study of retention rates in the workplace.
C1 Univ Calif Santa Cruz, Baskin Sch Engn, Dept Appl Math & Stat, Santa Cruz, CA 95064 USA.
   Higher Educ Funding Council England, Bristol, Avon, England.
RP Draper, D (reprint author), Univ Calif Santa Cruz, Baskin Sch Engn, Dept Appl Math & Stat, 1156 High St, Santa Cruz, CA 95064 USA.
EM draper@ams.ucsc.edu
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NR 49
TC 34
Z9 34
U1 4
U2 14
PU BLACKWELL PUBL LTD
PI OXFORD
PA 108 COWLEY RD, OXFORD OX4 1JF, OXON, ENGLAND
SN 0964-1998
J9 J ROY STAT SOC A STA
JI J. R. Stat. Soc. Ser. A-Stat. Soc.
PY 2004
VL 167
BP 449
EP 474
DI 10.1111/j.1467-985X.2004.apm12.x
PN 3
PG 26
WC Social Sciences, Mathematical Methods; Statistics & Probability
SC Mathematical Methods In Social Sciences; Mathematics
GA 829TL
UT WOS:000222072600005
ER

PT J
AU Greenhalgh, T
   Toon, P
   Russell, J
   Wong, G
   Plumb, L
   Macfarlane, F
AF Greenhalgh, T
   Toon, P
   Russell, J
   Wong, G
   Plumb, L
   Macfarlane, F
TI Transferability of principles of evidence based medicine to improve
   educational quality: systematic review and case study of an online
   course in primary health care
SO BRITISH MEDICAL JOURNAL
LA English
DT Review
ID USERS GUIDES; KNOWLEDGE; XXIII
C1 UCL, Sch Med, Dept Primary Care & Populat Sci, London N19 5LW, England.
   UCL, Mkt Res & Evaluat Unit, London WC1, England.
   Univ Surrey, Sch Management, Surrey GU2 7XH, England.
RP Greenhalgh, T (reprint author), UCL, Sch Med, Dept Primary Care & Populat Sci, London N19 5LW, England.
EM p.greenhaigh@pcps.ucl.ac.uk
RI Greenhalgh, Trisha/B-1825-2015
OI Greenhalgh, Trisha/0000-0003-2369-8088
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NR 22
TC 34
Z9 34
U1 0
U2 2
PU B M J PUBLISHING GROUP
PI LONDON
PA BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND
SN 0959-535X
J9 BRIT MED J
JI Br. Med. J.
PD JAN 18
PY 2003
VL 326
IS 7381
BP 142
EP 145
DI 10.1136/bmj.326.7381.142
PG 4
WC Medicine, General & Internal
SC General & Internal Medicine
GA 638MY
UT WOS:000180575900027
PM 12531848
ER

PT J
AU Taber, KS
AF Taber, Keith S.
TI Revisiting the chemistry triplet: drawing upon the nature of chemical
   knowledge and the psychology of learning to inform chemistry education
SO CHEMISTRY EDUCATION RESEARCH AND PRACTICE
LA English
DT Article
ID MEMORY CONSOLIDATION; STUDENTS; MATTER; TASK
AB Much scholarship in chemical education draws upon the model of there being three 'levels' at which the teaching and learning of chemistry operates, a notion which is often represented graphically in terms of a triangle with the apices labelled as macroscopic, submicroscopic and symbolic. This model was proposed by Johnstone who argued that chemistry education needs to take into account ideas deriving from psychological research on cognition about how information is processed in learning. Johnstone's model, or the 'chemistry triplet', has been widely taken-up in chemistry education, but has also been developed and reconceptualised in diverse ways such that there is no canonical form generally adopted in the community. Three decades on from the introduction of Johnstone's model of the three levels, the present perspective article revisits both the analysis of chemical knowledge itself, and key ideas from the learning sciences that can offer insights into how to best teach the macroscopic, submicroscopic and symbolic aspects of chemical knowledge.
C1 Univ Cambridge, Fac Educ, Cambridge CB2 1TN, England.
RP Taber, KS (reprint author), Univ Cambridge, Fac Educ, Cambridge CB2 1TN, England.
EM kst24@cam.ac.uk
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NR 62
TC 33
Z9 33
U1 7
U2 21
PU ROYAL SOC CHEMISTRY
PI CAMBRIDGE
PA THOMAS GRAHAM HOUSE, SCIENCE PARK, MILTON RD, CAMBRIDGE CB4 0WF, CAMBS,
   ENGLAND
SN 1109-4028
J9 CHEM EDUC RES PRACT
JI Chem. Educ. Res. Pract.
PY 2013
VL 14
IS 2
BP 156
EP 168
DI 10.1039/c3rp00012e
PG 13
WC Education & Educational Research; Education, Scientific Disciplines
SC Education & Educational Research
GA 186CF
UT WOS:000322018600002
ER

PT J
AU Archer, L
   DeWitt, J
   Osborne, J
   Dillon, J
   Willis, B
   Wong, B
AF Archer, Louise
   DeWitt, Jennifer
   Osborne, Jonathan
   Dillon, Justin
   Willis, Beatrice
   Wong, Billy
TI Science Aspirations, Capital, and Family Habitus: How Families Shape
   Children's Engagement and Identification With Science
SO AMERICAN EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
DE aspirations; Bourdieu; family; inequality; science
ID HIGHER-EDUCATION; STUDENTS; GENDER; CAREER; PARTICIPATION; CURRICULUM;
   IDENTITY; MEDICINE; CONTEXT; MODEL
AB Low participation rates in the study of science, technology, engineering, and mathematics (STEM) post-16 are a matter of international concern. Existing evidence suggests children's science aspirations are largely formed within the critical 10 to 14 age period. This article reports on survey data from over 9,000 elementary school children in England (age 10/11) and qualitative data from 160 semi-structured interviews (92 children aged 10/11 and 78 parents), collected as part of an ongoing 5-year longitudinal study in the United Kingdom tracking children from 10 to 14. Drawing on the conceptual framework of Bourdieu, the article explores how the interplay of family habitus and capital can make science aspirations more "thinkable" for some (notably middle-class) children than others. It is argued that while family habitus is not deterministic (there is no straightforward alignment between family habitus, capital, and a child's science aspirations), social inequalities in the distribution of capital and differentially classed family habitus combine to produce uneven (classed, racialized) patterns in children's science aspirations and potential future participation.
C1 [Archer, Louise; Willis, Beatrice; Wong, Billy] Kings Coll London, ASPIRES Project, London SE1 9NH, England.
   [Osborne, Jonathan] Stanford Univ, Sch Educ, Stanford, CA 94305 USA.
RP Archer, L (reprint author), Kings Coll London, ASPIRES Project, Waterloo Rd, London SE1 9NH, England.
EM louise.archer@kcl.ac.uk
OI Wong, Billy/0000-0002-7310-6418
CR Atherton G., 2009, DCSFRR152 U WESTM
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NR 53
TC 33
Z9 33
U1 7
U2 52
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0002-8312
J9 AM EDUC RES J
JI Am. Educ. Res. J.
PD OCT
PY 2012
VL 49
IS 5
BP 881
EP 908
DI 10.3102/0002831211433290
PG 28
WC Education & Educational Research
SC Education & Educational Research
GA 007HU
UT WOS:000308880200003
ER

PT S
AU Hull, MS
AF Hull, Matthew S.
BE Brenneis, D
   Ellison, PT
TI Documents and Bureaucracy
SO ANNUAL REVIEW OF ANTHROPOLOGY, VOL 41
SE Annual Review of Anthropology
LA English
DT Article; Book Chapter
DE materiality; organizations; state; writing; evidence; representation
ID POLITICS; STATE; LAND; TRANSPARENCY; INSTITUTIONS; ETHNOGRAPHY;
   CORRUPTION; ISLAMABAD; DISCOURSE; VIOLENCE
AB This review surveys anthropological and other social research on bureaucratic documents. The fundamental insight of this literature is that documents are not simply instruments of bureaucratic organizations, but rather are constitutive of bureaucratic rules, ideologies, knowledge, practices, subjectivities, objects, outcomes, even the organizations themselves. It explores the reasons why documents have been late to come under ethnographic scrutiny and the implications for our theoretical understandings of organizations and methods for studying them. The review argues for the great value of the study of paper-mediated documentation to the study of electronic forms, but it also highlights the risk of an exclusive focus on paper, making anthropology marginal to the study of core bureaucratic practices in the manner of earlier anthropology.
C1 Univ Michigan, Dept Anthropol, Ann Arbor, MI 48109 USA.
RP Hull, MS (reprint author), Univ Michigan, Dept Anthropol, Ann Arbor, MI 48109 USA.
EM hullm@umich.edu
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NR 132
TC 33
Z9 37
U1 6
U2 31
PU ANNUAL REVIEWS
PI PALO ALTO
PA 4139 EL CAMINO WAY, PO BOX 10139, PALO ALTO, CA 94303-0897 USA
SN 0084-6570
BN 978-0-8243-1941-0
J9 ANNU REV ANTHROPOL
JI Annu. Rev. Anthropol.
PY 2012
VL 41
BP 251
EP 267
DI 10.1146/annurev.anthro.012809.104953
PG 17
WC Anthropology
SC Anthropology
GA BCK35
UT WOS:000310446400017
ER

PT J
AU Lipponen, L
   Kumpulainen, K
AF Lipponen, Lasse
   Kumpulainen, Kristiina
TI Acting as accountable authors: Creating interactional spaces for agency
   work in teacher education
SO TEACHING AND TEACHER EDUCATION
LA English
DT Article
DE Agency; Sociocultural theory; Teacher education; Professional
   development
ID CLASSROOMS; CONSTRUCTION; IDENTITY; INQUIRY
AB In this paper, relying on the sociocultural framework of learning, we report on the results of an ethnographically-grounded investigation of agency work among nine pre-service teachers: The main objective is to determine how agency emerges and is constructed in situated discourse practices within the context of a teacher education program embedded in the collective inquiry approach. Our study identifies the forms of agency that emerged in the collective discussions of the classroom community, evidencing pre-service teachers' transformative agency, relational agency and epistemic agency. This study also shows that the negotiation and framing of agency, and acting as accountable authors, involves changes in teacher student positions, such as crossing and transforming traditional expert-novice boundaries, as well as recognizing and crediting this crossing of boundaries. The methods and conditions for supporting students' agency work in teacher education are discussed. (C) 2011 Elsevier Ltd. All rights reserved.
C1 [Lipponen, Lasse] Univ Helsinki, Dept Teacher Educ, FI-00014 Helsinki, Finland.
   [Kumpulainen, Kristiina] Finnish Natl Board Educ, FIN-00531 Helsinki, Finland.
RP Lipponen, L (reprint author), Univ Helsinki, Dept Teacher Educ, POB 9, FI-00014 Helsinki, Finland.
EM lasse.lipponen@helsinki.fi
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NR 61
TC 33
Z9 34
U1 3
U2 11
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD JUL
PY 2011
VL 27
IS 5
BP 812
EP 819
DI 10.1016/j.tate.2011.01.001
PG 8
WC Education & Educational Research
SC Education & Educational Research
GA 774HB
UT WOS:000291375200002
ER

PT J
AU Brooks, R
   Waters, J
AF Brooks, Rachel
   Waters, Johanna
TI A Second Chance at 'Success': UK Students and Global Circuits of Higher
   Education
SO SOCIOLOGY-THE JOURNAL OF THE BRITISH SOCIOLOGICAL ASSOCIATION
LA English
DT Article
DE educational choice; higher education; international education;
   migration; students
ID GEOGRAPHIES
AB While the literature on highly skilled international migration has grown substantially over recent years, the motivations and experiences of an important sub-group - the internationally mobile student - have remained under-researched. In an attempt to redress this gap, this article draws on in-depth interviews with 85 young adults, to explore the choices and motivations of UK students who choose to study abroad for the whole of an undergraduate or postgraduate degree. While studies of east to west migration have typically emphasised the importance of an international higher education as a high-prestige, first choice option for those students who can afford it, we argue that, for UK students, choices are configured differently. For many of our respondents, overseas education offered primarily a 'second chance' at accessing elite education.
C1 [Brooks, Rachel] Univ Surrey, Dept Polit Int & Policy Studies, Guildford GU2 7XH, Surrey, England.
   [Waters, Johanna] Univ Liverpool, Dept Geog, Liverpool L69 7ZT, Merseyside, England.
RP Brooks, R (reprint author), Univ Surrey, Dept Polit Int & Policy Studies, Guildford GU2 7XH, Surrey, England.
EM r.brooks@surrey.ac.uk; j.l.waters@liverpool.ac.uk
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NR 38
TC 33
Z9 33
U1 1
U2 10
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0038-0385
J9 SOCIOLOGY
JI Sociol.-J. Brit. Sociol. Assoc.
PD DEC
PY 2009
VL 43
IS 6
BP 1085
EP 1102
DI 10.1177/0038038509345713
PG 18
WC Sociology
SC Sociology
GA 530MZ
UT WOS:000272598300004
ER

PT J
AU Suri, H
   Clarke, D
AF Suri, Harsh
   Clarke, David
TI Advancements in Research Synthesis Methods: From a Methodologically
   Inclusive Perspective
SO REVIEW OF EDUCATIONAL RESEARCH
LA English
DT Article; Proceedings Paper
CT 4th Advances in Qualitative Methods Conference
CY MAY 02-05, 2003
CL BANFF, CANADA
DE qualitative research; research methodology; research utilization;
   research synthesis
ID MULTIVOCAL LITERATURES; EDUCATIONAL-RESEARCH; SYSTEMATIC REVIEWS;
   META-SYNTHESIS; QUALITATIVE RESEARCH; ISSUES; RIGOR; RER; METASYNTHESIS;
   KNOWLEDGE
AB The dominant literature on research synthesis methods has positivist and neo-positivist origins. In recent years, the landscape of research synthesis methods has changed rapidly to become inclusive. This article highlights methodologically inclusive advancements in research synthesis methods. Attention is drawn to insights from interpretive, critical, and participatory, traditions for enhancing trustworthiness, utility, and/or emancipatory potential for research syntheses. Also noted is a paucity of the literature that builds connections between methodologically diverse segments of the literature on research synthesis methods. Salient features of a methodologically inclusive research synthesis (MIRS) framework are described. The MIRS framework has been conceptualized by distilling and synthesizing ideas, theories, and strategies from the extensive literatures on research synthesis methods and primary research methods. Rather than prescribe how a research synthesis should be conducted or evaluated, this article attempts to open spaces, raise questions, explore possibilities, and contest taken-for-granted practices.
C1 [Suri, Harsh] Monash Univ, Ctr Advancement Learning & Teaching, Clayton, Vic 3800, Australia.
   [Clarke, David] Univ Melbourne, ICCR, Melbourne, Vic 3010, Australia.
RP Suri, H (reprint author), Monash Univ, Ctr Advancement Learning & Teaching, Clayton, Vic 3800, Australia.
EM Harsh.Suri@calt.monash.edu.au; d.clarke@unimelb.edu.au
OI Suri, Harsh/0000-0002-2532-2351
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NR 162
TC 33
Z9 33
U1 0
U2 13
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0034-6543
EI 1935-1046
J9 REV EDUC RES
JI Rev. Educ. Res.
PD MAR
PY 2009
VL 79
IS 1
BP 395
EP 430
DI 10.3102/0034654308326349
PG 36
WC Education & Educational Research
SC Education & Educational Research
GA 411YQ
UT WOS:000263690800012
ER

PT J
AU Devine, D
AF Devine, Dympna
TI Mobilising capitals? Migrant children's negotiation of their everyday
   lives in school
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
DE migrant children; agency; identities; social capital; cultural capital
ID IDENTITIES; STUDENTS; EDUCATION; PUPILS
AB This paper considers how first-generation immigrant children contribute to processes of capital accumulation through their negotiation and positioning in Irish schools. Drawing on the concepts of social and cultural capital, as well as inter-generational analyses of children's role in the structuring of everyday life, the paper highlights migrant children's strategic orientation to their primary schooling, positioning themselves in order to maximise the exchange value from their education. Social class, gender and ethnic/migrant status were identified as significant to the strategies adopted, and how children coped with their positioning as ethnic 'other' in school.
C1 Univ Coll Dublin, Sch Educ, Dublin 4, Ireland.
RP Devine, D (reprint author), Univ Coll Dublin, Sch Educ, Dublin 4, Ireland.
EM dympna.devine@ucd.ie
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NR 45
TC 33
Z9 33
U1 4
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0142-5692
EI 1465-3346
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PY 2009
VL 30
IS 5
BP 521
EP 535
AR PII 914160427
DI 10.1080/01425690903101023
PG 15
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 490XT
UT WOS:000269542100001
ER

PT J
AU Evans, J
   Davies, B
   Rich, E
AF Evans, John
   Davies, Brian
   Rich, Emma
TI The body made flesh: embodied learning and the corporeal device
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
DE 'the body'; sociology; biology; nature; culture; education; disorder
ID MEDICAL SOCIOLOGY; DESIRE
AB Over recent years there has been growing appreciation of the body's corporeal significance in how children learn in educational settings. 'The body' has been conceptualised from a variety of perspectives that we characterise as: 'the body without flesh', 'the body with fleshy feelings' and 'the body made flesh'. We reflect on these perspectives with reference to the model of embodied action used in our ongoing research on relationships between education and disordered bodies, outlining what they might differently offer in terms of understanding body/mind/culture relationships. We suggest that Basil Bernstein's notion of the 'pedagogic device', when reworked around the concept of a 'corporeal device', may provide one way of better conceptualising such relationships avoiding some of the fault lines and dualistic thinking inherent in other perspectives. If, as sociologists or school practitioners, we are to address the agency of 'the body' in cultural reproduction and better understand how the corporeal realities of children influence their sense of position, value and self, then we will need to deal with both the 'physical' and the 'phenomenal' universes of discourse, and the 'somatic mediations' of lived experience. This will mean giving as much attention to the biological dimensions of embodiment as its discursive representation currently receives.
C1 [Evans, John; Rich, Emma] Univ Loughborough, Sch Sport & Exercise Sci, Loughborough, Leics, England.
   [Davies, Brian] Cardiff Univ, Cardiff, S Glam, Wales.
RP Evans, J (reprint author), Univ Loughborough, Sch Sport & Exercise Sci, Loughborough, Leics, England.
EM John.evans@lboro.ac.uk
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NR 68
TC 33
Z9 34
U1 5
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0142-5692
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PY 2009
VL 30
IS 4
BP 391
EP 406
AR PII 912459242
DI 10.1080/01425690902954588
PG 16
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 459BH
UT WOS:000267074400001
ER

PT J
AU Archer, L
   Francis, B
AF Archer, L
   Francis, B
TI Challenging classes? Exploring the role of social class within the
   identities and achievement of British Chinese pupils
SO SOCIOLOGY-THE JOURNAL OF THE BRITISH SOCIOLOGICAL ASSOCIATION
LA English
DT Article
DE achievement; Chinese; ethnicity; identity; social class
ID EDUCATION; CONSTRUCTIONS; CHOICE
AB British Chinese identities remain under-theorized within sociology and the sociology of education - and yet they offer a potentially interesting angle to debates around the (re)production of privileges/inequalities given the growing phenomenon of Chinese educational 'success'. British Chinese pupils' educational success is especially interesting given the 'working-class' positionings of many Chinese families in Britain. In this article we explore the utility of Bourdieuian-influenced theories of social class as a lens through which to examine the identities, educational experiences and achievement of British Chinese pupils. In so doing, we aim to extend existing class theories through a more detailed consideration of the racialized context of class. We suggest that British Chinese families can be read as employing particular forms of family capital (cultural, social and economic), together with a diasporic discourse of 'Chinese valuing of education', to promote educational achievement. However, structural inequalities/injustices remain key concerns.
C1 Kings Coll London, Dept Educ & Profess Studies, London SE1 9NH, England.
RP Archer, L (reprint author), Kings Coll London, Dept Educ & Profess Studies, Franklin Wilking Bldg,Water Bridge Wing,Waterloo, London SE1 9NH, England.
EM louise.archer@kcl.ac.uk; b.francis@roehampton.ac.uk
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NR 56
TC 33
Z9 34
U1 2
U2 11
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0038-0385
J9 SOCIOLOGY
JI Sociol.-J. Brit. Sociol. Assoc.
PD FEB
PY 2006
VL 40
IS 1
BP 29
EP 49
DI 10.1177/0038038506058434
PG 21
WC Sociology
SC Sociology
GA 016XC
UT WOS:000235654100003
ER

PT J
AU Dolan, CS
AF Dolan, Catherine S.
TI Virtual moralities: The mainstreaming of Fairtrade in Kenyan tea fields
SO GEOFORUM
LA English
DT Review
DE Kenya; Fairtrade; Ethics; Transparency; Empowerment; Neoliberalism;
   Mainstreaming
ID CORPORATE-SOCIAL-RESPONSIBILITY; FAIR-TRADE; ETHICAL TRADE; NETWORKS;
   NGOS; PERSPECTIVES; LIBERALISM; GOVERNANCE; QUALITY; MARKET
AB Fairtrade was founded to alleviate poverty and economic injustice through a market-based form of solidarity exchange. Yet with the increasing participation of transnational food corporations in Fairtrade sourcing, new questions are emerging on the extent to which the model offers an alternative to the inimical tendencies of neoliberalism. Drawing oil a qualitative research project of Kenyan Fairtrade tea, this paper examine!; how the process of corporate mainstreaming influences the structure and outcomes of Fairtrade, and specifically the challenges it poses for the realization of Fairtrade's development aspirations. It argues firstly that whilst tea producers have experienced tangible benefits from Fairtrade's social premium, these development 'gifts' have been conferred through processes marked less by collaboration and consent than by patronage and exclusion. These contradictions are often glossed by the symbolic force of Fairtrade's key tenets - empowerment, participation, and justice - which simultaneously serve to neutralize critique and mystify the functions that Fairtrade performs for the political economy of development and neoliberalism. Second, building on recent critiques of corporate social responsibility, the paper explores how certain neoliberal rationalities are emboldened through Fairtrade, as a process of mainstreaming installs new metrics of governance (standards, certification, participation) that are at once moral and technocratic, voluntary and coercive, and inclusionary and marginalizing. The paper concludes that these technologies have divested exchange of mutuality, as the totemic features of neoliberal regulation - standards, procedures and protocols - increasingly render north South partnerships ever more virtual and depoliticized. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Dolan, Catherine S.] Univ Oxford, Said Business Sch, Oxford OX1 1HP, England.
   [Dolan, Catherine S.] Univ Oxford, Green Templeton Coll, Oxford OX1 1HP, England.
RP Dolan, CS (reprint author), Univ Oxford, Said Business Sch, Pk End St, Oxford OX1 1HP, England.
EM Catherine.dolan@sbs.ox.ac.uk
RI Bear, Christopher/H-8716-2013
OI Bear, Christopher/0000-0001-7130-515X
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   Wright C., 2004, Journal of International Development, V16, P665, DOI 10.1002/jid.1119
NR 112
TC 32
Z9 32
U1 7
U2 33
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0016-7185
J9 GEOFORUM
JI Geoforum
PD JAN
PY 2010
VL 41
IS 1
BP 33
EP 43
DI 10.1016/j.geoforum.2009.01.002
PG 11
WC Geography
SC Geography
GA 538GJ
UT WOS:000273172200009
ER

PT J
AU Schifferdecker, KE
   Reed, VA
AF Schifferdecker, Karen E.
   Reed, Virginia A.
TI Using mixed methods research in medical education: basic guidelines for
   researchers
SO MEDICAL EDUCATION
LA English
DT Article
ID QUALITATIVE DATA-ANALYSIS; HEALTH-CARE; SENSE; ETHNOGRAPHY; PHYSICIANS;
   BREAST; FUTURE; ANGLO
AB Context
   Mixed methods research involves the collection, analysis and integration of both qualitative and quantitative data in a single study. The benefits of a mixed methods approach are particularly evident when studying new questions or complex initiatives and interactions, which is often the case in medical education research. Basic guidelines for when to use mixed methods research and how to design a mixed methods study in medical education research are not readily available.
   Methods
   The purpose of this paper is to remedy that situation by providing an overview of mixed methods research, research design models relevant for medical education research, examples of each research design model in medical education research, and basic guidelines for medical education researchers interested in mixed methods research.
   Conclusions
   Mixed methods may prove superior in increasing the integrity and applicability of findings when studying new or complex initiatives and interactions in medical education research. They deserve an increased presence and recognition in medical education research.
C1 [Schifferdecker, Karen E.] Dartmouth Med Sch, Dept Community & Family Med, Lebanon, NH USA.
   [Reed, Virginia A.] Dartmouth Coll, Dept Psychol & Brain Sci, Hanover, NH 03755 USA.
RP Schifferdecker, KE (reprint author), OCER 7016,46 Centerra Pkwy,Suite 102, Lebanon, NH 03766 USA.
EM Karen.E.Schifferdecker@dartmouth.edu
FU Office of Community-based Education and Research, Dartmouth Medical
   School
FX the authors would like to thank Leslie Fall, Greg Ogrinc, Karen Homa,
   Cathy Pipas, Matthew Holtman and the Committee to Support Research and
   Innovation in Medical Education at Dartmouth Medical School for their
   helpful comments and suggestions during the development of this paper.
   This work was supported by the Office of Community-based Education and
   Research, Dartmouth Medical School.
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NR 73
TC 32
Z9 34
U1 0
U2 19
PU WILEY-BLACKWELL PUBLISHING, INC
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0308-0110
J9 MED EDUC
JI Med. Educ.
PD JUL
PY 2009
VL 43
IS 7
BP 637
EP 644
DI 10.1111/j.1365-2923.2009.03386.x
PG 8
WC Education, Scientific Disciplines; Health Care Sciences & Services
SC Education & Educational Research; Health Care Sciences & Services
GA 459SO
UT WOS:000267129800009
PM 19573186
ER

PT J
AU Rawlins, B
AF Rawlins, Brad
TI Give the Emperor a Mirror: Toward Developing a Stakeholder Measurement
   of Organizational Transparency
SO JOURNAL OF PUBLIC RELATIONS RESEARCH
LA English
DT Article
ID TRUST
AB The concept of organizational transparency has vaulted to prominence in recent years. While the virtues of transparency have been tied to trust and credibility, there have been no efforts to measure this abstract concept. Guidelines exist to help organizations be more transparent, but the real test is how stakeholders perceive an organization's transparency. This paper focuses on developing a stakeholder measurement of organizational transparency. Factor analyses, structural equation models, and reliability alphas on the measurement items indicate the instrument measures three transparency reputation traits (integrity, respect for others, openness) and four transparency efforts (participation, substantial information, accountability, and secrecy).
C1 Brigham Young Univ, Dept Commun, Provo, UT 84602 USA.
RP Rawlins, B (reprint author), Brigham Young Univ, Dept Commun, Provo, UT 84602 USA.
EM brawlins@byu.edu
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NR 56
TC 32
Z9 33
U1 3
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1062-726X
J9 J PUBLIC RELAT RES
JI J. Public Relat. Res.
PY 2009
VL 21
IS 1
BP 71
EP 99
AR PII 907332930
DI 10.1080/10627260802153421
PG 29
WC Communication
SC Communication
GA 428DE
UT WOS:000264827400004
ER

PT J
AU Kennewell, S
   Tanner, H
   Jones, S
   Beauchamp, G
AF Kennewell, S.
   Tanner, H.
   Jones, S.
   Beauchamp, G.
TI Analysing the use of interactive technology to implement interactive
   teaching
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article; Proceedings Paper
CT Annual Conference of the British-Educational-Research-Association
CY SEP 18, 2004
CL Univ Manchester Inst Sci & Technol, Manchester, ENGLAND
SP British Educ Res Assoc
HO Univ Manchester Inst Sci & Technol
DE activity; affordance; case study; constraint; interactive; pedagogy
ID ICT
AB Recent policy initiatives in England have focused on promoting 'interactive' teaching in schools, with a clear expectation that this will lead to improvements in learning. This expectation is based on the perceived success of such approaches in other parts of the world. At the same time, there has been a large investment in Information and Communication Technology (ICT) resources, and particularly in interactive whiteboard technology. This paper explores the idea of interactive teaching in relation to the interactive technology which might be used to support it. It explains the development of a framework for the detailed analysis of teaching and learning in activity settings which is designed to represent the features and relationships involved in interactivity. When applied to a case study of interactive teaching during a lesson involving a variety of technology-based activities, the framework reveals a confusion of purpose in students' use of an ICT resource that limits the potential for learning when students are working independently. Discussion of relationships between technical and pedagogical interactivity points a way forward concerning greater focus on learning goals during activity in order to enable learners to be more autonomous in exploiting ICT's affordances, and the conclusion identifies the variables and issues which need to be considered in future research which will illuminate this path.
C1 [Kennewell, S.; Tanner, H.; Jones, S.; Beauchamp, G.] Swansea Metropolitan Univ, Swansea Sch Educ, Swansea SA2 0UT, W Glam, Wales.
RP Kennewell, S (reprint author), Swansea Metropolitan Univ, Swansea Sch Educ, Townhill Rd, Swansea SA2 0UT, W Glam, Wales.
EM steve.kennewell@sihe.ac.uk
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NR 48
TC 32
Z9 33
U1 2
U2 18
PU WILEY-BLACKWELL PUBLISHING, INC
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 FEB
PY 2008
VL 24
IS 1
BP 61
EP 73
DI 10.1111/j.1365-2729.2007.00244.x
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 251TB
UT WOS:000252396700006
ER

PT J
AU Sammons, P
   Day, C
   Kington, A
   Gu, Q
   Stobart, G
   Smees, R
AF Sammons, Pam
   Day, Christopher
   Kington, Alison
   Gu, Qing
   Stobart, Gordon
   Smees, Rebecca
TI Exploring variations in teachers' work, lives and their effects on
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   study
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID POSITIVE EMOTIONS; BUILD THEORY
AB This article outlines the research design of a large-scale, longitudinal research study in England intended to describe and explore variations in teachers' work, lives and their effects on pupils' educational outcomes. The study, funded by the Department for Education and Skills (DfES) and incorporated into the Teaching and Learning Research Programme (TLRP) as an 'Associate Project', used an innovative mixed- methods research design to create case studies of 300 teachers in Years 2, 6 and 9. The research was conducted over three consecutive academic years and collected a wide range of data through interviews, questionnaire surveys of teachers' and pupils' views and assessment data on pupils' attainments in English and mathematics. The text summarises the main findings from the research in relation to four interconnected themes of the study: Professional Life Phases; Professional Identity; Relative Effectiveness; and Resilience and Commitment. The influence of school context, in terms of level of social disadvantage of pupil intake, is also investigated. Key findings and their implications for policy and practice are highlighted.
C1 Univ Nottingham, Sch Educ, Nottingham NG8 1BB, England.
   Univ London, Inst Educ, London WC1E 7HU, England.
RP Sammons, P (reprint author), Univ Nottingham, Sch Educ, Jubilee Campus,Triumph Rd, Nottingham NG8 1BB, England.
EM pam.sammons@nottingham.ac.uk
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NR 26
TC 32
Z9 34
U1 2
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2007
VL 33
IS 5
BP 681
EP 701
DI 10.1080/01411920701582264
PG 21
WC Education & Educational Research
SC Education & Educational Research
GA 222VN
UT WOS:000250325800004
ER

PT J
AU Renold, E
AF Renold, Emma
TI They won't let us play ... unless you're going out with one of them':
   girls, boys and Butler's 'heterosexual matrix' in the primary years
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
ID PRIMARY-SCHOOL; GENDER; CLASSROOM; MASCULINITIES; SEXUALITY; CULTURES;
   SUCCESS
AB Judith Butler's conceptualisation of how gender is routinely spoken through a hegemonic heterosexual matrix has been pivotal for many social scientists researching within and beyond educational settings for exposing the ways in which children's normative gender identities ('intelligible genders') are inextricably tied to dominant notions of heterosexuality. In dialogue with a growing body of research queering children's gendered and sexualised childhoods, this paper addresses how being a 'normal' girl or boy involves investing in and actively pursuing hegemonic heterosexual identities and relations (from sexual bullying to relationship cultures). Drawing upon ethnographic fieldwork into the sexualisation of gender and the gendering of sexuality in children's identity-work in their final year of primary school, I explore the ways in which a ubiquitous heterosexual matrix regulates boy-girl intimacies, from play and friendships to physical proximity. I also highlight the diverse and fluid ways in which children deploy discourses of (hetero) romance and sexual innocence in their role as 'girlfriends' and 'boyfriends', and how particular gendered subject positions (e. g. tomboy) offer an escape route from coercive and frequently compulsory heterosexual positionings. The paper concludes by highlighting how queer analyses of children's gendered and sexual cultures and identity-work needs to further scrutinise how discourses of generation (e. g. early or middle childhood) intersect with discourses of gender and sexuality.
C1 Cardiff Univ, Sch Social Sci, Cardiff CF10 3WT, Wales.
RP Renold, E (reprint author), Cardiff Univ, Sch Social Sci, Glamorgan Bldg,King Edward VII Ave, Cardiff CF10 3WT, Wales.
EM Renold@cf.ac.uk
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NR 82
TC 32
Z9 32
U1 1
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0142-5692
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PD SEP
PY 2006
VL 27
IS 4
BP 489
EP 509
DI 10.1080/01425690600803111
PG 21
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 078RO
UT WOS:000240121200006
ER

PT J
AU Jones, S
   Myhill, D
AF Jones, S
   Myhill, D
TI 'Troublesome boys' and 'compliant girls': gender identity and
   perceptions of achievement and underachievement
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
AB Working within a methodological framework that identified four focus groups, high-achieving boys and girls and underachieving boys and girls, this article presents teachers' perceptions of how gender identity is seen to influence achievement levels. Beliefs about gender identity informed the teachers' perceptions in relation to each of the four focus groups, whereby the underachieving boy and the high-achieving girl were seen to conform to gender expectations; the high-achieving boys were seen to challenge gender norms; and the underachieving girl emerges as largely overlooked. The perceived characteristics of the high-achieving girl are presented as describing all girls. There appears to be a tendency to associate boys with underachievement and girls with high achievement.
C1 Univ Exeter, Exeter EX4 4QJ, Devon, England.
RP Jones, S (reprint author), 38 Shillingford Rd, Exeter EX2 8UB, Devon, England.
EM susan.m.jones@exeter.ac.uk
OI Myhill, Debra/0000-0002-3207-3859
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NR 29
TC 32
Z9 32
U1 5
U2 13
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0142-5692
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PD NOV
PY 2004
VL 25
IS 5
BP 547
EP 561
DI 10.1080/0142569042000252044
PG 15
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 872EA
UT WOS:000225189300001
ER

PT J
AU Kidger, J
AF Kidger, J
TI Including young mothers: limitations to New Labour's strategy for
   supporting teenage parents
SO CRITICAL SOCIAL POLICY
LA English
DT Article
DE citizenship; participation; social inclusion; teenage pregnancy;
   volunteering
AB As part of its Teenage Pregnancy Strategy, New Labour has focused on ensuring more teenage mothers enter education, training or work, in order that they may avoid 'long term social exclusion'. This paper argues that this conceptualization of the route to social inclusion is problematic for young mothers in that it ignores the structural and contextual barriers to them gaining inclusion, it discounts full-time mothering as a valid option, and it neglects the social and moral elements of their exclusion, while in fact contributing to this. A broader understanding of social inclusion is therefore advocated, which emphasizes the significance of social belongingness and community participation, alongside economic self-sufficiency. Data are drawn from interviews with 14 young mothers who act as volunteer 'peer educators' in school sex education, to illustrate the ways in which this wider conceptualization of social inclusion might be more useful in meeting the needs of this group.
EM Judi.Kidger@bristol.ac.uk
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NR 45
TC 32
Z9 32
U1 1
U2 6
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0261-0183
J9 CRIT SOC POLICY
JI Crit. Soc. Policy
PD AUG
PY 2004
VL 24
IS 3
BP 291
EP 311
DI 10.1177/0261018304044361
PG 21
WC Social Issues; Social Sciences, Interdisciplinary
SC Social Issues; Social Sciences - Other Topics
GA 840WD
UT WOS:000222889700001
ER

PT J
AU De Fraine, B
   Van Damme, J
   Van Landeghem, G
   Opdenakker, MC
   Onghena, P
AF De Fraine, B
   Van Damme, J
   Van Landeghem, G
   Opdenakker, MC
   Onghena, P
TI The effect of schools and classes on language achievement
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID SECONDARY-SCHOOLS; MULTILEVEL ANALYSIS; PERFORMANCE; STABILITY;
   EDUCATION; OUTCOMES
AB This study addresses the effects of secondary schools and classes on language achievement in Flanders, Belgium. The results of a three-level analysis (students within classes within schools) indicate that the group composition at the class level is very important. In classes with a high average initial cognitive ability or a large proportion of girls, the language achievement is higher. These compositional effects are discussed with reference to type 'A' and type 'B' effects. The analyses show that group composition is more important than educational practices in accounting for differences in language achievement. With whom one is taught has a larger impact than how one is taught. Indications of differential effectiveness of classes related to prior achievement were found, with greater variations in effectiveness between classes for pupils of low prior achievement.
C1 Katholieke Univ Leuven, Ctr Educ Effectiveness & Evaluat, Dept Educ Sci, B-3000 Louvain, Belgium.
   Katholieke Univ Leuven, Ctr Methodol Educ Res, Louvain, Belgium.
RP De Fraine, B (reprint author), Katholieke Univ Leuven, Ctr Educ Effectiveness & Evaluat, Dept Educ Sci, Dekenstr 2, B-3000 Louvain, Belgium.
EM Beatrijs.DeFraine@ped.kuleuven.ac.be
RI De Fraine, Bieke/A-6335-2009
OI De Fraine, Bieke/0000-0002-6351-2631
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NR 53
TC 32
Z9 33
U1 2
U2 12
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 2003
VL 29
IS 6
BP 841
EP 859
DI 10.1080/0141192032000137330
PG 19
WC Education & Educational Research
SC Education & Educational Research
GA 764ZA
UT WOS:000188240000004
ER

PT J
AU Vanhees, L
   De Sutter, J
   Geladas, N
   Doyle, F
   Prescott, E
   Cornelissen, V
   Kouidi, E
   Dugmore, D
   Vanuzzo, D
   Borjesson, M
   Doherty, P
AF Vanhees, L.
   De Sutter, J.
   Geladas, N.
   Doyle, F.
   Prescott, E.
   Cornelissen, V.
   Kouidi, E.
   Dugmore, D.
   Vanuzzo, D.
   Borjesson, M.
   Doherty, P.
CA Writing Grp EACPR
TI Importance of characteristics and modalities of physical activity and
   exercise in defining the benefits to cardiovascular health within the
   general population: recommendations from the EACPR (Part I)
SO EUROPEAN JOURNAL OF PREVENTIVE CARDIOLOGY
LA English
DT Review
DE Cardiovascular health; exercise; prevention; physical activity; physical
   training; risk factors
ID AMERICAN-HEART-ASSOCIATION; DISEASE RISK-FACTORS; ALL-CAUSE MORTALITY;
   OF-THE-LITERATURE; CORONARY-ARTERY DISEASE; LEISURE-TIME;
   CARDIORESPIRATORY FITNESS; ACTIVITY INTERVENTIONS; EUROPEAN ASSOCIATION;
   RESISTANCE EXERCISE
AB Over the last decades, more and more evidence is accumulated that physical activity (PA) and exercise interventions are essential components in primary and secondary prevention for cardiovascular disease. However, it is less clear whether and which type of PA and exercise intervention (aerobic exercise, dynamic resistive exercise, or both) or characteristic of exercise (frequency, intensity, time or duration, and volume) would yield more benefit in achieving cardiovascular health. The present paper, as the first of a series of three, will make specific recommendations on the importance of these characteristics for cardiovascular health in the population at large. The guidance offered in this series of papers is aimed at medical doctors, health practitioners, kinesiologists, physiotherapists and exercise physiologists, politicians, public health policy makers, and the individual member of the public. Based on previous and the current literature, recommendations from the European Association on Cardiovascular Prevention and Rehabilitation are formulated regarding type, volume, and intensity of PA and exercise.
C1 [Vanhees, L.; Cornelissen, V.] Katholieke Univ Leuven, Dept Rehabil Sci, B-3001 Louvain, Belgium.
   [De Sutter, J.] AZ Maria Middelares Hosp, Ghent, Belgium.
   [Geladas, N.] Univ Athens, Athens, Greece.
   [Doyle, F.] Royal Coll Surgeons Ireland, Dublin 2, Ireland.
   [Prescott, E.] Bispebjerg Hosp, Copenhagen, Denmark.
   [Kouidi, E.] Aristotle Univ Thessaloniki, GR-54006 Thessaloniki, Greece.
   [Dugmore, D.] Wellness Int Med Ctr, Stockport, Lancs, England.
   [Vanuzzo, D.] Cardiovasc Prevent Ctr, Udine, Italy.
   [Borjesson, M.] Sahlgrens Univ Hosp, Gothenburg, Sweden.
   [Doherty, P.] York St John Univ, York, N Yorkshire, England.
RP Vanhees, L (reprint author), Katholieke Univ Leuven, Dept Rehabil Sci, Tervuursevest 101,B1501, B-3001 Louvain, Belgium.
EM Luc.Vanhees@faber.kuleuven.be
RI Doyle, Frank/C-2750-2012; 
OI Borjesson, Mats/0000-0002-8786-0438; Doyle, Frank/0000-0002-3785-7433;
   Hager, Alfred/0000-0002-2481-2017
CR Allender S., EUROPEAN CARDIOVASCU
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NR 132
TC 31
Z9 32
U1 2
U2 33
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 2047-4873
J9 EUR J PREV CARDIOL
JI Eur. J. Prev. Cardiol.
PD AUG
PY 2012
VL 19
IS 4
BP 670
EP 686
DI 10.1177/2047487312437059
PG 17
WC Cardiac & Cardiovascular Systems
SC Cardiovascular System & Cardiology
GA 016NX
UT WOS:000309527000003
PM 22637742
ER

PT J
AU Durning, S
   Artino, AR
   Pangaro, L
   van der Vleuten, CPM
   Schuwirth, L
AF Durning, Steven
   Artino, Anthony R., Jr.
   Pangaro, Louis
   van der Vleuten, Cees P. M.
   Schuwirth, Lambert
TI Context and clinical reasoning: understanding the perspective of the
   expert's voice
SO MEDICAL EDUCATION
LA English
DT Article
ID COGNITIVE LOAD THEORY; MEDICAL-EDUCATION; ENCOUNTER; DESIGN
AB OBJECTIVES Prior work has found that a doctor's clinical reasoning performance varies on a case-by-case (situation) basis; this is often referred to as 'context specificity'. To explore the influence of context on diagnostic and therapeutic clinical reasoning, we constructed a series of videotapes to which doctors were asked to respond, modifying different contextual factors (patient, doctor, setting). We explored how these contextual factors, as displayed by videotape encounters, may have influenced the clinical reasoning of board-certified internists (experts). Our purpose was to clarify the influence of context on reasoning, to build upon education theory and to generate implications for education practice.
   METHODS Qualitative data about experts were gathered from two sources: think-aloud protocols reflecting concurrent thought processes that occurred while board-certified internists viewed videotape encounters, and free-text responses to queries that explicitly asked these experts to comment on the influence of selected contextual factors on their clinical reasoning processes. These data sources provided both actual performance data (think-aloud responses) and opinions on reflection (free-text answers) regarding the influence of context on reasoning. Results for each data source were analysed for emergent themes and then combined into a unified theoretical model.
   RESULTS Several themes emerged from our data and were broadly classified as components influencing the impact of contextual factors, mechanisms for addressing contextual factors, and consequences of contextual factors for patient care. Themes from both data sources had good overlap, indicating that experts are somewhat cognisant of the potential influences of context on their reasoning processes; notable exceptions concerned the themes of missed key findings, balancing of goals and the influence of encounter setting, which emerged in the think-aloud but not the free-text analysis.
   CONCLUSIONS Our unified model is consistent with the tenets of cognitive load, situated cognition and ecological psychology theories. A number of potentially modifiable influences on clinical reasoning were identified. Implications for doctor training and practice are discussed.
C1 [Durning, Steven; Artino, Anthony R., Jr.; Pangaro, Louis] Uniformed Serv Univ Hlth Sci, Dept Med, Bethesda, MD 20814 USA.
   [van der Vleuten, Cees P. M.; Schuwirth, Lambert] Maastricht Univ, Dept Med Educ, Maastricht, Netherlands.
RP Durning, S (reprint author), Uniformed Serv Univ Hlth Sci, Dept Med, 4301 Jones Bridge Rd, Bethesda, MD 20814 USA.
EM sdurning@usuhs.mil
OI Artino, Anthony/0000-0003-2661-7853
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NR 26
TC 31
Z9 31
U1 0
U2 11
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0308-0110
J9 MED EDUC
JI Med. Educ.
PD SEP
PY 2011
VL 45
IS 9
BP 927
EP 938
DI 10.1111/j.1365-2923.2011.04053.x
PG 12
WC Education, Scientific Disciplines; Health Care Sciences & Services
SC Education & Educational Research; Health Care Sciences & Services
GA 808XF
UT WOS:000294014600011
PM 21848721
ER

PT J
AU Mercer, N
   Hennessy, S
   Warwick, P
AF Mercer, Neil
   Hennessy, Sara
   Warwick, Paul
TI Using interactive whiteboards to orchestrate classroom dialogue
SO TECHNOLOGY PEDAGOGY AND EDUCATION
LA English
DT Article
DE dialogue; interactivity; IWB; ICT pedagogy
ID STRATEGIES; TEACHER
AB This paper focuses on the use of interactive whiteboards (IWBs) as a tool for encouraging and supporting classroom dialogue. The authors' concern here is with the promotion of 'dialogic' communication between teachers and students, which is now widely recognised as educationally valuable. In this study they investigated how teachers could use the technical interactivity of the IWB to support dialogic interactivity. The design of the study was predicated upon a partnership between the authors and three UK (primary, middle school and secondary) teachers of 8- to 14-year-olds; examples of practice reported here derive mainly from secondary history. Outcomes include illustrative examples of teachers' effective strategies for using the IWB for orchestrating dialogue. Implications for teachers' initial training and professional development are considered.
C1 [Mercer, Neil; Hennessy, Sara; Warwick, Paul] Univ Cambridge, Fac Educ, Cambridge CB2 1TN, England.
RP Mercer, N (reprint author), Univ Cambridge, Fac Educ, Cambridge CB2 1TN, England.
EM nmm31@cam.ac.uk
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NR 37
TC 31
Z9 33
U1 5
U2 20
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1475-939X
J9 TECHNOL PEDAGOG EDUC
JI Technol. Pedagag. Educ.
PY 2010
VL 19
IS 2
SI SI
BP 195
EP 209
DI 10.1080/1475939X.2010.491230
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 769FV
UT WOS:000290997900006
ER

PT J
AU Devine, D
   Kenny, M
   Macneela, E
AF Devine, Dympna
   Kenny, Mairin
   Macneela, Eileen
TI Naming the 'other': children's construction and experience of racisms in
   Irish primary schools
SO RACE ETHNICITY AND EDUCATION
LA English
DT Article
DE racism; peer culture; children's voice; power; social identity
ID HURT ME
AB This paper considers the construction and experience of racisms among a sample of primary school children in Ireland during a period of intensive immigration. Placing children's voices at the centre of the analysis, it explores how children's constructions draw upon discourses of 'norm' and 'other' in relation to national identity and cultural belonging. Constructions of minority ethnic groups are located within a context that defines what it is to be Irish, such constructions carrying with them assumptions related not only to skin colour but also to lifestyle, language, and religious belief. Drawing on key concepts related to power, social identities and child cultures, the findings highlight the significance of ethnic identity to children's negotiations around inclusion and exclusion in their peer groups. Name-calling in general, and racist name-calling in particular, was shown to be an important tool used by some children in the assertion of their status with one another. The sensitivity displayed by the majority ethnic children to skin colour only, in their discussions around racism, highlights the salience of colour to many of these children's typification of themselves as white Irish, and of many black migrant children especially as 'other'. It also indicates, however, the limited understanding these majority ethnic children had of racism in contrast to their minority ethnic peers (including Irish Traveller children), all of whom were able to recount their own experiences of being racially abused for colour and/or culturally-based differences. The need for teachers to be sensitive to the dynamics of children's social world is stressed, as is the importance of developing clear procedures for the monitoring and tackling of racist incidents in schools.
C1 [Devine, Dympna; Kenny, Mairin; Macneela, Eileen] Univ Coll Dublin, Sch Educ, Dublin 2, Ireland.
RP Devine, D (reprint author), Univ Coll Dublin, Sch Educ, Dublin 2, Ireland.
EM dympna.devine@ucd.ie
RI David, Maribel/E-2812-2012
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NR 63
TC 31
Z9 31
U1 2
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1361-3324
J9 RACE ETHN EDUC
JI Race Ethn. Educ.
PY 2008
VL 11
IS 4
BP 369
EP 385
DI 10.1080/13613320802478879
PG 17
WC Education & Educational Research; Ethnic Studies
SC Education & Educational Research; Ethnic Studies
GA 483VV
UT WOS:000268999400003
ER

PT B
AU Yorke, M
AF Yorke, M
TI Grading Student Achievement in Higher Education: Signals and
   Shortcomings
SO GRADING STUDENT ACHIEVEMENT IN HIGHER EDUCATION: SIGNALS AND
   SHORTCOMINGS
SE Key Issues in Higher Education
LA English
DT Book
ID STRUCTURED CLINICAL EXAMINATION; COLLEGE-STUDENTS; PERFORMANCE
   ASSESSMENT; SUMMATIVE ASSESSMENT; UK UNIVERSITIES; DOUBLE MARKING;
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NR 431
TC 31
Z9 31
U1 1
U2 4
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-93941-3
J9 KEY ISSUES HIGH EDUC
PY 2008
BP 1
EP 239
PG 239
WC Education & Educational Research
SC Education & Educational Research
GA BNT11
UT WOS:000275474100012
ER

PT J
AU Rudduck, J
AF Rudduck, Jean
BE Thiessen, D
   CookSather, A
TI STUDENT VOICE, STUDENT ENGAGEMENT, AND SCHOOL REFORM
SO INTERNATIONAL HANDBOOK OF STUDENT EXPERIENCE IN ELEMENTARY AND SECONDARY
   SCHOOL
LA English
DT Article; Book Chapter
ID COMMUNITY
C1 Univ Cambridge, Cambridge CB2 1TN, England.
RP Rudduck, J (reprint author), Univ Cambridge, Cambridge CB2 1TN, England.
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NR 35
TC 31
Z9 31
U1 0
U2 2
PU SPRINGER
PI DORDRECHT
PA PO BOX 17, 3300 AA DORDRECHT, NETHERLANDS
BN 978-1-4020-3367-4
PY 2007
BP 587
EP 610
DI 10.1007/1-4020-3367-2_23
D2 10.1007/1-4020-3367-2
PG 24
WC Education & Educational Research
SC Education & Educational Research
GA BKT03
UT WOS:000269130700023
ER

PT J
AU Nowicki, EA
AF Nowicki, EA
TI A cross-sectional multivariate analysis of children's attitudes towards
   disabilities
SO JOURNAL OF INTELLECTUAL DISABILITY RESEARCH
LA English
DT Article
DE attitudes; elementary school children; intellectual disability; physical
   disability
ID PEERS; METAANALYSIS; BEHAVIOR; CONTACT
AB Background Past research has shown that children can be biased against peers with disabilities, but the association of attitudes with gender, age and disability preferences, as well as interactions between these variables, are unclear. The objectives of this study were to examine these issues in a cross-sectional, split-plot study to clarify: (1) if elementary school children's attitudes towards peers with disabilities are related to age, gender and type of disability; (2) if interactions between these variables exist; and (3) if convergent validity could be achieved across three theoretically linked dependent variables.
   Methods One hundred elementary school children between 4 and 10 years old were assessed for attitudes towards target children with no disability, a physical or an intellectual disability, and a combined intellectual/physical disability. Measures were completed in an interview format.
   Results Attitudes towards a target child with physical disabilities and a target child without disabilities did not differ. There was a significant interaction for age and disability. Attitudes towards target children with intellectual and intellectual/physical disabilities were negatively biased, and were negatively associated with age. Results were consistent across measures except for a main effect of gender in one measure and a gender by age interaction in another.
   Conclusions Children's attitudes appear to be associated with several factors, including age and the presence or absence of disability. Gender differences in attitudes may be because of gender-based response biases rather than disability biases. Because of the multifaceted nature of childhood attitudes, cross-sectional designs with several dependent and independent variables provide an opportunity to examine consistency of results across measures and potential interactions between factors that may not be uncovered when variables are examined in isolation.
C1 Univ Western Ontario, Fac Educ, London, ON N6G 1G7, Canada.
RP Nowicki, EA (reprint author), Univ Western Ontario, Fac Educ, 1137 Western Rd, London, ON N6G 1G7, Canada.
EM enowick2@uwo.ca
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NR 40
TC 31
Z9 32
U1 3
U2 11
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0964-2633
J9 J INTELL DISABIL RES
JI J. Intell. Disabil. Res.
PD MAY
PY 2006
VL 50
BP 335
EP 348
DI 10.1111/j.1365-2788.2005.00781.x
PN 5
PG 14
WC Education, Special; Genetics & Heredity; Clinical Neurology; Psychiatry;
   Rehabilitation
SC Education & Educational Research; Genetics & Heredity; Neurosciences &
   Neurology; Psychiatry; Rehabilitation
GA 038MT
UT WOS:000237226600003
PM 16629927
ER

PT J
AU Paechter, C
AF Paechter, C
TI Reconceptualizing the gendered body: learning and constructing
   masculinities and femininities in school
SO GENDER AND EDUCATION
LA English
DT Article
ID EDUCATION; CULTURES; BIOLOGY; GIRLS
AB How children learn to construct and enact masculinities and femininities is clearly an issue for education and one that has been explored in a wide variety of ways. In recent years, however, our conceptions of gender have once again become problematic, particularly given a gradual slippage regarding the sex/gender distinction and the increasing use of 'gender' to refer to matters of biology as well as those pertaining to the social. We now need to rethink how we understand what it is to be male and female, masculine and feminine, and whether the sex/gender distinction and related dualisms are useful to our conceptualization of gender. One way to do this is to focus on the construction of gender in the social systems of which children are a part, including the schooling system. In this paper I consider the legacy of Cartesian dualism both for our understanding of sex and gender and for the schooling system, exploring the interconnections between the two. I examine how the Cartesian legacy underpins the disciplinary and curriculum structures of schools and explore the implications for the ways in which we, as researchers and teachers, view and treat children in schools. Finally, I argue that researchers working in gender and education need to take much more account of the specificities of children's bodies.
C1 Univ London Goldsmiths Coll, London SE14 8TX, England.
RP Paechter, C (reprint author), Univ London Goldsmiths Coll, New Cross, London SE14 8TX, England.
EM c.paechter@gold.ac.uk
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NR 67
TC 31
Z9 33
U1 2
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PD MAR
PY 2006
VL 18
IS 2
BP 121
EP 135
DI 10.1080/09540250500380489
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 993AM
UT WOS:000233925100001
ER

PT J
AU Choy, CS
   Yew, WK
   Lin, B
AF Choy, Chong Siong
   Yew, Wong Kuan
   Lin, Binshan
TI Criteria for measuring KM performance outcomes in organisations
SO INDUSTRIAL MANAGEMENT & DATA SYSTEMS
LA English
DT Article
DE knowledge management; knowledge management systems
ID KNOWLEDGE MANAGEMENT-SYSTEM
AB Purpose - This research attempts to comprehensively examine the criteria for measuring knowledge management (M performance outcomes in organisations. To date, no studies have provided a set of widely accepted measurement criteria associated with KM efforts. This paper, therefore, aims to fill the gap.
   Design/methodology/approach - This study was carried out by systematically reviewing the literature on KM performance outcomes. Case studies were carried out in two organisations identified to have a EM programme in place.
   Findings - A review of the literature indicates that there are 38 outcomes from EM implementation which have garnered impressive theoretical and empirical support. Based on this, a comprehensive set of performance outcomes is proposed and grouped into five key dimensions. The findings from the case studies indicate that this proposition is relevant.
   Research limitations/implications - The use of case studies limits the genteralisability of the findings, but it opens up new questions to be explored by further researching into the relationships between KM efforts and performance outcomes.
   Practical implications - Such significant findings will have important implications to organisations on how their KM efforts can be systematically measured for business success. To the academics, this paper provides insights into the relationship between KM efforts and organisational performance.
   Originality/value - This study is probably one of the first to comprehensively explain the criteria for measuring KM efforts in organisations. It is hoped that the findings of this study will encourage organisations to practise KM from the right perspective in order to reap the outcomes from KM initiatives.
C1 Multimedia Univ, Fac Business & Law, Melaka, Malaysia.
   Univ Teknol Malaysia, Fac Mech Engn, Dept Ind & Mfg Engn, Skudai, Malaysia.
   Louisiana State Univ, Coll Business Adm, Shreveport, LA 71105 USA.
RP Choy, CS (reprint author), Multimedia Univ, Fac Business & Law, Melaka, Malaysia.
EM scchong@mmu.edu.my
RI Lin, Binshan/A-9772-2009; Wong, Kuan Yew/D-1577-2010
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NR 66
TC 31
Z9 32
U1 5
U2 9
PU EMERALD GROUP PUBLISHING LIMITED
PI BRADFORD
PA 60/62 TOLLER LANE, BRADFORD BD8 9BY, W YORKSHIRE, ENGLAND
SN 0263-5577
J9 IND MANAGE DATA SYST
JI Ind. Manage. Data Syst.
PY 2006
VL 106
IS 7
BP 917
EP 936
DI 10.1108/02635570610688850
PG 20
WC Computer Science, Interdisciplinary Applications; Engineering,
   Industrial
SC Computer Science; Engineering
GA 089TJ
UT WOS:000240903500001
ER

PT J
AU Cremin, T
   Burnard, P
   Craft, A
AF Cremin, Teresa
   Burnard, Pamela
   Craft, Anna
TI Pedagogy and possibility thinking in the early years
SO THINKING SKILLS AND CREATIVITY
LA English
DT Article
DE Possibility thinking; Pedagogy; Early years; Creativity
AB Connecting to current work in the area of creative pedagogies, this paper reports findings of an exploratory study that sought to identify what characterises possibility thinking in young children's learning experiences and how teachers' pedagogical practice fosters this critical aspect of creativity. It focuses in particular on pedagogy, seeking to demonstrate how approaches adopted facilitated children's possibility thinking. Possibility thinking has been conceptualised as being central to creative learning although its role, as manifest in the learning engagement of children and the pedagogical strategies of practitioners has not been fully illuminated. The co-participative research team involved in this study comprised staff in an early childhood centre, in an infant and a primary school, working collaboratively with three university-based researchers. The 12-month long segment of a longer study employed various data collection methods including video-stimulated review (VSR) to facilitate reflection, critical conversations, classroom observation, interviews and examination of planning documents. The paper illuminates the perspectives and embedded values that the teachers expressed whilst reflecting upon their practice, and highlights common pedagogical themes, including the practice of 'standing back', profiling learner agency and creating time and space. Particular strategies were employed by each of the teachers. These approaches appeared to foster possibility thinking in young learners. In addition, the paper considers the development of the teachers' thinking through the phases of the research process and presents a model for conceptualising a pedagogy of possibility thinking. (C) 2006 Elsevier Ltd. All rights reserved.
C1 [Cremin, Teresa] Canterbury Christ Church Univ, David Salamons Ctr, Tunbridge Wells TN3 OTG, Kent, England.
   [Burnard, Pamela] Univ Cambridge, Fac Educ, Cambridge CB2 1TN, England.
   [Craft, Anna] Open Univ, Open Creat Ctr, Milton Keynes, Bucks, England.
RP Cremin, T (reprint author), Canterbury Christ Church Univ, David Salamons Ctr, Broomhill Rd, Tunbridge Wells TN3 OTG, Kent, England.
EM tmg2@canterbury.ac.uk
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NR 53
TC 31
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U1 0
U2 5
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1871-1871
J9 THINK SKILLS CREAT
JI Think. Skills Creat.
PY 2006
VL 1
IS 2
BP 108
EP 119
DI 10.1016/j.tsc.2006.07.001
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA V24YZ
UT WOS:000208447000005
ER

PT J
AU Grenfell, M
   James, D
AF Grenfell, M
   James, D
TI Change in the field - changing the field: Bourdieu and the
   methodological practice of educational research
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
ID SYSTEMATIC REVIEWS
AB Bourdieu's social theory offers a way of understanding some of the most important features of the field of educational research, while also providing educational researchers with a rich conceptual apparatus for their practice. This article addresses both of these methodological themes and the connections between them. We begin by outlining some key trends in educational research, mainly in Britain, over recent decades in terms of Bourdieu's Field Theory. Special attention is given to the relative positioning of researchers and the formation of an 'avant-garde'. We refer to the impact of educational policy and attacks on educational research, with attendant effects on the field, and on the formation and legitimacy of knowledge about educational processes. This analysis is followed by an example taken from a contemporary research project in which principles derived from Bourdieu's approach have been adopted in framing methodology. We give particular attention to the terms of the programme in which the project forms a part, and key aspects of it such as 'user engagement'. Both methodological justifications and consequences are discussed, as well as tensions with dominant expectations of research processes and outcomes. Finally, we argue that, following Bourdieu's own public strategies of sociopolitical action, educational research methodology that is radically reflexive has the capacity to found a critically effective discourse with practical consequences.
C1 Univ Southampton, Sch Educ, Southampton SO17 1BJ, Hants, England.
   Univ W England, Bristol BS16 1QY, Avon, England.
RP Grenfell, M (reprint author), Univ Southampton, Sch Educ, Southampton SO17 1BJ, Hants, England.
EM grenfell@soton.ac.uk
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NR 38
TC 31
Z9 31
U1 0
U2 6
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0142-5692
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PY 2004
VL 25
IS 4
BP 507
EP 523
DI 10.1080/0142569042000236989
PG 17
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 845LZ
UT WOS:000223245500008
ER

PT J
AU Yair, G
AF Yair, G
TI Educational battlefields in America: The tug-of-war over students'
   engagement with instruction
SO SOCIOLOGY OF EDUCATION
LA English
DT Article
ID HIGH-SCHOOL TRACKING; ORGANIZATIONAL CONTEXT; SOCIAL DISTRIBUTION;
   OPPORTUNITY; ACHIEVEMENT; RACE; DIFFERENTIATION; STRATIFICATION;
   POLARIZATION; EXPECTATIONS
AB This study shows that gaps between opportunities to learn and students' appropriation of those opportunities are instructionally produced and socially distributed via mechanisms that affect engagement and lead to alienation from instruction-the dissociation between students' physical presence in academic classes and their thoughts while in class, Using an innovative approach to measuring engagement and different types of alienation from instruction, the study found that students are alienated from instruction almost half the time and that when they are alienated, they tend to be preoccupied with external issues. Instructional characteristics and external contexts exhibit a tug-of-war over students' engagement and alienation from instruction. In relation to teacher-centered lectures, progressive instructional strategies and methods are better able to insulate students from alienating environments, whereas boring and nonrelevant instruction allows external preoccupations to swamp students' attention, especially among Hispanic and African American students and those who are at risk of alienation from instruction.
C1 Hebrew Univ Jerusalem, Dept Sociol & Anthropol, IL-91905 Jerusalem, Israel.
   Hebrew Univ Jerusalem, Dept Educ, IL-91905 Jerusalem, Israel.
RP Yair, G (reprint author), Hebrew Univ Jerusalem, Dept Sociol & Anthropol, IL-91905 Jerusalem, Israel.
RI Yair, Gad/C-5297-2009
OI Yair, Gad/0000-0001-9675-332X
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   ROOTS SUCCESS FAILUR
NR 89
TC 31
Z9 31
U1 1
U2 15
PU AMER SOCIOLOGICAL ASSOC
PI WASHINGTON
PA 1307 NEW YORK AVE NW #700, WASHINGTON, DC 20005-4712 USA
SN 0038-0407
J9 SOCIOL EDUC
JI Sociol. Educ.
PD OCT
PY 2000
VL 73
IS 4
BP 247
EP 269
DI 10.2307/2673233
PG 23
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 374YL
UT WOS:000165372500002
ER

PT J
AU Evans, C
AF Evans, Carol
TI Making Sense of Assessment Feedback in Higher Education
SO REVIEW OF EDUCATIONAL RESEARCH
LA English
DT Article
DE assessment; feedback; higher education; feedback gap; feedback landscape
ID ONLINE PEER ASSESSMENT; FORMATIVE ASSESSMENT; SELF-ASSESSMENT; STUDENTS
   PERCEPTIONS; COGNITIVE LOAD; PERFORMANCE; QUALITY; MODEL; REFLECTION;
   LEARNERS
AB This article presents a thematic analysis of the research evidence on assessment feedback in higher education (HE) from 2000 to 2012. The focus of the review is on the feedback that students receive within their coursework from multiple sources. The aims of this study are to (a) examine the nature of assessment feedback in HE through the undertaking of a systematic review of the literature, (b) identify and discuss dominant themes and discourses and consider gaps within the research literature, (c) explore the notion of the feedback gap in relation to the conceptual development of the assessment feedback field in HE, and (d) discuss implications for future research and practice. From this comprehensive review of the literature, the concept of the feedback landscape, informed by sociocultural and socio-critical perspectives, is developed and presented as a valuable framework for moving the research agenda into assessment feedback in HE forward.
C1 [Evans, Carol] Univ Exeter, Coll Social Sci & Int Studies, Grad Sch Educ, Exeter EX1 1GD, Devon, England.
   [Evans, Carol] Univ London, Inst Educ, London WC1E 7HU, England.
RP Evans, C (reprint author), Univ Exeter, Coll Social Sci & Int Studies, Grad Sch Educ, Heavitree Rd, Exeter EX1 1GD, Devon, England.
EM c.a.evans@exeter.ac.uk
RI Black, Elizabeth/E-2717-2015
OI Black, Elizabeth/0000-0002-5944-3856
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NR 231
TC 30
Z9 30
U1 27
U2 97
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 MAR
PY 2013
VL 83
IS 1
BP 70
EP 120
DI 10.3102/0034654312474350
PG 51
WC Education & Educational Research
SC Education & Educational Research
GA 139IS
UT WOS:000318576400002
ER

PT B
AU Burnard, P
AF Burnard, Pamela
BE Odena, O
TI Rethinking 'musical creativity' and the notion of multiple creativities
   in music
SO MUSICAL CREATIVITY: INSIGHTS FROM MUSIC EDUCATION RESEARCH
SE SEMPRE Studies in the Psychology of Music
LA English
DT Article; Book Chapter
C1 [Burnard, Pamela] Univ Cambridge, Fac Educ, Cambridge CB2 1TN, England.
   [Burnard, Pamela] Int Soc Mus Educ, Belfast, Antrim, North Ireland.
RP Burnard, P (reprint author), BERA, Special Interest Grp Creat Educ, Belfast, Antrim, North Ireland.
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NR 56
TC 30
Z9 30
U1 0
U2 0
PU ASHGATE PUBLISHING LTD
PI ALDERSHOT
PA GOWER HOUSE, CROFT ROAD, ALDERSHOT GU11 3HR, ENGLAND
BN 978-1-4094-3768-0; 978-1-4094-0622-8
J9 SEMPRE STUD PSYCHOL
PY 2012
BP 5
EP 27
PG 23
WC Psychology, Educational; Music
SC Psychology; Music
GA BC1YB
UT WOS:000350498500003
ER

PT B
AU Lynch, K
   Grummell, B
   Devine, D
AF Lynch, K
   Grummell, B
   Devine, D
TI New Managerialism in Education: Commercialization, Carelessness and
   Gender
SO NEW MANAGERIALISM IN EDUCATION: COMMERCIALIZATION, CARELESSNESS AND
   GENDER
LA English
DT Book
ID EMOTIONAL INTELLIGENCE; UK UNIVERSITIES; LEADERSHIP DEVELOPMENT;
   TEACHING PROFESSION; SCHOOL IMPROVEMENT; ACADEMIC CAREERS; IRISH
   EDUCATION; SENIOR MANAGERS; WOMEN TEACHERS; WORK
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NR 430
TC 30
Z9 30
U1 0
U2 4
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-1-137-00723-0
PY 2012
BP 1
EP 265
DI 10.1057/9781137007230
PG 274
WC Education & Educational Research
SC Education & Educational Research
GA BFG10
UT WOS:000319730400010
ER

PT J
AU Adams, A
AF Adams, Adi
TI "Josh Wears Pink Cleats": Inclusive Masculinity on the Soccer Field
SO JOURNAL OF HOMOSEXUALITY
LA English
DT Article
DE masculinity; sport; soccer; inclusive masculinity; metrosexuality
ID RUGBY UNION; GAY MEN; GENDER; ATTITUDES; AMERICA; SPORT; NO
AB In this ethnographic research of a college-based soccer team at a large liberal college in Northeast America, I document the existence of more inclusive versions of masculinity that contrast conventional understandings of male teamsport athletes. Using participant observation and 21 in-depth interviews, I show that these men demonstrate metrosexual and inclusive behaviors and attitudes. The styles of masculinity these men enact are more relaxed, liberal, and inclusive; they are well styled, well groomed, gay friendly, and they are emotionally and physically close to other men. They are far removed from the traditional orthodox sporting masculinities of previous generations. Symbolizing their difference, their gendered expressions also extend to the wearing of pink soccer boots (cleats), without homophobic judgment from teammates. I discuss the wearing of pink cleats as a symbolic sociological moment, revealing the changing nature of masculinities among this group of college-based soccer players.
C1 Univ Bath, Dept Social & Policy Sci, Bath BA2 6DU, Avon, England.
RP Adams, A (reprint author), Univ Bath, Dept Social & Policy Sci, Bath BA2 6DU, Avon, England.
EM Ama20@bath.ac.uk
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NR 69
TC 30
Z9 30
U1 4
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0091-8369
EI 1540-3602
J9 J HOMOSEXUAL
JI J. Homosex.
PY 2011
VL 58
IS 5
SI SI
BP 579
EP 596
AR PII 937012365
DI 10.1080/00918369.2011.563654
PG 18
WC Psychology, Multidisciplinary; Social Sciences, Interdisciplinary
SC Psychology; Social Sciences - Other Topics
GA 756XI
UT WOS:000290047700002
PM 21534071
ER

PT J
AU Beltman, S
   Mansfield, C
   Price, A
AF Beltman, Susan
   Mansfield, Caroline
   Price, Anne
TI Thriving not just surviving: A review of research on teacher resilience
SO EDUCATIONAL RESEARCH REVIEW
LA English
DT Review
DE Resilience; Teacher resilience; Literature review; Teacher education;
   Early career teachers
ID EFFICACY BELIEFS; SELF-EFFICACY; CAREER; EXPERIENCES; MOTIVATION;
   RETENTION; ATTRITION; NOVICE; PERCEPTIONS; COMMITMENT
AB Retaining teachers in the early stages of the profession is a major issue of concern in many countries. Teacher resilience is a relatively recent area of investigation which provides a way of understanding what enables teachers to persist in the face of challenges and offers a complementary perspective to studies of stress, burnout and attrition. We have known for many years that teaching can be stressful, particularly for new teachers, but little appears to have changed. This paper reviews recent empirical studies related to the resilience of early career teachers. Resilience is shown to be the outcome of a dynamic relationship between individual risk and protective factors. Individual attributes such as altruistic motives and high self-efficacy are key individual protective factors. Contextual challenges or risk factors and contextual supports or protective factors can come from sources such as school administration, colleagues, and pupils. Challenges for the future are to refine conceptualisations of teacher resilience and to develop and examine interventions in multiple contexts. There are many opportunities for those who prepare, employ and work with prospective and new teachers to reduce risk factors and enhance protective factors and so enable new teachers to thrive, not just survive. (C) 2011 Elsevier Ltd. All rights reserved.
C1 [Beltman, Susan] Curtin Univ, Sch Educ, Perth, WA 6845, Australia.
   [Mansfield, Caroline; Price, Anne] Murdoch Univ, Sch Educ, Perth, WA 6150, Australia.
RP Beltman, S (reprint author), Curtin Univ, Sch Educ, GPO Box U1987, Perth, WA 6845, Australia.
EM S.Beltman@curtin.edu.au; caroline.mansfield@murdoch.edu.au;
   a.price@murdoch.edu.au
RI Mansfield, Caroline/B-2517-2016
OI Mansfield, Caroline/0000-0002-8984-2508
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NR 61
TC 30
Z9 30
U1 9
U2 49
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 1747-938X
J9 EDUC RES REV-NETH
JI Educ. Res. Rev.
PY 2011
VL 6
IS 3
BP 185
EP 207
DI 10.1016/j.edurev.2011.09.001
PG 23
WC Education & Educational Research
SC Education & Educational Research
GA 867LF
UT WOS:000298455200003
ER

PT J
AU Reimer, D
   Pollak, R
AF Reimer, David
   Pollak, Reinhard
TI Educational Expansion and Its Consequences for Vertical and Horizontal
   Inequalities in Access to Higher Education in West Germany
SO EUROPEAN SOCIOLOGICAL REVIEW
LA English
DT Article
ID SOCIAL-CLASS; MAINTAINED INEQUALITY; TERTIARY EDUCATION; ATTAINMENT;
   OPPORTUNITY; MOBILITY; SYSTEM; FIELDS
AB For scholars of social stratification one of the key questions regarding educational expansion is whether it diminishes or magnifies existing inequalities in educational attainment. The effect of expansion on educational inequality in tertiary education is of particular importance, as tertiary education has become increasingly relevant for labour market prospects and life course opportunities. Our article studies the access to tertiary education of students with different social origins in light of educational expansion in Germany. First, we examine inequalities in access to four vertical alternatives of postsecondary education by means of multinomial regression with national data from four school-leaver surveys from 1983, 1990, 1994, and 1999. Second, for those students who enrol at a tertiary institution, effects of social origin on horizontal choices of fields of study are analysed. Results show that unequal opportunities to access postsecondary and tertiary institutions remain constant at a high level. Likewise, social background effects have not changed over time for the choice of field of study. Thus, students from different social backgrounds did not change their educational strategies irrespective of the ongoing expansion of secondary and tertiary education.
C1 [Reimer, David] Aarhus Univ, Danish Sch Educ, DK-2400 Copenhagen NV, Denmark.
   [Pollak, Reinhard] Social Sci Res Ctr Berlin WZB, D-10785 Berlin, Germany.
RP Reimer, D (reprint author), Aarhus Univ, Danish Sch Educ, Tuborgvej 164, DK-2400 Copenhagen NV, Denmark.
EM dare@dpu.dk; pollak@wzb.eu
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NR 38
TC 30
Z9 30
U1 4
U2 26
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0266-7215
J9 EUR SOCIOL REV
JI Eur. Sociol. Rev.
PD AUG
PY 2010
VL 26
IS 4
BP 415
EP 430
DI 10.1093/esr/jcp029
PG 16
WC Sociology
SC Sociology
GA 638ZF
UT WOS:000280939500003
ER

PT J
AU Blackmore, J
AF Blackmore, Jill
TI Academic pedagogies, quality logics and performative universities:
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SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
AB Universities have focused on teaching and learning at a time when quality has become the marker of distinction in international higher education markets. Education markets have meant pedagogical relations have become contractualised with a focus on student satisfaction, exemplified in consumer-oriented generic evaluations of teaching. This article argues, by analysing one example, that generic evaluations are more about accountability and marketing than about improvement of teaching and learning. Furthermore, what students want is not the only criterion for judging teaching. Rather, professionals require, as do academics, a capacity for critical judgement about what constitutes valued knowledge in the pedagogical relationship between teacher and student.
C1 Deakin Univ, Fac Arts & Educ, Sch Educ, Burwood, Vic 3125, Australia.
RP Blackmore, J (reprint author), Deakin Univ, Fac Arts & Educ, Sch Educ, 221 Burwood Highway, Burwood, Vic 3125, Australia.
EM jillb@deakin.edu.au
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NR 40
TC 30
Z9 30
U1 2
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0307-5079
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2009
VL 34
IS 8
BP 857
EP 872
DI 10.1080/03075070902898664
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 531VC
UT WOS:000272696900001
ER

PT J
AU Mercer, N
   Dawes, L
   Staarman, JK
AF Mercer, Neil
   Dawes, Lyn
   Staarman, Judith Kleine
TI Dialogic teaching in the primary science classroom
SO LANGUAGE AND EDUCATION
LA English
DT Article
DE observation study; primary education; science education; talk in
   classrooms
AB This paper describes research on dialogue between teachers and pupils during primary school science lessons, using talk from two classrooms to provide our examples. We consider whether teachers use dialogue to make education a cumulative, continuing process for guiding the development of children's understanding. Case studies of two teachers, using observational data taken from a larger data set, are used to illustrate their use of talk as a pedagogic tool. We also consider the differing extent to which the two teachers highlight for pupils the educational value of talk, and the extent to which they attempt to guide pupils' own effective use of talk for learning. Implications are drawn for evaluating the ways teachers use dialogue, and for professional development. An example is provided of an activity which has been found to help teachers implement dialogic teaching, and which illustrates how such an approach involves organising the structural variety of talk.
C1 [Mercer, Neil] Univ Cambridge, Fac Educ, Cambridge, England.
   [Dawes, Lyn] Univ Northampton, Sch Educ, Northampton, England.
   [Staarman, Judith Kleine] Univ Exeter, Sch Educ & Lifelong Learning, Exeter, Devon, England.
RP Mercer, N (reprint author), Univ Cambridge, Fac Educ, Cambridge, England.
EM nmm31@cam.ac.uk
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NR 25
TC 30
Z9 30
U1 5
U2 23
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0950-0782
J9 LANG EDUC-UK
JI Lang. Educ.
PY 2009
VL 23
IS 4
BP 353
EP 369
DI 10.1080/09500780902954273
PG 17
WC Education & Educational Research; Linguistics; Language & Linguistics
SC Education & Educational Research; Linguistics
GA 652SD
UT WOS:000282029300005
ER

PT J
AU Anderson, E
AF Anderson, Eric
TI "I Used to Think Women Were Weak'': Orthodox masculinity, gender
   segregation, and sport
SO SOCIOLOGICAL FORUM
LA English
DT Article; Proceedings Paper
CT Annual Meeting of the Eastern-Sociological-Society
CY MAR   17, 2007
CL Philadelphia, PA
SP Eastern Sociol Soc
DE cheerleading; gender; masculinity; misogyny; segregation; sexism; sport
ID HEGEMONIC MASCULINITY; PARTICIPATION; MISOGYNY; SCHOOL; RUGBY; DONT;
   RACE; ROOM; SEX; MEN
AB This article explores the cultural and structural forces that help influence the reproduction of sexist, misogynistic, and antifeminine attitudes among men in team sports. It first shows how the segregation of men into a homosocial environment limits their social contact with women and fosters an oppositional masculinity that influences the reproduction of orthodox views regarding women. However, this research also shows that when these same men compete in the gender-integrated sport of cheerleading, they positively reformulate their attitudes toward women. These findings therefore suggest that gender-integrating sports might potentially decrease some of the socionegative outcomes attributed to male team sport athletes, possibly including violence against women.
C1 Univ Bath, Dept Educ, Bath BA2 7AY, Avon, England.
RP Anderson, E (reprint author), Univ Bath, Dept Educ, Bath BA2 7AY, Avon, England.
EM E.Anderson@bath.ac.uk
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NR 95
TC 30
Z9 30
U1 9
U2 33
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0884-8971
J9 SOCIOL FORUM
JI Sociol. Forum
PD JUN
PY 2008
VL 23
IS 2
BP 257
EP 280
DI 10.1111/j.1573-7861.2008.00058.x
PG 24
WC Sociology
SC Sociology
GA 295TJ
UT WOS:000255496500003
ER

PT J
AU Tight, M
AF Tight, Malcolm
TI Higher education research as tribe, territory and/or community: a
   co-citation analysis
SO HIGHER EDUCATION
LA English
DT Article
DE higher education research; higher education journals; citation;
   co-citation; communities of practice
ID ARTICLES
AB This article builds upon existing research which has been mapping and analysing the field of higher education research, and, in particular, on the analysis of the articles (n = 406) in 17 specialist higher education journals published in the English language outside of North America during the year 2000. It extends that analysis by examining the citations (n = 10,065) given in the articles, in particular the patterns of co-citation. This enables a clearer identification of the tribes or communities of practice that occupy the territory of higher education research. An attempt is be made to identify the key members of these tribes or communities, and to chart the key relationships within and between them.
C1 Univ Lancaster, Dept Educ Res, Lancaster LA1 4YL, England.
RP Tight, M (reprint author), Univ Lancaster, Dept Educ Res, Lancaster LA1 4YL, England.
EM m.tight@lancaster.ac.uk
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   Tight M., 2004, ROUTLEDGEFALMER READ
NR 23
TC 30
Z9 30
U1 3
U2 16
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
J9 HIGH EDUC
JI High. Educ.
PD MAY
PY 2008
VL 55
IS 5
BP 593
EP 605
DI 10.1007/s10734-007-9077-1
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 286MB
UT WOS:000254848900006
ER

PT J
AU Putwain, DW
AF Putwain, David W.
TI Test anxiety in UK schoolchildren: Prevalence and demographic patterns
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID TEST-PERFORMANCE; STRESS; SUSCEPTIBILITY; DISTRACTION; ADOLESCENTS;
   CHILDREN; GENDER
AB Background. Despite a large body of international literature concerning the antecedents, correlates of and treatments for test anxiety, there has been little research until recently using samples of students drawn from the UK. There is a need to establish some basic normative data for test anxiety scores in this population of students, in order to establish whether international research findings may generalize to UK schoolchildren.
   Aim. To collect some exploratory data regarding test anxiety scores in a sample of UK schoolchildren, along with socio-demographic variables identified in the existing literature as theoretically significant sources of individual and group differences in test anxiety scores.
   Sample. Key Stage 4 students (1348): 690 students in the Year 10 cohort and 658 students in the Year 11 cohort, drawn from seven secondary schools in the North of the UK.
   Method. Data on test anxiety were collected using a self-report questionnaire, the Test Anxiety Inventory (Spielberger, 1980) and additional demographic variables through the Student Profile Questionnaire. The factor structure of the Test Anxiety Inventory was explored using principal components analysis and multiple regression analysis used to predict variance in self-reported test anxiety scores from individual and group variables.
   Results. The principal components analysis extracted two factors, worry and emotionality, in line with theoretical predictions. Gender, ethnic and socio-economic background were identified as significant predictors of variance in test anxiety scores in this dataset. Whether English was an additional, or native, language of students did not predict variance in test anxiety scores and year group was identified as a predictor of emotionality scores only.
   Conclusion. Variance in the test anxiety scores of Key Stage 4 students can be predicted from a number of socio-demographic variables. Further research is now required to assess the implications for assessment performance, examination arrangements and appropriateness of using a North American measure of test anxiety in a UK context.
C1 Univ Manchester, Sch Educ, Educ Support & Inclus, Manchester M13 9PL, Lancs, England.
RP Putwain, DW (reprint author), Edge Hill Univ, Dept Social & Psychl Sci, St Helens Rd, Ormskirk L39 4QP, Lancs, England.
EM putwaind@edgehill.ac.uk
OI Putwain, David/0000-0001-5196-4270
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NR 35
TC 30
Z9 30
U1 4
U2 15
PU BRITISH PSYCHOLOGICAL SOC
PI LEICESTER
PA ST ANDREWS HOUSE, 48 PRINCESS RD EAST, LEICESTER LE1 7DR, LEICS, ENGLAND
SN 0007-0998
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD SEP
PY 2007
VL 77
BP 579
EP 593
DI 10.1348/000709906X161704
PN 3
PG 15
WC Psychology, Educational
SC Psychology
GA 215BW
UT WOS:000249784300005
PM 17908376
ER

PT J
AU DeWitt, J
   Osborne, J
AF DeWitt, Jennifer
   Osborne, Jonathan
TI Supporting teachers on science-focused school trips: Towards an
   integrated framework of theory and practice
SO INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
LA English
DT Article
DE cultural historical activity theory; framework for museum practice;
   science-focused school trips
ID SCIENTIFIC LITERACY; KNOWLEDGE; STUDENTS; CHILDREN; STRATEGIES;
   CLASSROOM; ATTITUDES; BEHAVIOR; MUSEUMS; VISIT
AB Although science centres and museums are important educational resources, school trips to these places are not often conducted in a manner that could maximise learning. In addressing this issue, a Framework for Museum Practice (FMP) is proposed, derived from the perspectives of Cultural Historical Activity Theory, theories of intrinsic motivation, and research into conceptual learning. It is hypothesised that this theoretically derived framework, if implemented by museum educators, can potentially lead to the creation of resources for teachers that would enable them to make better use of the learning opportunities afforded by school trips, and to maximise the impact on pupil learning, including their affective experience. This paper also describes how the framework was used to guide the development of resources to be used in conjunction with a science museum trip. The resources were tested by two primary school teachers and their classes, and the data were analysed for evidence of teacher and student behaviour consistent with the design principles in the FMP. Findings lend some empirical support for the FMP and suggest that it may offer a guide for the development of museum-provided resources, which would have the potential to improve the utilisation by teachers of informal science institutions and, consequently, their impact on pupil learning.
C1 Kings Coll London, Ctr Informal Learning & Sch, Dept Educ & Profess Studies, London SE1 9NH, England.
RP DeWitt, J (reprint author), Kings Coll London, Ctr Informal Learning & Sch, Dept Educ & Profess Studies, Franklin Wilkins Bldg,Waterloo Rd, London SE1 9NH, England.
EM jennifer.dewitt@kcl.ac.uk
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NR 69
TC 30
Z9 30
U1 8
U2 27
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0950-0693
J9 INT J SCI EDUC
JI Int. J. Sci. Educ.
PY 2007
VL 29
IS 6
BP 685
EP 710
DI 10.1080/09500690600802254
PG 26
WC Education & Educational Research
SC Education & Educational Research
GA 164TE
UT WOS:000246256500001
ER

PT J
AU Goldstein, H
   Burgess, S
   McConnell, B
AF Goldstein, Harvey
   Burgess, Simon
   McConnell, Brendon
TI Modelling the effect of pupil mobility on school differences in
   educational achievement
SO JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY
LA English
DT Article
DE cross-classified model; educational attainment; mobility; multilevel
   model; multiple-membership model; national pupil database; pupil level
   annual school census; random effects; school effectiveness; value added;
   variance components
ID STUDENT-ACHIEVEMENT; MULTILEVEL ANALYSIS; TEACHERS; PERFORMANCE
AB The recently introduced national pupil database in England allows the tracking of every child through the compulsory phases of the state education system. The data from key stage 2 for three local education authorities are studied, following cohorts of pupils through their schooling. The mobility of pupils among schools is studied in detail by using multiple-membership multilevel models that include prior achievement and other predictors and the results are compared with traditional 'value-added' approaches that ignore pupil mobility. The analysis also includes a cross-classification of junior and infant schools attended. The results suggest that some existing conclusions about schooling effects may need to be revised.
C1 Univ Bristol, Ctr Multilevel Modelling, Bristol BS8 1TX, Avon, England.
RP Goldstein, H (reprint author), Univ Bristol, Ctr Multilevel Modelling, 2 Priory Rd, Bristol BS8 1TX, Avon, England.
EM h.goldstein@bristol.ac.uk
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NR 16
TC 30
Z9 30
U1 1
U2 13
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0964-1998
J9 J ROY STAT SOC A STA
JI J. R. Stat. Soc. Ser. A-Stat. Soc.
PY 2007
VL 170
BP 941
EP 954
DI 10.1111/j.1467-985X.2007.00491.x
PN 4
PG 14
WC Social Sciences, Mathematical Methods; Statistics & Probability
SC Mathematical Methods In Social Sciences; Mathematics
GA 215RU
UT WOS:000249827500006
ER

PT J
AU Jackson, C
AF Jackson, Carolyn
TI 'Wild' girls? An exploration of 'ladette' cultures in secondary schools
SO GENDER AND EDUCATION
LA English
DT Article
ID GENDER-GAP; BOYS; MASCULINITIES; ACHIEVEMENT; LADDISHNESS; CLASSROOM;
   ATTITUDES; BEHAVIOR
AB 'Laddish' attitudes and behaviours are central to current discourses on boys' 'underachievement', as they are seen by many people to impede the progress of some boys in school. Whilst the vast majority of concern about 'laddishness' has, to date, focused upon boys, according to media reports there are now good reasons to worry about girls. Anecdotes from teachers and reports in the media suggest that some schoolgirls are now acting 'laddishly', that they are 'ladettes'. This paper explores 'ladette' cultures in secondary schools, drawing upon interview data from 100 pupils and 30 teachers. It tackles and discusses the following questions: (a) What does the term 'ladette' mean to pupils and teachers? (b) Do school-aged 'ladettes' 'exist'-and if so, what are they like inside and outside of school? (c) In what ways are 'ladettes' similar to, and different from, ` lads'? (d) Are teachers concerned about 'ladettes'? (e) Are 'ladette' behaviours on the increase?
C1 Univ Lancaster, Dept Educ Res, Lancaster LA1 4YD, England.
RP Jackson, C (reprint author), Univ Lancaster, Dept Educ Res, Lancaster LA1 4YD, England.
EM c.jackson@lancaster.ac.uk
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NR 62
TC 30
Z9 30
U1 1
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PD JUL
PY 2006
VL 18
IS 4
BP 339
EP 360
DI 10.1080/09540250600804966
PG 22
WC Education & Educational Research
SC Education & Educational Research
GA 074CT
UT WOS:000239790800002
ER

PT B
AU Carr, J
   Pauwels, A
AF Carr, J
   Pauwels, A
TI Boys and Foreign Language Learning: Real Boys Don't Do Languages
SO BOYS AND FOREIGN LANGUAGE LEARNING: REAL BOYS DON'T DO LANGUAGES
LA English
DT Book
ID SCHOOL SUBJECTS; GENDER; SELF; MASCULINITY; ATTITUDES; SUBJECT; PUPILS;
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NR 239
TC 30
Z9 30
U1 1
U2 1
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-230-58005-3
PY 2005
BP 1
EP 226
DI 10.1057/9780230501652
PG 226
WC Education & Educational Research; Linguistics
SC Education & Educational Research; Linguistics
GA BQH51
UT WOS:000281018100011
ER

PT J
AU David, ME
   Ball, SJ
   Davies, J
   Reay, D
AF David, ME
   Ball, SJ
   Davies, J
   Reay, D
TI Gender issues in parental involvement in student choices of higher
   education
SO GENDER AND EDUCATION
LA English
DT Article
ID SOCIAL-CLASS; ACCESS; CONSTRUCTIONS
AB This article explores gender, social class and ethnic issues in parental involvement in students' choices of higher education. It draws upon interviews with students and their parents, who were a small group of an Economic and Social Research Council-funded study of students higher education choice processes in the UK. Gender was highly significant in several respects, illustrating changes in higher education over the last 20 years, whereby more women than men now enter higher education. Most of the interviewees were female. They were mothers and daughters who were thinking about higher education. The article explores first how gender is inflected in choice processes from whether students' choose to involve their parents in the study, to their parents' characteristics, to the forms of involvement revealed. Different facets of involvement are considered interest, influence and support, investment and intrusion. Secondly, the article provides illustrations of girls' collaborative approaches to the choice processes, in which some of their mothers also engage. This is contrasted with boys' perspectives and those of fathers who were interviewed. This illustrates how gender is woven through social networks across the generations. Parental involvement varied in terms of gender, educational and social backgrounds, or notions of 'institutional' and familial habitus. Finally, the authors reflect upon why gender is salient in how young people and their parents think about their involvement in choosing universities and relate this to changes in higher education policies and practices.
C1 Univ Keele, Grad Sch Social Sci, Keele ST5 5BG, Staffs, England.
   Univ Keele, Dept Educ, Keele ST5 5BG, Staffs, England.
   Univ London, Inst Educ, London WC1E 7HU, England.
   Kings Coll London, London WC2R 2LS, England.
RP David, ME (reprint author), Univ Keele, Grad Sch Social Sci, Keele ST5 5BG, Staffs, England.
EM m.david@keele.ac.uk
OI Reay, Diane/0000-0003-0259-1935
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NR 38
TC 30
Z9 30
U1 2
U2 14
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PD MAR
PY 2003
VL 15
IS 1
BP 21
EP 37
DI 10.1080/0954025032000042121
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 648HG
UT WOS:000181144300003
ER

PT J
AU Froyd, JE
   Wankat, PC
   Smith, KA
AF Froyd, Jeffrey E.
   Wankat, Phillip C.
   Smith, Karl A.
TI Five Major Shifts in 100 Years of Engineering Education
SO PROCEEDINGS OF THE IEEE
LA English
DT Article
DE Accreditation; design; engineering education; engineering science;
   instructional technologies; learning
ID INTELLIGENT TUTORING SYSTEM; CLASSROOM RESPONSE SYSTEM; VIRTUAL
   LABORATORIES; REMOTE LABORATORIES; TEACHING MACHINES; CIRCUIT ANALYSIS;
   DESIGN; INSTRUCTION; TECHNOLOGY; IMPACT
AB In this paper, five major shifts in engineering education are identified. During the engineering science revolution, curricula moved from hands-on practice to mathematical modeling and scientific analyses. The first shift was initiated by engineering faculty members from Europe; accelerated during World War II, when physicists contributed multiple engineering breakthroughs; codified in the Grinter report; and kick-started by Sputnik. Did accreditation hinder curricular innovations? Were engineering graduates ready for practice? Spurred by these questions, the Accreditation Board for Engineering and Technology (ABET) required engineering programs to formulate outcomes, systematically assess achievement, and continuously improve student learning. The last three shifts are in progress. Since the engineering science revolution may have marginalized design, a distinctive feature of engineering, faculty members refocused attention on capstone and first-year engineering design courses. However, this third shift has not affected the two years in between. Fourth, research on learning and education continues to influence engineering education. Examples include learning outcomes and teaching approaches, such as cooperative learning and inquiry that increase student engagement. In shift five, technologies (e. g., the Internet, intelligent tutors, personal computers, and simulations) have been predicted to transform education for over 50 years; however, broad transformation has not yet been observed. Together, these five shifts characterize changes in engineering education over the past 100 years.
C1 [Froyd, Jeffrey E.] Texas A&M Univ, College Stn, TX 77843 USA.
   [Wankat, Phillip C.] Purdue Univ, Sch Engn Educ, W Lafayette, IN 47907 USA.
   [Smith, Karl A.] Univ Minnesota, Minneapolis, MN 55455 USA.
RP Froyd, JE (reprint author), Texas A&M Univ, College Stn, TX 77843 USA.
EM froyd@tamu.edu; wankat@purdue.edu; smith511@purdue.edu
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NR 224
TC 29
Z9 29
U1 11
U2 54
PU IEEE-INST ELECTRICAL ELECTRONICS ENGINEERS INC
PI PISCATAWAY
PA 445 HOES LANE, PISCATAWAY, NJ 08855-4141 USA
SN 0018-9219
EI 1558-2256
J9 P IEEE
JI Proc. IEEE
PD MAY
PY 2012
VL 100
SI SI
BP 1344
EP 1360
DI 10.1109/JPROC.2012.2190167
PG 17
WC Engineering, Electrical & Electronic
SC Engineering
GA 020TR
UT WOS:000309838000018
ER

PT J
AU Slonje, R
   Smith, PK
   Frisen, A
AF Slonje, Robert
   Smith, Peter K.
   Frisen, Ann
TI Processes of cyberbullying, and feelings of remorse by bullies: A pilot
   study
SO EUROPEAN JOURNAL OF DEVELOPMENTAL PSYCHOLOGY
LA English
DT Article
DE Cyberbullying; Internet; Mobile phone; Remorse; Victim
ID ADOLESCENTS; VICTIMS; EMPATHY; IMPACT
AB We investigated cyberbullying in Swedish pupils, distribution processes of the bullying material, the role of actively targeted bystanders, and whether bullies feel more or less remorse when cyberbullying compared to bullying others via traditional means. Seven hundred fifty-nine children and adolescents (aged 9-16 years) participated. Cyberbullies not only targeted their victims, but quite often showed bullying material to other people they knew (39% of cases) and uploaded it onto the internet for others to see (16%). The actively targeted bystanders of cyberbullying mostly did nothing further to distribute the material (72% of cases). However, when they did distribute it further, they tended to help the victim by showing him/her what had been done (13%) more often than showing it to the victim in order to bully him/her further (6%); some others (9%) forwarded the material to other friends. Cyberbullies expressed less remorse than traditional bullies. Findings are discussed in relation to the definition of bullying, and the need for preventive strategies and for empathy raising awareness for cyberbullies.
C1 [Slonje, Robert; Smith, Peter K.] Univ London, Dept Psychol, London SE14 6NW, England.
   [Frisen, Ann] Univ Gothenburg, Dept Psychol, S-40020 Gothenburg, Sweden.
RP Slonje, R (reprint author), Univ London, Dept Psychol, London SE14 6NW, England.
EM r.slonje@gmail.com
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NR 23
TC 29
Z9 30
U1 3
U2 41
PU PSYCHOLOGY PRESS
PI HOVE
PA 27 CHURCH RD, HOVE BN3 2FA, EAST SUSSEX, ENGLAND
SN 1740-5629
J9 EUR J DEV PSYCHOL
JI Eur. J. Dev. Psychol.
PY 2012
VL 9
IS 2
SI SI
BP 244
EP 259
DI 10.1080/17405629.2011.643670
PG 16
WC Psychology, Developmental
SC Psychology
GA 945YD
UT WOS:000304311900007
ER

PT J
AU Saine, NL
   Lerkkanen, MK
   Ahonen, T
   Tolvanen, A
   Lyytinen, H
AF Saine, Nina L.
   Lerkkanen, Marja-Kristiina
   Ahonen, Timo
   Tolvanen, Asko
   Lyytinen, Heikki
TI Computer-Assisted Remedial Reading Intervention for School Beginners at
   Risk for Reading Disability
SO CHILD DEVELOPMENT
LA English
DT Article
ID RANDOMIZED FIELD TRIAL; CHILDREN; DYSLEXIA; INSTRUCTION; ACQUISITION;
   DIFFICULTIES; FAILURE; READERS; SKILLS; ACHIEVEMENT
AB The aim of the longitudinal study was to investigate whether a computer application designed for remedial reading training can enhance letter knowledge, reading accuracy, fluency, and spelling of at-risk children. The participants, 7-year-old Finnish school beginners (N = 166), were assigned to 1 of 3 groups: (a) regular remedial reading intervention (n = 25), (b) computer-assessed reading intervention (n = 25), and (c) mainstream reading instruction (n = 116). Based on the results, computer-assisted remedial reading intervention was highly beneficial, whereas regular type of intervention was less successful. The results indicated that at-risk children require computer-based letter-name and letter-sound training to acquire adequate decoding and spelling skills, and to reach the level of their non-at-risk peers.
C1 [Saine, Nina L.] Univ Jyvaskyla, Dept Psychol, Jyvaskyla 40014, Finland.
RP Saine, NL (reprint author), Univ Jyvaskyla, Dept Psychol, POB 35, Jyvaskyla 40014, Finland.
EM nina.saine@psyka.jyu.fi
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NR 62
TC 29
Z9 29
U1 5
U2 24
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
J9 CHILD DEV
JI Child Dev.
PD MAY-JUN
PY 2011
VL 82
IS 3
BP 1013
EP 1028
DI 10.1111/j.1467-8624.2011.01580.x
PG 16
WC Psychology, Educational; Psychology, Developmental
SC Psychology
GA 759TC
UT WOS:000290270300020
PM 21418055
ER

PT J
AU Barone, C
AF Barone, Carlo
TI Some Things Never Change: Gender Segregation in Higher Education across
   Eight Nations and Three Decades
SO SOCIOLOGY OF EDUCATION
LA English
DT Article
DE sex segregation; higher education; fields of study; gender segregation;
   persistence
ID SEX SEGREGATION; CHOICE; MODEL; OUTCOMES; REGIMES; TRENDS; FIELD; GAP
AB This article examines the overall strength, the qualitative pattern, and the evolution over time of gender segregation in higher education across eight European countries. Although previous studies have focused primarily on the divide between humanistic and scientific fields, this work indicates that this divide accounts for no more than half of the association between gender and college major. The degree of gender imbalance is highly variable within scientific fields as well as within humanistic fields. We can make sense of these findings once we posit the existence of a second, equally important gender divide that can be described as the care-technical divide. Accordingly, this work develops a topological model to show that these two dimensions together account for more than 90 percent of gender segregation in the countries under study. Moreover, this model can be used to show the noticeable degree of cross-national stability in both the qualitative pattern and the overall strength of gender segregation. The empirical analyses also point to a generalized stagnation of integration of college majors in recent decades. Taken together, these results indicate that gender segregation has stabilized to an almost identical level and displays a similar qualitative pattern in several countries. This suggests that cultural forces underlying gender segregation are highly resilient, not least because they are sustained by a number of structural developments in educational and occupational institutions.
C1 Univ Trent, Fac Sociol, I-38100 Trento, Italy.
RP Barone, C (reprint author), Univ Trent, Fac Sociol, Via Verdi 26, I-38100 Trento, Italy.
EM carlo.barone@soc.unitn.it
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NR 31
TC 29
Z9 29
U1 8
U2 33
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0038-0407
J9 SOCIOL EDUC
JI Sociol. Educ.
PD APR
PY 2011
VL 84
IS 2
BP 157
EP 176
DI 10.1177/0038040711402099
PG 20
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 751PM
UT WOS:000289630000007
ER

PT J
AU Atkinson, W
AF Atkinson, Will
TI From sociological fictions to social fictions: some Bourdieusian
   reflections on the concepts of 'institutional habitus' and 'family
   habitus'
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
DE Bourdieu; doxa; expectations; family habitus; institutional habitus
ID WORKING-CLASS STUDENTS; HIGHER-EDUCATION; TEACHERS; CULTURE; CONTEXT;
   POWER
AB This paper expresses serious reservations regarding the increasingly popular Bourdieu-inspired notions of 'institutional habitus' and 'family habitus' in education research. Although sympathetic to the overall theoretical approach and persuaded of the veracity and importance of the empirical findings they are used to illuminate, it argues that, from a Bourdieusian point of view, they actually present several difficulties that threaten not only to overstretch and reduce the explanatory power of the French thinker's concepts but to stifle analysis of the kinds of struggles and complexities that both he and, somewhat contradictorily, the researchers in question spotlight. Bourdieu had his own ways of making sense of the themes raised, and although there is indeed a need to push him further than he went, to say what he did not and to emphasise what he would not, this has to be guided by consistent logic and not simply pragmatic empiricism.
C1 Univ Bristol, Sch Sociol Polit & Int Studies, Bristol BS8 1TY, Avon, England.
RP Atkinson, W (reprint author), Univ Bristol, Sch Sociol Polit & Int Studies, 4 Priory Rd, Bristol BS8 1TY, Avon, England.
EM w.atkinson@bristol.ac.uk
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NR 48
TC 29
Z9 29
U1 2
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0142-5692
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PY 2011
VL 32
IS 3
BP 331
EP 347
DI 10.1080/01425692.2011.559337
PG 17
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 764FJ
UT WOS:000290614200001
ER

PT J
AU Martin, AM
   Hand, B
AF Martin, Anita M.
   Hand, Brian
TI Factors Affecting the Implementation of Argument in the Elementary
   Science Classroom. A Longitudinal Case Study
SO RESEARCH IN SCIENCE EDUCATION
LA English
DT Article
DE Embedded elements of argument; Science Writing Heuristic (SWH); Student
   voice; Teacher questioning
ID PEDAGOGICAL CONTENT KNOWLEDGE; SCIENTIFIC THINKING; SCHOOL SCIENCE;
   TEACHERS; STUDENTS; INSTRUCTION; DISCOURSES; LANGUAGE
AB This longitudinal case study describes the factors that affect an experienced teacher's attempt to shift her pedagogical practices in order to implement embedded elements of argument into her science classroom. Research data was accumulated over 2 years through video recordings of science classes. The Reformed Teacher Observation Protocol (RTOP) is an instrument designed to quantify changes in classroom environments as related to reform as defined by the National Research Council (National science education standards. Washington, DC: National Academy Press, 1996b) and the National Research Council (Fulfilling the promise: Biology education in the nation's schools, Washington, DC: National Academy Press, 1990) and was used to analyze videotaped science lessons. Analysis of the data shows that there was a significant shift in the areas of teacher questioning, and student voice. Several levels of subsequent analysis were completed related to teacher questioning and student voice. The data suggests a relationship between these areas and the implementation of scientific argument. Results indicate that the teacher moved from a traditional, teacher-centered, didactic teaching style to instructional practices that allowed the focus and direction of the lesson to be affected by student voice. This was accomplished by a change in teacher questioning that included a shift from factual recall to more divergent questioning patterns allowing for increased student voice. As student voice increased, students began to investigate ideas, make statements or claims and to support these claims with strong evidence. Finally, students were observed refuting claims in the form of rebuttals. This study informs professional development related to experienced teachers in that it highlights pedagogical issues involved in implementing embedded elements of argument in the elementary classroom.
C1 [Martin, Anita M.; Hand, Brian] Univ Iowa, Sci Educ Dept, Iowa City, IA 52242 USA.
RP Martin, AM (reprint author), Univ Iowa, Sci Educ Dept, N228 LC, Iowa City, IA 52242 USA.
EM Anita-martin@uiowa.edu; Brian-hand@uiowa.edu
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NR 75
TC 29
Z9 29
U1 5
U2 20
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0157-244X
J9 RES SCI EDUC
JI Res. Sci. Educ.
PD JAN
PY 2009
VL 39
IS 1
BP 17
EP 38
DI 10.1007/s11165-007-9072-7
PG 22
WC Education & Educational Research
SC Education & Educational Research
GA 395EQ
UT WOS:000262506800002
ER

PT J
AU Varelas, M
   Pappas, CC
   Kane, JM
   Arsenault, A
   Hankes, J
   Cowan, BM
AF Varelas, Maria
   Pappas, Christine C.
   Kane, Justine M.
   Arsenault, Amy
   Hankes, Jennifer
   Cowan, Begona Marnotes
TI Urban primary-grade children think and talk science: Curricular and
   instructional practices that nurture participation and argumentation
SO SCIENCE EDUCATION
LA English
DT Article; Proceedings Paper
CT 13th International Conference on Learning
CY JUN 22-26, 2006
CL Montego Bay, JAMAICA
ID KNOWLEDGE; DISCOURSE; LITERACY; INTERTEXTUALITY; CONSTRUCTION; SUPPORT;
   SENSE
AB We focus on the concept of matter and explore how young children in urban schools bridge their spontaneous concepts and everyday experiences with scientific concepts introduced to them by children's literature information books and their teacher. The study shows how material artifacts used in a sorting activity became ideational tools-semiotic devices that promoted children's engagement with science and shaped the classroom discourse, thinking, and transactions. "Ambiguous" objects, such as a baggie with air, shaving cream, a baggie of salt that children were asked to sort, encouraged them to debate ideas about states of matter. Children used four ways of reasoning about states of matter: macroscopic properties, prototypes, everyday functions, and process of elimination. Furthermore, children's meaning making was intertwined with various socio-organizational aspects of inquiry-the ways in which children negotiated their roles within their group and in wholeclass sessions, how they worked with each other, how their ideas were heard by others. We discuss how curricular and instructional approaches that do not lead children to one specific answer or way of thinking become catalysts for the creation of discursive spaces, where children and teacher engage in meaning making in the midst of ambiguity and confusion. (c) 2007 Wiley Periodicals, Inc.
C1 [Varelas, Maria; Pappas, Christine C.; Kane, Justine M.; Arsenault, Amy] Univ Illinois, Coll Educ, Dept Curriculum & Instruct, Chicago, IL 60607 USA.
   [Hankes, Jennifer; Cowan, Begona Marnotes] Chicago Publ Sch, Chicago, IL USA.
RP Varelas, M (reprint author), Univ Illinois, Coll Educ, Dept Curriculum & Instruct, M-C 147,1040 W Harrison St, Chicago, IL 60607 USA.
EM mvarelas@uic.edu
OI Kane, Justine M./0000-0003-2688-4169
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NR 59
TC 29
Z9 29
U1 4
U2 8
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0036-8326
J9 SCI EDUC
JI Sci. Educ.
PD JAN
PY 2008
VL 92
IS 1
BP 65
EP 95
DI 10.1002/sce.20232
PG 31
WC Education & Educational Research
SC Education & Educational Research
GA 243NP
UT WOS:000251804900003
ER

PT J
AU Thiessen, D
AF Thiessen, Dennis
BE Thiessen, D
   CookSather, A
TI RESEARCHING STUDENT EXPERIENCES IN ELEMENTARY AND SECONDARY SCHOOL: AN
   EVOLVING FIELD OF STUDY
SO INTERNATIONAL HANDBOOK OF STUDENT EXPERIENCE IN ELEMENTARY AND SECONDARY
   SCHOOL
LA English
DT Article; Book Chapter
ID PHYSICAL-EDUCATION; INNER-CITY; LEARNING-DISABILITIES; PRIMARY
   CLASSROOM; TEACHERS; PERCEPTIONS; PUPILS; VOICES; CONTEXT; CURRICULUM
C1 Univ Toronto, Ontario Inst Studies Educ, Dept Curriculum Teaching & Learning, Toronto, ON M5S 1A1, Canada.
RP Thiessen, D (reprint author), Univ Toronto, Ontario Inst Studies Educ, Dept Curriculum Teaching & Learning, Toronto, ON M5S 1A1, Canada.
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NR 453
TC 29
Z9 29
U1 0
U2 0
PU SPRINGER
PI DORDRECHT
PA PO BOX 17, 3300 AA DORDRECHT, NETHERLANDS
BN 978-1-4020-3367-4
PY 2007
BP 1
EP 76
DI 10.1007/1-4020-3367-2_1
D2 10.1007/1-4020-3367-2
PG 76
WC Education & Educational Research
SC Education & Educational Research
GA BKT03
UT WOS:000269130700001
ER

PT J
AU Walker, SO
   Petrill, SA
   Spinath, FM
   Plomin, R
AF Walker, SO
   Petrill, SA
   Spinath, FM
   Plomin, R
TI Nature, nurture and academic achievement: A twin study of teacher
   assessments of 7-year-olds
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID GENERAL COGNITIVE-ABILITY; CHORION TYPE; ENVIRONMENT; CHILDREN;
   ASSUMPTION; ADOPTION; SEX; PERSONALITY; PSYCHOLOGY; JUDGMENTS
AB Background. Twin research has consistently shown substantial genetic influence on individual differences in cognitive ability; however, much less is known about the genetic and environmental aetiologies of school achievement.
   Aims. Our goal is to test the hypotheses that teach er-assessed achievement in the early school years shows substantial genetic influence but only modest shared environmental influence when children are assessed by the same teachers and by different teachers.
   Sample. 1,189 monozygotic (MZ) and clizygotic (DZ) twin pairs born in 1994 in England and Wales.
   Methods. Teachers evaluated academic achievement for 7-year-olds in Mathematics and English. Results were based on the twin method, which compares the similarity between identical and fraternal twins.
   Results. Suggested substantial genetic influence in that identical twins were almost twice as similar as fraternal twins when compared on teacher assessments for Mathematics, English and a total score.
   Conclusions. The results confirm prior research suggesting that teacher assessments of academic achievement are substantially influenced by genetics. This finding holds even when twins are assessed independently by different teachers.
C1 Kings Coll London, Inst Psychiat, Social Genet & Dev Psychiat Res Ctr, London SE5 8AF, England.
   Penn State Univ, University Pk, PA 16802 USA.
   Univ Bielefeld, D-4800 Bielefeld, Germany.
RP Walker, SO (reprint author), Kings Coll London, Inst Psychiat, Social Genet & Dev Psychiat Res Ctr, Box PO83,DeCrespigny Pk,Denmark Hill, London SE5 8AF, England.
EM sheila.walker@iop.kcl.oc.uk
RI Petrill, Stephen/J-3040-2013; Plomin, Robert/B-8911-2008; 
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NR 77
TC 29
Z9 30
U1 4
U2 23
PU BRITISH PSYCHOLOGICAL SOC
PI LEICESTER
PA ST ANDREWS HOUSE, 48 PRINCESS RD EAST, LEICESTER LE1 7DR, LEICS, ENGLAND
SN 0007-0998
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD SEP
PY 2004
VL 74
BP 323
EP 342
DI 10.1348/0007099041552387
PN 3
PG 20
WC Psychology, Educational
SC Psychology
GA 854OF
UT WOS:000223912500001
PM 15296543
ER

PT J
AU Graham, SJ
AF Graham, SJ
TI Giving up on modern foreign languages? Students' perceptions of learning
   French
SO MODERN LANGUAGE JOURNAL
LA English
DT Article
ID MOTIVATION; ATTRIBUTIONS; STRATEGY
AB This article reports on the findings of an investigation into the attitudes of English students aged 16 to 19 years towards French and how they view the reasons behind their level of achievement. Those students who attributed success to effort, high ability, and effective learning strategies had higher levels of achievement, and students intending to continue French after age 16 were more likely than noncontinuers to attribute success to these factors. Low ability and task difficulty were the main reasons cited for lack of achievement in French, whereas the possible role of learning strategies tended to be overlooked by students. It is argued that learners' self-concept and motivation might be enhanced through approaches that encourage learners to explore the causal links between the strategies they employ and their academic performance, thereby changing the attributions they make for success or failure.
C1 Univ Reading, Inst Educ, Reading RG6 1HY, Berks, England.
RP Graham, SJ (reprint author), Univ Reading, Inst Educ, Bulmershe Court, Reading RG6 1HY, Berks, England.
EM s.j.graham@reading.ac.uk
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NR 53
TC 29
Z9 29
U1 1
U2 6
PU BLACKWELL PUBLISHERS
PI MALDEN
PA 350 MAIN STREET, STE 6, MALDEN, MA 02148 USA
SN 0026-7902
J9 MOD LANG J
JI Mod. Lang. J.
PD SUM
PY 2004
VL 88
IS 2
BP 171
EP 191
DI 10.1111/j.0026-7902.2004.00224.x
PG 21
WC Linguistics
SC Linguistics
GA 824AQ
UT WOS:000221656300001
ER

PT J
AU West, A
   Pennell, H
AF West, A
   Pennell, H
TI Publishing school examination results in england: incentives and
   consequences
SO EDUCATIONAL STUDIES
LA English
DT Article
AB Since 1992, the quality daily national press in England has published the examination results of secondary schools. In this paper, we discuss the policy context, the results that are published, how they are used by parents making preferences for secondary schools and the consequences of their publication. Overall, the publication of examination results has created a range of incentives for those in the education market place. These incentives serve to strengthen the position of certain categories of pupils on the one hand and certain types of schools on the other. The findings are discussed in the context of the Labour Government's focus on those at risk of social exclusion. Modified and additional indicators are proposed to mitigate the effects of the newly created quasi-market in education. 'League tables' are here to stay, for once information is in the public domain it cannot easily be suppressed.
C1 Univ London London Sch Econ & Polit Sci, Ctr Educ Res, London WC2A 2AE, England.
RP West, A (reprint author), Univ London London Sch Econ & Polit Sci, Ctr Educ Res, Houghton St, London WC2A 2AE, England.
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NR 27
TC 29
Z9 30
U1 1
U2 10
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0305-5698
J9 EDUC STUD
JI Educ. Stud.
PD DEC
PY 2000
VL 26
IS 4
BP 423
EP 436
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 381WN
UT WOS:000165786900003
ER

PT J
AU Berne, S
   Frisen, A
   Schultze-Krumbholz, A
   Scheithauer, H
   Naruskov, K
   Luik, P
   Katzer, C
   Erentaite, R
   Zukauskiene, R
AF Berne, S.
   Frisen, A.
   Schultze-Krumbholz, A.
   Scheithauer, H.
   Naruskov, K.
   Luik, P.
   Katzer, C.
   Erentaite, R.
   Zukauskiene, R.
TI Cyberbullying assessment instruments: A systematic review
SO AGGRESSION AND VIOLENT BEHAVIOR
LA English
DT Review
DE Cyberbullying; Research instrument; Instrument review
ID HIGH-SCHOOL-STUDENTS; ONLINE HARASSMENT; SUBSTANCE USE; ADOLESCENTS;
   VICTIMIZATION; BEHAVIORS; GENDER; IMPACT; EXPERIENCES; AGGRESSORS
AB Although several instruments to assess cyberbullying have been developed, there is nevertheless a lack of knowledge about their psychometric properties. The aim of the present systematic review is to provide a representative overview of the current instruments designed to assess cyberbullying. Further, emphasis will be placed on the structural and psychometric properties of cyberbullying instruments, such as validity and reliability, as well as their conceptual and definitional bases. It will also provide criteria for readers to evaluate and choose instruments according to their own aims. A systematic literature review, limited to publications published prior to October 2010, generated 636 citations. A total of 61 publications fulfilled the delineated selection criteria and were included in the review, resulting in 44 instruments. Following a rater training, relevant information was coded by using a structured coding manual. The raters were the nine authors of this review. Almost half of the instruments included in this review do not use the concept of cyberbullying. The constructs measured by the instruments range from internet harassment behavior to electronic bullying behavior to cyberbullying. Even though many of the authors use other concepts than cyberbullying they claim that their instruments do measure it. For the purpose of this systematic review, we have chosen to categorize them as two different groups, cyberbullying instruments and related instruments. Additionally, most of the included instruments had limited reports of reliability and validity testing. The systematic review reveals a need for investigating the validity and reliability of most of the existing instruments, and resolving the conceptual and definitional fluctuations related to cyberbullying. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Berne, S.; Frisen, A.] Gothenburg Univ, Dept Psychol, S-40530 Gothenburg, Sweden.
   [Schultze-Krumbholz, A.; Scheithauer, H.] Free Univ Berlin, Div Dev Sci & Appl Dev Psychol, Dept Educ Sci & Psychol, D-14195 Berlin, Germany.
   [Naruskov, K.; Luik, P.] Univ Tartu, Inst Educ, EE-50103 Tartu, Estonia.
   [Erentaite, R.; Zukauskiene, R.] Mykolas Romeris Univ, Dept Psychol, LT-08303 Vilnius, Lithuania.
RP Berne, S (reprint author), Dept Psychol, Haraldsgatan 1, S-40530 Gothenburg, Sweden.
EM sofia.berne@psy.gu.se
RI Zukauskiene, Rita/D-1214-2012
OI Zukauskiene, Rita/0000-0002-0884-7578
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NR 76
TC 28
Z9 28
U1 7
U2 67
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 1359-1789
EI 1873-6335
J9 AGGRESS VIOLENT BEH
JI Aggress. Violent Behav.
PD MAR-APR
PY 2013
VL 18
IS 2
BP 320
EP 334
DI 10.1016/j.avb.2012.11.022
PG 15
WC Criminology & Penology; Psychology, Multidisciplinary
SC Criminology & Penology; Psychology
GA 110IY
UT WOS:000316437000014
ER

PT J
AU Mercer, N
   Howe, C
AF Mercer, Neil
   Howe, Christine
TI Explaining the dialogic processes of teaching and learning: The value
   and potential of sociocultural theory
SO LEARNING CULTURE AND SOCIAL INTERACTION
LA English
DT Article
DE Dialogue; Classroom talk; Sociocultural theory; Teaching; Learning
AB Within the broad field of research on learning, culture and social interaction, sociocultural theory is now commonly used as an explanatory conceptual framework. In this article we begin by setting out the essential elements of this theory as it applies to a specific area of enquiry in which we have been involved, which is aimed at understanding the educational functions of classroom talk. In doing so, we will discuss some key concepts generated by the theory. We then review empirical research on talk and learning which has been inspired and informed by a sociocultural perspective, and go on to consider the educational implications of its findings. Finally, we consider how research on the educational functions of classroom talk might be developed, both theoretically and empirically, by using a sociocultural framework to link it with other lines of enquiry into learning and cognitive development. (C) 2012 Elsevier Ltd. All rights reserved.
C1 [Mercer, Neil; Howe, Christine] Univ Cambridge, Cambridge CB2 1TN, England.
RP Mercer, N (reprint author), Univ Cambridge, Cambridge CB2 1TN, England.
EM nmm31@cam.ac.uk
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NR 99
TC 28
Z9 29
U1 7
U2 19
PU ELSEVIER SCI LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND
SN 2210-6561
J9 LEARN CULT SOC INTER
JI Learn. Cult. Soc. Interact.
PD MAR
PY 2012
VL 1
IS 1
BP 12
EP 21
DI 10.1016/j.lcsi.2012.03.001
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA V33QQ
UT WOS:000209033700003
ER

PT J
AU Carpenter, JR
   Goldstein, H
   Kenward, MG
AF Carpenter, James R.
   Goldstein, Harvey
   Kenward, Michael G.
TI REALCOM-IMPUTE Software for Multilevel Multiple Imputation with Mixed
   Response Types
SO JOURNAL OF STATISTICAL SOFTWARE
LA English
DT Article
DE multilevel multiple imputation; missing data; mixed response types
AB Multiple imputation is becoming increasingly established as the leading practical approach to modelling partially observed data, under the assumption that the data are missing at random. However, many medical and social datasets are multilevel, and this structures should be reflected not only in the model of interest, but also in the imputation model. In particular, the imputation model should reflect the differences between level 1 variables and level 2 variables (which are constant across level 1 units). This led us to develop the REALCOM-IMPUTE software, which we describe in this article. This software performs multilevel multiple imputation, and handles ordinal and unordered categorical data appropriately . Is is freely available on-line, and many be used either as a standalone package, or in conjuction with the multilevel software MLwiN or Stata.
C1 [Carpenter, James R.] Univ London London Sch Hyg & Trop Med, Dept Med Stat, London WC1E 7HT, England.
   [Goldstein, Harvey] Univ Bristol, Bristol BS8 1TH, Avon, England.
RP Carpenter, JR (reprint author), Univ London London Sch Hyg & Trop Med, Dept Med Stat, Keppel St, London WC1E 7HT, England.
EM James.Carpenter@lshtm.ac.uk
FU ESRC [RES-063-27-0257, RES-000-23-0140, RES-189-25-0103]
FX James Carpenter is funded by ESRC research fellowship RES-063-27-0257.;
   REALCOM-IMPUTE was initially developed under ESRC research grant
   RES-000-23-0140.; We are indebted to Jon Rasbash and Christopher
   Charlton who between them designed the MLwiN <-> REALCOM-IMPUTE menu
   driven interface. Thanks to Jonathan Bartlett who wrote the code for
   exporting data from Stata to REALCOM-IMPUTE and back, supported by ESRC
   grant RES-189-25-0103.
CR Bernaards CA, 2007, STAT MED, V26, P1368, DOI 10.1002/sim.2619
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NR 17
TC 28
Z9 28
U1 1
U2 10
PU JOURNAL STATISTICAL SOFTWARE
PI LOS ANGELES
PA UCLA DEPT STATISTICS, 8130 MATH SCIENCES BLDG, BOX 951554, LOS ANGELES,
   CA 90095-1554 USA
SN 1548-7660
J9 J STAT SOFTW
JI J. Stat. Softw.
PD DEC
PY 2011
VL 45
IS 5
BP 1
EP 14
PG 14
WC Computer Science, Interdisciplinary Applications; Statistics &
   Probability
SC Computer Science; Mathematics
GA 861PW
UT WOS:000298032700001
ER

PT J
AU Lyon, AR
   Stirman, SW
   Kerns, SEU
   Bruns, EJ
AF Lyon, Aaron R.
   Stirman, Shannon Wiltsey
   Kerns, Suzanne E. U.
   Bruns, Eric J.
TI Developing the Mental Health Workforce: Review and Application of
   Training Approaches from Multiple Disciplines
SO ADMINISTRATION AND POLICY IN MENTAL HEALTH AND MENTAL HEALTH SERVICES
   RESEARCH
LA English
DT Review
DE Training; Uptake; Workforce development; Implementation; Dissemination
ID CLINICAL-PRACTICE GUIDELINES; EVIDENCE-BASED MEDICINE; CONTINUING
   PROFESSIONAL-DEVELOPMENT; RANDOMIZED CONTROLLED-TRIALS;
   INTERPROFESSIONAL EDUCATION; PREVENTIVE CARE; PHYSICIAN PERFORMANCE;
   QUALITY IMPROVEMENT; WRAPAROUND PROCESS; BEHAVIORAL HEALTH
AB Strategies specifically designed to facilitate the training of mental health practitioners in evidence-based practices (EBPs) have lagged behind the development of the interventions themselves. The current paper draws from an interdisciplinary literature (including medical training, adult education, and teacher training) to identify useful training and support approaches as well as important conceptual frameworks that may be applied to training in mental health. Theory and research findings are reviewed, which highlight the importance of continued consultation/support following training workshops, congruence between the training content and practitioner experience, and focus on motivational issues. In addition, six individual approaches are presented with careful attention to their empirical foundations and potential applications. Common techniques are highlighted and applications and future directions for mental health workforce training and research are discussed.
C1 [Lyon, Aaron R.] Univ Washington, Inst Child Hlth, Seattle, WA 98115 USA.
   [Stirman, Shannon Wiltsey] Natl Ctr PTSD, Boston, MA USA.
   [Stirman, Shannon Wiltsey] VA Boston Healthcare Syst, Boston, MA USA.
   [Stirman, Shannon Wiltsey] Boston Univ, Washington, DC USA.
   [Kerns, Suzanne E. U.; Bruns, Eric J.] Univ Washington, Seattle, WA 98195 USA.
RP Lyon, AR (reprint author), Univ Washington, Inst Child Hlth, 6200 NE 74th St,Suite 100, Seattle, WA 98115 USA.
EM lyona@uw.edu
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NR 126
TC 28
Z9 28
U1 2
U2 15
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0894-587X
EI 1573-3289
J9 ADM POLICY MENT HLTH
JI Adm. Policy. Ment. Health
PD JUL
PY 2011
VL 38
IS 4
SI SI
BP 238
EP 253
DI 10.1007/s10488-010-0331-y
PG 16
WC Health Policy & Services; Public, Environmental & Occupational Health
SC Health Care Sciences & Services; Public, Environmental & Occupational
   Health
GA 779TF
UT WOS:000291804400003
PM 21190075
ER

PT J
AU Lomos, C
   Hofman, RH
   Bosker, RJ
AF Lomos, Catalina
   Hofman, Roelande H.
   Bosker, Roel J.
TI Professional communities and student achievement - a meta-analysis
SO SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
LA English
DT Article
DE professional community; meta-analysis; secondary education; student
   achievement
ID SCHOOL IMPROVEMENT; INSTRUCTIONAL PRACTICE; RESTRUCTURING SCHOOLS;
   TEACHER COLLABORATION; ELEMENTARY-SCHOOLS; CLASSROOM; NETWORKS; REFORM;
   RESPONSIBILITY; CONSEQUENCES
AB In the past 3 decades, the concept of professional community has gained considerable momentum in the theoretical and empirical studies in this field. At the same time, the concept has faced conceptual and methodological difficulties in that as yet no universal definition has been formulated and that its operationalization differs in the various empirical studies conducted on the subject. This study presents a comprehensive synthesis of the theories currently available and their implications for the conceptualization and operationalization of the professional community concept including a meta-analysis of the studies that investigated the effect of professional community on student achievement. Our meta-analysis reported a small but significant summary effect (d=.25, p.05), indicating that within a school environment professional community could enhance student achievement. Furthermore, the need for the conceptual and empirical validation of the concept's key dimension was discussed.
C1 [Lomos, Catalina; Hofman, Roelande H.; Bosker, Roel J.] Univ Groningen, GION, Groningen Inst Educ Res, Groningen, Netherlands.
RP Lomos, C (reprint author), Univ Groningen, GION, Groningen Inst Educ Res, Groningen, Netherlands.
EM c.lomos@rug.nl
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NR 110
TC 28
Z9 28
U1 1
U2 25
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0924-3453
J9 SCH EFF SCH IMPROV
JI Sch. Eff. Sch. Improv.
PD JUN
PY 2011
VL 22
IS 2
BP 121
EP 148
AR PII 936420777
DI 10.1080/09243453.2010.550467
PG 28
WC Education & Educational Research
SC Education & Educational Research
GA 764ZK
UT WOS:000290673000001
ER

PT J
AU Ball, SJ
   Maguire, M
   Braun, A
   Hoskins, K
AF Ball, Stephen J.
   Maguire, Meg
   Braun, Annette
   Hoskins, Kate
TI Policy actors: doing policy work in schools
SO DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION
LA English
DT Article
DE teachers; policy actors; policy work; policy discourse
AB This paper considers the 'policy work' of teacher actors in schools. It focuses on the 'problem of meaning' and offers a typology of roles and positions through which teachers engage with policy and with which policies get 'enacted'. It argues that 'policy work' is made up of a set of complex and differentiated activities which involve both creative and disciplinary relations between teachers and are infused with power. This is the paradox of enactment. The teachers and other adults here are not naive actors, they are creative and sophisticated and they manage, but they are also tired and overloaded much of the time. They are engaged, coping with the meaningful and the meaningless, often self-mobilised around patterns of focus and neglect and torn between discomfort and pragmatism, but most are also very firmly embedded in the prevailing policies discourses.
C1 [Ball, Stephen J.; Braun, Annette] Univ London, Inst Educ, London WC1N 1AZ, England.
   [Maguire, Meg] Kings Coll London, Dept Educ & Profess Studies, London WC2R 2LS, England.
   [Hoskins, Kate] Univ Roehampton, London, England.
RP Ball, SJ (reprint author), Univ London, Inst Educ, London WC1N 1AZ, England.
EM s.ball@ioe.ac.uk
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NR 20
TC 28
Z9 28
U1 3
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0159-6306
J9 DISCOURSE-ABINGDON
JI Discourse
PY 2011
VL 32
IS 4
SI SI
BP 625
EP 639
DI 10.1080/01596306.2011.601565
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 883IO
UT WOS:000299627700012
ER

PT J
AU Strand, S
AF Strand, Steve
TI The limits of social class in explaining ethnic gaps in educational
   attainment
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID ACHIEVEMENT; SCHOOLS; PUPILS
AB This paper reports an analysis of the educational attainment and progress between age 11 and age 14 of over 14,500 students from the nationally representative Longitudinal Study of Young People in England. The mean attainment gap in national tests at age 14 between White British and several ethnic minority groups was large, more than three times the size of the gender gap, but at the same time only about one-third of the size of the social class gap. Socioeconomic variables could account for the attainment gaps for Black African, Pakistani and Bangladeshi students, but not for Black Caribbean students. Further controls for parental and student attitudes, expectations and behaviours indicated minority ethnic groups were on average more advantaged on these measures than White British students, but this was not reflected proportionately in their levels of attainment. Black Caribbean students were distinctive as the only group making less progress than White British students between age 11 and 14 and this could not be accounted for by any of the measured contextual variables. Possible explanations for the White British Black Caribbean gap are considered.
C1 Univ Warwick, Inst Educ, Coventry CV4 7AL, W Midlands, England.
RP Strand, S (reprint author), Univ Warwick, Inst Educ, Coventry CV4 7AL, W Midlands, England.
EM steve.strand@warwick.ac.uk
RI Strand, Steve/A-5557-2008
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NR 32
TC 28
Z9 28
U1 4
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2011
VL 37
IS 2
BP 197
EP 229
DI 10.1080/01411920903540664
PG 33
WC Education & Educational Research
SC Education & Educational Research
GA 731NK
UT WOS:000288115400001
ER

PT J
AU Hobbs, G
   Vignoles, A
AF Hobbs, Graham
   Vignoles, Anna
TI Is children's free school meal 'eligibility' a good proxy for family
   income?
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID PROGRESS; SEGREGATION; ATTAINMENT
AB Family income is an important factor associated with children's educational achievement. However, key areas of UK research (for example, on socially segregated schooling) and policy (for example, the allocation of funding to schools) rely on children's free school meal (FSM) 'eligibility' to proxy family income. This article examines the relationship between children's FSM 'eligibility' and equivalent net household income in a nationally representative survey of England (the Family Resources Survey). It finds that children 'eligible' for FSM are much more likely than other children to be in the lowest income households. However, only around one-quarter to one-half of them were in the lowest income households in 2004/5. This is principally because the receipt of means-tested benefits (and tax credits) pushes children eligible for FSM up the household income distribution. The implications for key areas of research and policy are discussed.
C1 [Hobbs, Graham; Vignoles, Anna] Univ London, Inst Educ, London WC1H OAL, England.
RP Hobbs, G (reprint author), Univ London, Inst Educ, 20 Bedford Way, London WC1H OAL, England.
EM gthobbs@yahoo.co.uk
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NR 34
TC 28
Z9 28
U1 0
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2010
VL 36
IS 4
BP 673
EP 690
AR PII 913310212
DI 10.1080/01411920903083111
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 626KG
UT WOS:000279964300008
ER

PT J
AU Florian, L
   Rouse, M
AF Florian, Lani
   Rouse, Martyn
TI The inclusive practice project in Scotland: Teacher education for
   inclusive education
SO TEACHING AND TEACHER EDUCATION
LA English
DT Article
DE Initial teacher education; Inclusive education; Teachers' beliefs
AB While differences in national contexts are associated with variations in how teachers are trained and school systems are organised, the conceptual and philosophical problems of equity and inclusion ill schooling are shared concerns. This paper describes how the structure and content of ail initial teacher education programme for primary and secondary teachers has been revised to ensure that social and educational inclusion is addressed within the core programme. A rationale is presented for the development of 'inclusive practice', followed by a discussion of the reforms and an outline of the effects that are expected in the classroom practices of teachers in schools. (c) 2009 Elsevier Ltd. All rights reserved.
C1 [Florian, Lani] Univ Aberdeen, Sch Educ, Univ London Kings Coll, Aberdeen AB24 5UA, Scotland.
RP Florian, L (reprint author), Univ Aberdeen, Sch Educ, Univ London Kings Coll, MacRobert Bldg, Aberdeen AB24 5UA, Scotland.
EM l.florian@abdn.ac.uk
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NR 54
TC 28
Z9 29
U1 4
U2 19
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0742-051X
J9 TEACH TEACH EDUC
JI Teach. Teach. Educ.
PD MAY
PY 2009
VL 25
IS 4
BP 594
EP 601
DI 10.1016/j.tate.2009.02.003
PG 8
WC Education & Educational Research
SC Education & Educational Research
GA 442EG
UT WOS:000265822200010
ER

PT J
AU Lefstein, A
AF Lefstein, Adam
TI Changing classroom practice through the English National Literacy
   Strategy: A micro-interactional perspective
SO AMERICAN EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
DE curriculum; educational reform; classroom research; educational policy;
   elementary schools; literacy
ID ORGANIZATIONS; CURRICULUM; EDUCATION; LANGUAGE; REFORM
AB How and why is national policy translated into interactions between teachers and pupils? This article examines the enactment of the English National Literacy Strategy (NLS) in a case study of two literacy lessons, which are drawn from a yearlong ethnographic study of the NLS in one school. Although the teacher taught directly from and adhered closely to the prescribed materials, curricular contents were recontextualized into habitual classroom interactional genres, and the open questions that constituted the primary aim of the lesson were suppressed. In explaining these enactment patterns, the author supplements analysis of teacher knowledge and policy support with consideration of conditions of teacher engagement with the policy and the durability of interactional genres, rooted in pupil collusion and habitus.
C1 Univ London, Inst Educ, London WC1H 0AL, England.
RP Lefstein, A (reprint author), Univ London, Inst Educ, 20 Bedford Way, London WC1H 0AL, England.
EM a.lefstein@ioe.ac.uk
RI LEFSTEIN, ADAM/F-2162-2012
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NR 63
TC 28
Z9 28
U1 2
U2 7
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0002-8312
EI 1935-1011
J9 AM EDUC RES J
JI Am. Educ. Res. J.
PD SEP
PY 2008
VL 45
IS 3
BP 701
EP 737
DI 10.3102/0002831208316256
PG 37
WC Education & Educational Research
SC Education & Educational Research
GA 340BA
UT WOS:000258619800006
ER

PT J
AU Morrell, K
AF Morrell, Kevin
TI The narrative of 'Evidence based' management: A polemic
SO JOURNAL OF MANAGEMENT STUDIES
LA English
DT Review
ID 2005 PRESIDENTIAL-ADDRESS; EVIDENCE BASED MEDICINE; SYSTEMATIC REVIEWS;
   ORGANIZATIONAL SCIENCE; HEALTH-CARE; QUALITY MANAGEMENT; LANGUAGE GAMES;
   REPLICATION; DISCOURSE; KNOWLEDGE
AB 'Evidence based' management is a popular contemporary account of the relationship between research and practice in management studies. This paper critically examines the implications of this account from the perspective of Formalism: a narratological approach to critique that focuses on how narratives are made compelling, and hence powerful. Compelling narratives deploy devices that establish (i) credibility and (ii) defamiliarization. Using this approach the paper identifies and examines different ideological strands in the nascent literature on evidence based management: pragmatism, progress, systematization, technique, accumulation. These are the means by which advocates of evidence based approaches construct a compelling story about the value of this approach. Prior criticism of the evidence based approach has centred on epistemological and technical issues. The aim here is to use an aesthetic mode of criticism to highlight political and moral implications. These are important given the relationship between claims to knowledge and the use of power; and the interaction between management research, and management as practice.
C1 Univ Birmingham, Int Management & Org Grp, Birmingham Business Sch, Birmingham B15 2TY, W Midlands, England.
RP Morrell, K (reprint author), Univ Birmingham, Int Management & Org Grp, Birmingham Business Sch, Univ House,Edgbaston Pk Rd, Birmingham B15 2TY, W Midlands, England.
EM k.morrell@bham.ac.uk
RI Morrell, Kevin/C-2422-2008
OI Morrell, Kevin/0000-0002-0777-0302
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NR 133
TC 28
Z9 28
U1 6
U2 18
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0022-2380
J9 J MANAGE STUD
JI J. Manage. Stud.
PD MAY
PY 2008
VL 45
IS 3
BP 613
EP 635
DI 10.1111/j.1467-6486.2007.00755.x
PG 23
WC Business; Management
SC Business & Economics
GA 288MR
UT WOS:000254991000007
ER

PT J
AU Coulston, CM
   Perdices, M
   Tennant, CC
AF Coulston, Carissa M.
   Perdices, Michael
   Tennant, Christopher C.
TI The neuropsychology of cannabis and other substance use in
   schizophrenia: review of the literature and critical evaluation of
   methodological issues
SO AUSTRALIAN AND NEW ZEALAND JOURNAL OF PSYCHIATRY
LA English
DT Review
DE cannabis; cognition; cognitive; neuropsychology; schizophrenia;
   substance
ID MAGNETIC-RESONANCE-SPECTROSCOPY; BINOCULAR DEPTH INVERSION; SENSORY
   GATING DEFICITS; SPATIAL WORKING-MEMORY; CHRONIC MARIJUANA USE; 10-YEAR
   FOLLOW-UP; IN-VIVO; PSYCHIATRIC-PATIENTS; COGNITIVE FUNCTION;
   CIGARETTE-SMOKING
AB Research on the neuropsychology of substance use in schizophrenia has been steadily growing over the past decade. However, significant gaps remain in the knowledge of individual substances and their relationship to cognition in the schizophrenia spectrum disorders. Approximately 65 studies to date have directly examined this relationship. Of these, approximately 20 have focused on nicotine, 15 on alcohol, 10 on cocaine, three on stimulants/hallucinogens, one on benzodiazepines, 10 on polydrug abuse, and seven on cannabis. Research on cannabis is especially lacking, given that worldwide it is the most commonly used illicit drug in schizophrenia, is used at higher rates in schizophrenia than in the general population, and makes its own unique contribution to the onset and prognosis of schizophrenia. In the present paper an overview of the neuropsychology literature on substance use in schizophrenia is presented, with special emphasis on cannabis. This incorporates a discussion of the methodological limitations inherent in these studies, and range of potential confounding variables that were not considered or controlled, providing directions for future research into the cognitive correlates of cannabis and other substance use in schizophrenia.
C1 Univ Sydney, No Clin Sch, Acad Discipline Psychol Med, Sydney, NSW 2006, Australia.
   Royal N Shore Hosp, Dept Acad Psychiat, CADE Clin, St Leonards, NSW 2065, Australia.
   Royal N Shore Hosp, Dept Neurol, St Leonards, NSW 2065, Australia.
RP Coulston, CM (reprint author), Univ Sydney, No Clin Sch, Acad Discipline Psychol Med, Sydney, NSW 2006, Australia.
EM ccoulston@med.usyd.edu.au
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NR 181
TC 28
Z9 29
U1 8
U2 18
PU INFORMA HEALTHCARE-TAYLOR & FRANCIS
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON, OXFORSHIRE OX14  4RN, ENGLAND
SN 0004-8674
J9 AUST NZ J PSYCHIAT
JI Aust. N. Z. J. Psych.
PY 2007
VL 41
IS 11
BP 869
EP 884
DI 10.1080/00048670701634952
PG 16
WC Psychiatry
SC Psychiatry
GA 237UD
UT WOS:000251401000002
PM 17924240
ER

PT J
AU Graham, S
   Perin, D
AF Graham, Steve
   Perin, Dolores
TI What we know, what we still need to know: Teaching adolescents to write
SO SCIENTIFIC STUDIES OF READING
LA English
DT Article
ID LEARNING-DISABILITIES; STUDENTS; INSTRUCTION; SCHOOL; PERFORMANCE;
   MIDDLE; METAANALYSIS; ACHIEVEMENT; CLASSROOM; SKILLS
AB This article examines what we know about effective adolescent writing instruction and what we still need to know. What we know is established by bringing together the findings from three sources: a comprehensive meta-analysis of experimental and quasi-experimental studies (Graham & Perin, 2007), a meta-analysis of single-subject design studies (conducted as part of this article), and an analysis of reoccurring themes from qualitative studies examining effective schools and teachers (conducted as part of this article). Recommendations for what we still need to know are linked to these three analyses but extend beyond them, specifying directions for future research and the need to contextualize research-based writing interventions.
C1 Vanderbilt Univ, Nashville, TN 37203 USA.
   Columbia Univ, Teachers Coll, New York, NY 10027 USA.
RP Graham, S (reprint author), Vanderbilt Univ, Box 328 Peabody Coll, Nashville, TN 37203 USA.
EM steve.graham@vanderbilt.edu
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NR 67
TC 28
Z9 29
U1 1
U2 10
PU LAWRENCE ERLBAUM ASSOC INC-TAYLOR & FRANCIS
PI PHILADELPHIA
PA 325 CHESTNUT STREET, STE 800, PHILADELPHIA, PA 19106 USA
SN 1088-8438
J9 SCI STUD READ
JI Sci. Stud. Read.
PY 2007
VL 11
IS 4
BP 313
EP 335
PG 23
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 220JK
UT WOS:000250152800003
ER

PT J
AU Maloney, J
   Simon, S
AF Maloney, Jane
   Simon, Shirley
TI Mapping children's discussions of evidence in science to assess
   collaboration and argumentation
SO INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
LA English
DT Article
ID CLASSROOMS; STUDENTS; DISCOURSE
AB The research reported in this paper concerns the development of children's skills of interpreting and evaluating evidence in science. Previous studies have shown that school teaching often places limited emphasis on the development of these skills, which are necessary for children to engage in scientific debate and decision-making. The research, undertaken in the United Kingdom, involved four collaborative decision-making activities to stimulate group discussion, each carried out with five groups of four children (10-11 years old). The research shows how the children evaluated evidence for possible choices and judged whether their evidence was sufficient to support a particular conclusion or the rejection of alternative conclusions. A mapping technique was developed to analyse the discussions and identify different "levels" of argumentation. The authors conclude that suitable collaborative activities that focus on the discussion of evidence can be developed to exercise children's ability to argue effectively in making decisions.
C1 Univ London, Inst Educ, London WC2H 0AL, England.
RP Maloney, J (reprint author), Univ London, Inst Educ, 209 Bedford Way, London WC2H 0AL, England.
EM j.maloney@ioe.ac.uk
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NR 58
TC 28
Z9 31
U1 1
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0950-0693
EI 1464-5289
J9 INT J SCI EDUC
JI Int. J. Sci. Educ.
PD DEC
PY 2006
VL 28
IS 15
BP 1817
EP 1841
DI 10.1080/09500690600855419
PG 25
WC Education & Educational Research
SC Education & Educational Research
GA 108AI
UT WOS:000242211700004
ER

PT B
AU Brooks, R
AF Brooks, R
TI Friendship and Educational Choice: Peer Influence and Planning for the
   Future
SO FRIENDSHIP AND EDUCATIONAL CHOICE: PEER INFLUENCE AND PLANNING FOR THE
   FUTURE
LA English
DT Book
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TC 28
Z9 28
U1 0
U2 1
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-230-50858-3
PY 2005
BP 1
EP 211
DI 10.1057/9780230508583
PG 211
WC Education & Educational Research
SC Education & Educational Research
GA BQD82
UT WOS:000280751500008
ER

PT J
AU Vincent, C
   Ball, SJ
   Pietikainen, S
AF Vincent, C
   Ball, SJ
   Pietikainen, S
TI Metropolitan mothers: Mothers, mothering and paid work
SO WOMENS STUDIES INTERNATIONAL FORUM
LA English
DT Article
ID CHILD-CARE
AB This paper reports on the interim findings from a 2-year Economic and Social Research Council (ESRC)-funded project exploring parental choice of child care for preschool children. The fieldwork is based in two predominantly middle-class areas in London. The vast majority of the respondents to date are women, many of whom are in paid employment. This paper draws on the literature about mothering, motherhood and identity to explore how these professional middle-class women experience shifts in their self-identity. It considers how the women respond to the emotional and physical labour required of them by their roles as both worker and mothers, how they negotiate the tensions between the two and how couples adapt to managing employment, childcare and a household. It also briefly considers the childcare roles and practices of the fathers. It concludes that, despite the social and economic advantages of these middle-class families, the adults are not presenting a serious challenge to a traditional understanding of family relationships. (C) 2004 Elsevier Ltd. All rights reserved.
C1 Inst Educ, Sch Educ Fdns & Policy Studies, London WC1H 0NT, England.
RP Vincent, C (reprint author), Inst Educ, Sch Educ Fdns & Policy Studies, 59 Gordon Sq, London WC1H 0NT, England.
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NR 49
TC 28
Z9 28
U1 0
U2 4
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0277-5395
J9 WOMEN STUD INT FORUM
JI Women Stud. Int. Forum
PD NOV-DEC
PY 2004
VL 27
IS 5-6
BP 571
EP 587
DI 10.1016/j.wsif.2004.09.011
PG 17
WC Women's Studies
SC Women's Studies
GA 884LI
UT WOS:000226086000011
ER

PT J
AU Oakley, A
AF Oakley, A
TI Social science and evidence-based everything: the case of education
SO EDUCATIONAL REVIEW
LA English
DT Article
ID SYSTEMATIC REVIEWS
AB Recent moves in academic and policy circles to strengthen the social science research evidence base have raised questions about the quality and status of educational research. They have suggested a need for systematic research synthesis, for greater accessibility of sound educational research evidence, and greater respect for the perspectives of the different stakeholders in the educational research process. This paper looks at the background to 'the evidence movement', and discusses a particular government-funded initiative designed to take forward the challenge of systematic reviews of educational research. It considers some of the ways in which this activity poses challenges for social science methodology.
C1 Univ London, Inst Educ, Social Sci Res Unit, London WC1H ONR, England.
RP Oakley, A (reprint author), Univ London, Inst Educ, Social Sci Res Unit, 18 Woburn Sq, London WC1H ONR, England.
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NR 36
TC 28
Z9 28
U1 2
U2 8
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0013-1911
J9 EDUC REV
JI Educ. Rev.
PD NOV
PY 2002
VL 54
IS 3
BP 277
EP 286
DI 10.1080/0013191022000016329
PG 10
WC Education & Educational Research
SC Education & Educational Research
GA 609CN
UT WOS:000178885200006
ER

PT J
AU Morgan, PJ
   Barnett, LM
   Cliff, DP
   Okely, AD
   Scott, HA
   Cohen, KE
   Lubans, DR
AF Morgan, Philip J.
   Barnett, Lisa M.
   Cliff, Dylan P.
   Okely, Anthony D.
   Scott, Hayley A.
   Cohen, Kristen E.
   Lubans, David R.
TI Fundamental Movement Skill Interventions in Youth: A Systematic Review
   and Meta-analysis
SO PEDIATRICS
LA English
DT Review
DE fundamental movement skills; children; systematic review; motor skills;
   intervention; physical activity
ID CLASSROOM TEACHERS PERCEPTIONS; SCHOOL PHYSICAL-EDUCATION; MOTOR-SKILLS;
   HEALTH-BENEFITS; OBESE CHILDREN; ADOLESCENTS; PROFICIENCY; CHILDHOOD;
   STUDENTS; PROGRAM
AB BACKGROUND: Fundamental movement skill (FMS) proficiency is positively associated with physical activity and fitness levels. The objective of this study was to systematically review evidence for the benefits of FMS interventions targeting youth.
   METHODS: A search with no date restrictions was conducted across 7 databases. Studies included any school-, home-, or community-based intervention for typically developing youth with clear intent to improve FMS proficiency and that reported statistical analysis of FMS competence at both preintervention and at least 1 other postintervention time point. Study designs included randomized controlled trials (RCTs) using experimental and quasi-experimental designs and single group pre-post trials. Risk of bias was independently assessed by 2 reviewers.
   RESULTS: Twenty-two articles (6 RCTs, 13 quasi-experimental trials, 3 pre-post trials) describing 19 interventions were included. All but 1 intervention were evaluated in primary/elementary schools. All studies reported significant intervention effects for >= 1 FMS. Meta-analyses revealed large effect sizes for overall gross motor proficiency (standardized mean difference [SMD] = 1.42, 95% confidence interval [CI] 0.68-2.16, Z = 3.77, P < .0002) and locomotor skill competency (SMD = 1.42, 95% CI 0.56-2.27, Z = 3.25, P = .001). A medium effect size for object control skill competency was observed (SMD = 0.63, 95% CI 0.28-0.98, Z = 3.53, P = .0004). Many studies scored poorly for risk of bias items.
   CONCLUSIONS: School-and community-based programs that include developmentally appropriate FMS learning experiences delivered by physical education specialists or highly trained classroom teachers significantly improve FMS proficiency in youth.
C1 [Morgan, Philip J.; Scott, Hayley A.; Cohen, Kristen E.; Lubans, David R.] Univ Newcastle, Prior Res Ctr Phys Act & Nutr, Fac Educ & Arts, Callaghan, NSW 2308, Australia.
   [Barnett, Lisa M.] Deakin Univ, Sch Hlth & Social Dev, Burwood, Australia.
   [Cliff, Dylan P.; Okely, Anthony D.] Univ Wollongong, Fac Social Sci, Interdisciplinary Educ Res Inst, Wollongong, NSW, Australia.
RP Morgan, PJ (reprint author), Univ Newcastle, Prior Res Ctr Phys Act & Nutr, Fac Educ & Arts, Callaghan, NSW 2308, Australia.
EM Philip.Morgan@newcastle.edu.au
RI Barnett, Lisa/C-9997-2014
OI Barnett, Lisa/0000-0002-9731-625X
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NR 69
TC 27
Z9 27
U1 6
U2 61
PU AMER ACAD PEDIATRICS
PI ELK GROVE VILLAGE
PA 141 NORTH-WEST POINT BLVD,, ELK GROVE VILLAGE, IL 60007-1098 USA
SN 0031-4005
EI 1098-4275
J9 PEDIATRICS
JI Pediatrics
PD NOV
PY 2013
VL 132
IS 5
BP E1361
EP E1383
DI 10.1542/peds.2013-1167
PG 23
WC Pediatrics
SC Pediatrics
GA 245PE
UT WOS:000326475000029
PM 24167179
ER

PT J
AU Merchant, G
AF Merchant, Guy
TI Unravelling the social network: theory and research
SO LEARNING MEDIA AND TECHNOLOGY
LA English
DT Article
DE social networking; digital literacy; new media; Web 2.0; education
ID SITES; TECHNOLOGIES; IDENTITY; TEXT
AB Despite the widespread popularity of social networking sites (SNSs) amongst children and young people in compulsory education, relatively little scholarly work has explored the fundamental issues at stake. This paper makes an original contribution to the field by locating the study of this online activity within the broader terrain of social network theory in order to inform future educational debate and further research. The first section offers a way of classifying different kinds of online social networking and then places this within the context of the study of social networks. It is argued that relational networks create a sense of belonging and that online networks just as easily trace the contours of existing social divisions as they transcend or transform them. This analysis informs the second section which specifically addresses educational issues, including both the attractions and the limitations of such work. The paper concludes with an exploration of three possible approaches to using in SNSs in educational contexts.
C1 Sheffield Hallam Univ, Fac Dev & Soc, Sheffield S1 1WB, S Yorkshire, England.
RP Merchant, G (reprint author), Sheffield Hallam Univ, Fac Dev & Soc, Sheffield S1 1WB, S Yorkshire, England.
EM g.h.merchant@shu.ac.uk
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U1 6
U2 33
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1743-9884
J9 LEARN MEDIA TECHNOL
JI Learn. Media Technol.
PY 2012
VL 37
IS 1
BP 4
EP 19
DI 10.1080/17439884.2011.567992
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 918MP
UT WOS:000302254200002
ER

PT B
AU Youdell, D
AF Youdell, D
TI School Trouble: Identity, Power and Politics in Education
SO SCHOOL TROUBLE: IDENTITY, POWER AND POLITICS IN EDUCATION
SE Foundations and Futures of Education
LA English
DT Book
ID ACHIEVEMENT GAPS; GENDER; LITERACY
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NR 328
TC 27
Z9 27
U1 0
U2 2
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-83937-9
J9 FOUND FUTURES EDUC
PY 2011
BP 1
EP 163
PG 163
WC Education & Educational Research
SC Education & Educational Research
GA BUP64
UT WOS:000289975300012
ER

PT J
AU Cadima, J
   Leal, T
   Burchinal, M
AF Cadima, Joana
   Leal, Teresa
   Burchinal, Margaret
TI The quality of teacher-student interactions: Associations with first
   graders' academic and behavioral outcomes
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Teacher-student interactions; Classroom quality; First grade
ID GENERALIZED ESTIMATING EQUATIONS; CHILD-DEVELOPMENT; RISK-FACTORS;
   DEVELOPMENTAL TRAJECTORIES; INSTRUCTION INTERACTIONS; CUMULATIVE RISK;
   SOCIAL RISK; CLASSROOM; ACHIEVEMENT; LITERACY
AB The associations between the quality of teacher student interactions and first grade academic and adaptive behavior outcomes were examined in a study of 106 Portuguese students in 64 first grade classrooms. Students' vocabulary, print concepts, math, and adaptive skills were assessed both at the end of preschool and in first grade. Classrooms were observed in the spring of first grade. After taking into account family risk factors and preschool skills, the quality of teacher student interactions, particularly in terms of classroom organization, was positively associated with students' first grade vocabulary and print concepts. In addition, classroom quality predicted number identification outcomes differently depending on student skills prior to school entry. Students with lower preschool math skills seemed to benefit from higher quality teacher student interactions. These findings provide further support for the unique contribution of the quality of teacher student interactions in first grade and suggest that it may be an important mechanism to improve academic skills. (C) 2010 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
C1 [Cadima, Joana; Leal, Teresa] Univ Porto, Fac Psychol & Educ Sci, P-4200392 Oporto, Portugal.
   [Burchinal, Margaret] Univ N Carolina, Frank Porter Graham Child Dev Inst, Chapel Hill, NC USA.
RP Cadima, J (reprint author), Univ Porto, Fac Psychol & Educ Sci, Rua Dr Manuel Pereira da Silva, P-4200392 Oporto, Portugal.
EM joana.cadima@gmail.com
OI Cadima, Joana/0000-0002-8814-8899; Leal, Teresa/0000-0002-9056-3266
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NR 80
TC 27
Z9 27
U1 3
U2 17
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD DEC
PY 2010
VL 48
IS 6
BP 457
EP 482
DI 10.1016/j.jsp.2010.09.001
PG 26
WC Psychology, Educational
SC Psychology
GA 697QH
UT WOS:000285529700001
PM 21094394
ER

PT J
AU Putwain, DW
   Woods, KA
   Symes, W
AF Putwain, David W.
   Woods, Kevin A.
   Symes, Wendy
TI Personal and situational predictors of test anxiety of students in
   post-compulsory education
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID AVOIDANCE ACHIEVEMENT-MOTIVATION; ACADEMIC SELF-CONCEPT;
   SCHOOL-STUDENTS; CLASSROOM ENVIRONMENT; HIERARCHICAL MODEL; GOAL
   ORIENTATIONS; PERFORMANCE; COMPETENCE; ADOLESCENTS; PERCEPTIONS
AB Background. Recent models of evaluation anxiety emphasize the importance of personal knowledge and self-regulatory processes in the development of test anxiety, but do not theorize a route for situational influences.
   Aim. To investigate the relationship between test anxiety and personal knowledge beliefs (achievement goals and perceived academic competence), parental pressure/support, and teachers' achievement goals.
   Sample. One-hundred and seventy five students at a sixth-form college following pre-degree courses in Psychology and Sociology.
   Method. Self-report data were collected for test anxiety, personal achievement goals, academic self-concept, perceived test competence, teachers' achievement goals, and parental pressure/support. Relationships were examined through correlational and regression analyses.
   Results. The relationship between test anxiety and personal knowledge beliefs differed for the various components of test anxiety. A mastery-avoidance goal was related to worry and tension, and a performance-approach goal to bodily symptoms. Perceived academic competence was related to worry and tension. Parental pressure was associated with stronger worry and test-irrelevant thinking components directly, and with a stronger bodily symptoms component indirectly through a performance-approach goal. Teachers' performance-avoidance goals were related to worry, tension, and bodily symptoms indirectly through personal performance-avoidance goals, and in the case of bodily symptoms additionally through a performance-approach goal.
   Conclusion. Findings provide partial support for the self-regulatory model of test anxiety suggesting that additional routes are required to account for the role of parental pressure and teachers' performance-avoidance goals and a re-examination of the relationship between test anxiety and achievement goals.
C1 [Putwain, David W.] Edge Hill Univ, Dept Social & Psychol Sci, Ormskirk L39 4QP, Lancs, England.
   [Woods, Kevin A.; Symes, Wendy] Univ Manchester, Sch Educ, Manchester M13 9PL, Lancs, England.
RP Putwain, DW (reprint author), Edge Hill Univ, Dept Social & Psychol Sci, St Helens Rd, Ormskirk L39 4QP, Lancs, England.
EM putwaind@edgehill.ac.uk
OI Putwain, David/0000-0001-5196-4270
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NR 78
TC 27
Z9 27
U1 5
U2 20
PU BRITISH PSYCHOLOGICAL SOC
PI LEICESTER
PA ST ANDREWS HOUSE, 48 PRINCESS RD EAST, LEICESTER LE1 7DR, LEICS, ENGLAND
SN 0007-0998
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD MAR
PY 2010
VL 80
IS 1
BP 137
EP 160
DI 10.1348/000709909X466082
PG 24
WC Psychology, Educational
SC Psychology
GA 563IE
UT WOS:000275120800008
PM 19646333
ER

PT J
AU Spinath, B
   Freudenthaler, HH
   Neubauer, AC
AF Spinath, Birgit
   Freudenthaler, H. Harald
   Neubauer, Aljoscha C.
TI Domain-specific school achievement in boys and girls as predicted by
   intelligence, personality and motivation
SO PERSONALITY AND INDIVIDUAL DIFFERENCES
LA English
DT Article
DE Sex differences; School achievement; Intelligence; Personality;
   Motivation
ID GENDER-DIFFERENCES; SEX-DIFFERENCES; 5-FACTOR MODEL; SELF; METAANALYSIS;
   PERFORMANCE; VALIDITY
AB This study investigates whether sex differences in school achievement in three domains are associated with sex differences in intelligence, personality and school-related motivation. In a sample of 1353 Austrian eight graders (552 males, 801 females: mean age 13.74 years, SD = .47), intelligence, the Big Five personality factors as well as domain-specific school anxiety, ability self-perceptions and interests were assessed as predictors of grades in German, Math and English. Most predictors yielded significant mean differences between sexes. Intelligence and ability self-perceptions were the strongest predictors of grades in all domains. In Math, additional predictors of grades were Conscientiousness and Neuroticism. Grades in German and English were also predicted by the interaction between sex and Extraversion. While for girls a higher level of Extraversion was associated with better grades, the opposite was true for boys. Only in German, there was an additional interaction between sex and verbal intelligence indicating that girls benefit even more than boys from a high level of verbal intelligence. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Spinath, Birgit] Univ Heidelberg, Dept Psychol, D-69117 Heidelberg, Germany.
   [Freudenthaler, H. Harald; Neubauer, Aljoscha C.] Graz Univ, Dept Psychol, A-8010 Graz, Austria.
RP Spinath, B (reprint author), Univ Heidelberg, Dept Psychol, Hauptstr 47-51, D-69117 Heidelberg, Germany.
EM birgit.spinath@psychologie.uni-heidelberg.de
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NR 33
TC 27
Z9 27
U1 5
U2 30
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0191-8869
J9 PERS INDIV DIFFER
JI Pers. Individ. Differ.
PD MAR
PY 2010
VL 48
IS 4
BP 481
EP 486
DI 10.1016/j.paid.2009.11.028
PG 6
WC Psychology, Social
SC Psychology
GA 562UH
UT WOS:000275079900022
ER

PT J
AU Spera, C
   Wentzel, KR
   Matto, HC
AF Spera, Christopher
   Wentzel, Kathryn R.
   Matto, Holly C.
TI Parental Aspirations for Their Children's Educational Attainment:
   Relations to Ethnicity, Parental Education, Children's Academic
   Performance, and Parental Perceptions of School Climate
SO JOURNAL OF YOUTH AND ADOLESCENCE
LA English
DT Article
DE Adolescent achievement; Educational aspirations; Parental influences;
   School climate
ID ELEMENTARY-SCHOOL; INVOLVEMENT; ACHIEVEMENT; ADOLESCENCE; STUDENTS;
   BELIEFS; GENDER; FAMILY; BLACK; CITY
AB This study examined parental aspirations for their children's educational attainment in relation to ethnicity (African American, Asian, Caucasian, Hispanic), parental education, children's academic performance, and parental perceptions of the quality and climate of their children's school with a sample of 13,577 middle and high school parents. All parents had relatively high educational aspirations for their children, and within each ethnic subgroup, parental education and children's academic performance were significantly and positively related to parental aspirations. However, moderating effects were found such that Caucasian parents with lower levels of education had significantly lower educational aspirations for their children than did parents of other ethnicities with similar low levels of education. Although the strength of the relationship between parental perceptions of school-related factors and parental aspirations for their children's educational attainment was not strong, it was most predictive of non-Caucasian parental aspirations for their children.
C1 [Spera, Christopher] ICF Int, Appl Org Res, Fairfax, VA 22030 USA.
   [Wentzel, Kathryn R.] Univ Maryland, Dept Human Dev, College Pk, MD 20742 USA.
   [Matto, Holly C.] Virginia Commonwealth Univ, Sch Social Work, Richmond, VA 23284 USA.
RP Spera, C (reprint author), ICF Int, Appl Org Res, 9300 Lee Highway, Fairfax, VA 22030 USA.
EM cspera@icfi.com
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NR 61
TC 27
Z9 27
U1 3
U2 43
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0047-2891
J9 J YOUTH ADOLESCENCE
JI J. Youth Adolesc.
PD SEP
PY 2009
VL 38
IS 8
BP 1140
EP 1152
DI 10.1007/s10964-008-9314-7
PG 13
WC Psychology, Developmental
SC Psychology
GA 471PG
UT WOS:000268069900010
PM 19636777
ER

PT B
AU Smith, M
AF Smith, M
TI Rethinking Residential Child Care: Positive Perspectives
SO RETHINKING RESIDENTIAL CHILD CARE: POSITIVE PERSPECTIVES
LA English
DT Book
ID SOCIAL-WORK; NEW-LABOR; YOUNG-PEOPLE; SEXUAL ABUSE; EDUCATION; JUSTICE;
   ETHICS; FUTURE
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NR 332
TC 27
Z9 27
U1 0
U2 0
PU POLICY PRESS
PI BRISTOL
PA UNIV BRISTOL, 4TH FLOOR, BEACON HOUSE, QUEENS ROAD, BRISTOL, BS8 1QU,
   ENGLAND
BN 978-1-86134-909-5
PY 2009
BP 1
EP 209
PG 225
WC Health Policy & Services; Social Sciences, Interdisciplinary
SC Health Care Sciences & Services; Social Sciences - Other Topics
GA BA1EM
UT WOS:000332419000014
ER

PT J
AU Troman, G
AF Troman, Geoff
TI Primary teacher identity, commitment and career in performative school
   cultures
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
AB The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in-depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching. Themes in the data reveal changed commitments and professional identities. The teachers who had an initial vocational commitment and strong service ethic were the older teachers in the sample. While some of the younger teachers expressed vocationalism in the form of wanting 'to make a difference', they also stressed the importance of time compatibility for family-friendly work and child care. In the 'highs' and 'lows' of school life a number of factors supported some of the teachers' initial commitments, thus, providing 'satisfiers' in their work. However, some factors impacted negatively on teacher commitment. The psychic rewards of teaching provided the main basis of commitment and professional work satisfaction. Teacher strategies in performative school cultures highlighted the impact and saliency of testing regimes. There was evidence, however, of teacher mediation of policy and their investment in a more creative professional identity in their involvement in nurturing programmes and creative projects. Whether the schools and teachers developed creative approaches to increase test scores or to ameliorate the worst effects of testing they demanded increased effort and commitment from the teachers. Teachers in the contemporary context, who had in many cases experienced a career in another occupation prior to teaching, seemed much more adept and realistic in both recognising and managing their range of parallel commitments and identities. They have become more strategic and political in defending their self-identities. Some evidence suggests their priorities have been to hold on to their humanistic values and their self-esteem, while adjusting their commitments.
C1 Roehampton Univ, Froebel Coll, London SW15 5SL, England.
RP Troman, G (reprint author), Roehampton Univ, Froebel Coll, Southlands Queens Bldg 149,80 Roehampton Lane, London SW15 5SL, England.
EM g.troman@roehampton.ac.uk
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NR 35
TC 27
Z9 29
U1 3
U2 20
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0141-1926
EI 1469-3518
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2008
VL 34
IS 5
BP 619
EP 633
DI 10.1080/01411920802223925
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 332NV
UT WOS:000258090600004
ER

PT J
AU Deem, R
   Lucas, L
AF Deem, Rosemary
   Lucas, Lisa
TI Research and teaching cultures in two contrasting UK policy contexts:
   Academic life in Education Departments in five English and Scottish
   universities
SO HIGHER EDUCATION
LA English
DT Article
DE departmental cultures; Bourdieu; academic life; research assessment
   exercise; policy; gender; habitus; symbolic capital; research and
   teaching; collaborative academic work; vocational subjects; higher
   education policy
ID RESEARCH SELECTIVITY; CRITICAL MASS; STUDENTS
AB The paper explores academic staff and departmental research and teaching cultures in the Education Departments of five universities in Scotland and England, countries with increasingly diverging public policies in respect of education. The relationship between research and teaching, how the purposes of universities are defined and the status of research in Education are current UK higher education policy preoccupations. Data is drawn from interviews with 40 academics, observation of department settings, documentation and websites. The analysis draws on the work of Bourdieu, considering the changing habitus of individual academics, their departmental and academic subject context and the forms of symbolic capital now required in Scottish and English Education departments in response to new policies affecting their academic field. The paper also utilises recent literature on the research-teaching relationship. The career trajectories of respondents, their habitus and the forms of symbolic capital that they bring to academic life are examined, as are the extent to which the teaching and research cultures in each of the five departments studied mirror each other and whether these also reflect the two different policy contexts. The themes how academic cultures are shaped and research/teaching connections viewed have international as UK relevance.
C1 Univ Bristol, Grad Sch Educ, Bristol BS8 4QJ, Avon, England.
RP Deem, R (reprint author), Univ Bristol, Grad Sch Educ, 35 Berkeley Sq, Bristol BS8 4QJ, Avon, England.
EM R.Deem@bristol.ac.uk
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NR 90
TC 27
Z9 28
U1 7
U2 31
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0018-1560
J9 HIGH EDUC
JI High. Educ.
PD JUL
PY 2007
VL 54
IS 1
BP 115
EP 133
DI 10.1007/s10734-006-9010-z
PG 19
WC Education & Educational Research
SC Education & Educational Research
GA 171JW
UT WOS:000246733100007
ER

PT J
AU Raveaud, M
   van Zanten, A
AF Raveaud, Maroussia
   van Zanten, Agnes
TI Choosing the local school: middle class parents' values and social and
   ethnic mix in London and Paris
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
ID FRENCH
AB This paper analyses a specific kind of choice, choice of the local school, by a specific middle class group, characterized by its high cultural capital, its 'caring' perspective and liberal political orientation, in two cosmopolitan, 'mixed' settings, London and Paris, with a focus on values and how ethical dilemmas raised by confrontation with the social and ethnic mix in schools are solved. It draws upon a small-scale comparative study of urban middle class parents conducted in 2004 2005 at the Institut d'Etudes Politiques in Paris in collaboration with the London Institute of Education. Using the same open-ended schedule, 28 interviews were carried out in one London locality and 38 in a similar locality in the Parisian periphery (plus 12 others in a nearby private school). Its main purpose was to use a cross-Channel comparison to test and enrich a comprehensive model of school choice that tries to take into account the complex interaction between policies, strategies, contexts, resources and values.
C1 Univ Maine, Dept Anglais, F-72085 Le Mans, France.
   Observ Sociol Changement, Paris, France.
RP Raveaud, M (reprint author), Univ Maine, Dept Anglais, Ave Olivier Messiaen, F-72085 Le Mans, France.
EM Maroussia.Raveaud@univ.lemans.fr
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NR 36
TC 27
Z9 30
U1 1
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0268-0939
J9 J EDUC POLICY
JI J. Educ. Policy
PD JAN
PY 2007
VL 22
IS 1
BP 107
EP 124
DI 10.1080/02680930601065817
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 116TZ
UT WOS:000242827400007
ER

PT J
AU Sandelowski, M
   Voils, CI
   Barroso, J
AF Sandelowski, Margarete
   Voils, Corrine I.
   Barroso, Julie
TI Comparability work and the management of difference in research
   synthesis studies
SO SOCIAL SCIENCE & MEDICINE
LA English
DT Article
DE comparability work; evidence-based practice; research synthesis;
   systematic review; HIV
ID QUALITATIVE RESEARCH; SYSTEMATIC REVIEWS; CONTROLLED TRIAL; HEALTH
   RESEARCH; EVIDENCE BASE; METAANALYSIS; MEDICINE; POSTMODERNISM;
   INTERVENTIONS; HETEROGENEITY
AB The new imperative to be more methodologically inclusive has generated a burgeoning interest in synthesizing the findings of qualitative and quantitative studies, or mixed research synthesis. Yet, the very diversity seen to define the mixed research synthesis enterprise is also considered to defy it as it intensifies the problem of comparing the seemingly incomparable to enable the combination of the seemingly uncombinable. We propose here that the research synthesis enterprise, in general, and the mixed research synthesis enterprise, in particular, entail comparability work whereby reviewers impose similarity and difference on the studies to be reviewed. The very study diversity requiring management does not exist a priori but rather is itself an outcome of comparability work already done whereby judgments have been made about what constitutes methodological and topical diversity and uniformity. Conceiving the research synthesis process as defined by comparability work moves the backstage interpretive work of systematic review to center stage and, thereby, sets a new stage for addressing the methodological issues involved. These issues are explored by reference to the synthesis of empirical studies of antiretroviral adherence in HIV-positive women in the US. (c) 2006 Elsevier Ltd. All rights reserved.
C1 Univ N Carolina, Sch Nursing, Chapel Hill, NC USA.
   Duke Univ, Med Ctr, Durham Vet Affairs Med Ctr, Durham, NC 27706 USA.
   Duke Univ, Med Ctr, Dept Med, Durham, NC 27710 USA.
   Duke Univ, Sch Nursing, Durham, NC 27710 USA.
RP Sandelowski, M (reprint author), Univ N Carolina, Sch Nursing, Chapel Hill, NC USA.
EM msandelo@email.unc.edu; voils001@mc.duke.edu; Julie.Barroso@duke.edu
OI Voils, Corrine/0000-0003-1913-663X
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NR 89
TC 27
Z9 27
U1 0
U2 7
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0277-9536
J9 SOC SCI MED
JI Soc. Sci. Med.
PD JAN
PY 2007
VL 64
IS 1
BP 236
EP 247
DI 10.1016/j.socscimed.2006.08.041
PG 12
WC Public, Environmental & Occupational Health; Social Sciences, Biomedical
SC Public, Environmental & Occupational Health; Biomedical Social Sciences
GA 118DP
UT WOS:000242922600019
PM 17029691
ER

PT J
AU Becker, B
   Biedinger, N
AF Becker, Birgit
   Biedinger, Nicole
TI Ethnic educational inequality upon starting school
SO KOLNER ZEITSCHRIFT FUR SOZIOLOGIE UND SOZIALPSYCHOLOGIE
LA German
DT Article
DE preschool; immigrants; educational inequality; school readiness
ID EARLY-CHILDHOOD EDUCATION; CARE QUALITY; LABOR-MARKET; HEAD-START;
   DETERMINANTS; ACHIEVEMENT; PRESCHOOL; LANGUAGE; GERMANY; CHOICE
AB The present paper aims to explain ethnic educational inequality upon starting school, it considers as an example the children's school readiness, and focuses on preschool attendance as a main determinant. The start of the children's school career is mainly presumed to be influenced by the skills acquired in their preschool years. On the basis of the data of the school entrance examination of the City of Osnabrack for the years 2000 to 2005, ethnic differences at the end of their preschool time can be detected. These differences still persist when controlling for family background. However, when the duration of preschool attendance is taken into account, the ethnic effect on school readiness decreases, disappearing completely when additionally controlling for the children's cognitive and linguistic skills. Further analyses show that preschool attendance affects school readiness both directly and indirectly (via cognitive and linguistic skills). The results emphasize the relevance of preschool attendance within the framework of preschool education.
C1 Univ Mannheim, Mannheimer Zentrum Europa Sozialforsch, AB A, D-68131 Mannheim, Germany.
RP Becker, B (reprint author), Univ Mannheim, Mannheimer Zentrum Europa Sozialforsch, AB A, D-68131 Mannheim, Germany.
EM Birgit.Becker@mzes.uni-mannheim.de;
   Nicole.Biedinger@mzes.uni-mannheim.de
RI Becker, Birgit/B-2899-2010
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NR 70
TC 27
Z9 27
U1 2
U2 11
PU VS VERLAG SOZIALWISSENSCHAFTEN-GWV FACHVERLAGE GMBH
PI WIESBADEN
PA ABRAHAM-LINCOLN-STR 46, 65189 WIESBADEN, GERMANY
SN 0023-2653
J9 KOLNER Z SOZIOL SOZ
JI Koln. Z. Soziol. Sozialpsych.
PD DEC
PY 2006
VL 58
IS 4
BP 660
EP +
DI 10.1007/s11577-006-0261-6
PG 26
WC Psychology, Social; Sociology
SC Psychology; Sociology
GA 124GK
UT WOS:000243356100005
ER

PT J
AU Scott, I
   Fuller, I
   Gaskin, S
AF Scott, I
   Fuller, I
   Gaskin, S
TI Life without fieldwork: Some lecturers' perceptions of geography and
   environmental science fieldwork
SO JOURNAL OF GEOGRAPHY IN HIGHER EDUCATION
LA English
DT Editorial Material
DE fieldwork; lecturer perception; qualitative analysis
ID HIGHER-EDUCATION; ATTITUDES; STUDENTS; ACCESS
AB Internationally,fieldwork is seen? as intrinsic to geographical education. Fieldwork is here defined as any study, of the environment that takes place outside the classroom. This paper extends a previous study of student perceptions of the impacts on their learning of a cancellation of fieldwork caused by an outbreak of foot-and-mouth disease in the UK countryside (Fuller et al., 2003). This paper examines the same issue from the viewpoint of the students' lecturers, who were interviewed to discover their perceptions of the value of fieldwork as a pedagogic device. Textual analyses of transcripts suggest that the lecturers' main objectives for fieldwork are to put theory into context and to teach students subject-specific skills. The development of transferable skills is a secondary benefit. Fieldwork, while considered a vital teaching and learning tool, is not central to geography and environmental science education, which emphasizes the understanding and contextualization of subject theory, but more needs to be done to integrate fieldwork into pedagogic strategies.
C1 City Univ London, Hlth Care Educ Dev Unit, London EC1A 7QN, England.
   Massey Univ, Sch Peoples Environm & Planning, Palmerston North, New Zealand.
   Univ Exeter, Grad Sch, Exeter EX4 4QJ, Devon, England.
RP Scott, I (reprint author), City Univ London, Hlth Care Educ Dev Unit, Northampton Sq, London EC1A 7QN, England.
EM i.scott@city.ac.uk
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NR 31
TC 27
Z9 27
U1 0
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0309-8265
J9 J GEOGR HIGHER EDUC
JI J. Geogr. High. Educ.
PD MAR
PY 2006
VL 30
IS 1
BP 161
EP 171
DI 10.1080/03098260500499832
PG 11
WC Education & Educational Research; Geography
SC Education & Educational Research; Geography
GA 023EZ
UT WOS:000236109900014
ER

PT J
AU Walsh, D
AF Walsh, D
TI Subverting the assembly-line: Childbirth in a free-standing birth centre
SO SOCIAL SCIENCE & MEDICINE
LA English
DT Article
DE UK; ethnography; birth centre; Fordism; Taylorism; post-bureaucratic
ID MANAGEMENT; TEAMS; BUREAUCRACY; MIDWIFERY
AB Across the world, concern is being expressed about the rising rates of birth interventions. As a result, there is growing interest in alternative organisational models of maternity care. Most of the research to date on these models has examined clinical outcomes. This paper, discussing key findings from an ethnographic study of a free-standing birth centre in the UK, explores organisational dimensions to care. It suggests that the advantages of scale have been under-recognised by policy makers to date. The birth centre displays organisational characteristics that contrast with the dominant Fordist/Taylorist model of large maternity units. These characteristics allow for greater temporal flexibility in labour care and tend to privilege relational, 'being' care over task-orientated, 'doing' care. In addition, features of a bureaucracy are much less in evidence, enabling entrepreneurial activity to flourish. There may be lessons here for other heath services as well as maternity services in optimising the advantages of small-scale provision. (c) 2005 Elsevier Ltd. All rights reserved.
C1 Univ Cent Lancashire, Preston PR1 2HE, Lancs, England.
RP Walsh, D (reprint author), Univ Cent Lancashire, Preston PR1 2HE, Lancs, England.
EM denis.walsh@ntlworld.com
RI Walsh, Denis/A-7190-2010
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NR 50
TC 27
Z9 27
U1 0
U2 0
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0277-9536
J9 SOC SCI MED
JI Soc. Sci. Med.
PD MAR
PY 2006
VL 62
IS 6
BP 1330
EP 1340
DI 10.1016/j.socscimed.2005.08.013
PG 11
WC Public, Environmental & Occupational Health; Social Sciences, Biomedical
SC Public, Environmental & Occupational Health; Biomedical Social Sciences
GA 028NA
UT WOS:000236493400003
PM 16150523
ER

PT J
AU Avis, J
AF Avis, J
TI Beyond performativity: reflections on activist professionalism and the
   labour process in further education
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
ID ACADEMIC PROFESSIONALISM; ACCOUNTABILITY; TEACHER; CULTURE; SCHOOL
AB The paper examines the argument that the contradictions of performativity provide the context in which new forms of professionalism can develop. English further education is used to explore these questions. The paper addresses four issues. It seeks to locate the discussion within the period immediately following the incorporation of colleges of further education in 1993, when colleges of further education were removed from local authority control and placed under aegis of the Further Education Funding Council. This is followed by an examination of changes to the management regime following incorporation. It considers suggestions that bullying forms of management have been superseded and that there has been some feminization of senior management. This discussion is set alongside one addressing the socio-economic context as well as hegemonic understandings of the economy. The final part of the paper examines claims made for the development of an 'activist' or transformative professionalism. However the key difficulty with these potentially progressive arguments is that analyses operate at the level of ideology accepting the way in which the knowledge economy is constructed thereby failing to seriously consider and work through the patterns of antagonistic relations that exist within capitalism. In a similar manner they play down education as site of struggle. Whilst the paper is orientated towards English further education the argument has a wider purchase, applying to education in particular and the welfare state in general.
C1 Univ Huddersfield, Sch Educ, Huddersfield HD1 3DH, W Yorkshire, England.
RP Avis, J (reprint author), Univ Huddersfield, Sch Educ, Queensgate, Huddersfield HD1 3DH, W Yorkshire, England.
EM j.avis@hud.ac.uk
OI Avis, James/0000-0002-7404-938X
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NR 74
TC 27
Z9 27
U1 3
U2 6
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0268-0939
J9 J EDUC POLICY
JI J. Educ. Policy
PD MAR
PY 2005
VL 20
IS 2
BP 209
EP 222
DI 10.1080/0268093052000341403
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 917CE
UT WOS:000228432800005
ER

PT J
AU Ikegami, N
   Campbell, JC
AF Ikegami, N
   Campbell, JC
TI Choices, policy logics and problems in the design of long-term care
   systems
SO SOCIAL POLICY & ADMINISTRATION
LA English
DT Article
DE long-term care; social insurance; entitlement
AB Establishing a public, comprehensive, independent, mainly, community-based long-term care system, separate from medical care and social services, can lead to the provision of more effective and consumer-oriented services, and also to a more appropriate mix of public/private financing. Of the two main approaches to financing long-term care (LTC), a tax-based model is more flexible in providing benefits according to the individual need, since income levels and the family's ability to provide care will be taken into consideration, while a social insurance model is more rigid because the individual's tights are more explicitly defined. The latter system is likely to provide more opportunities for choice, including decisions about the mix of health and social services. Policy-makers must decide which approach to take after weighing the positive and negative aspects Of each, and the existing organizational infrastructure. Decisions must also be made on the practical issues of coverage, fairness, form of benefits, service delivery patterns, relationship with medical and social services, and controlling costs. With increasing pressure to contain public sector expenditures and improve efficiency,, the focus of care will gradually, shift from medical care to LTC, and within LTC, from institutions to housing. How to make this process proactive and planned, instead of ad hoc and reactive, is the challenge for public policy.
C1 Keio Univ, Sch Med, Dept Hlth Policy & Management, Shinjuku Ku, Tokyo 1608582, Japan.
RP Ikegami, N (reprint author), Keio Univ, Sch Med, Dept Hlth Policy & Management, Shinjuku Ku, Tokyo 1608582, Japan.
EM ikegami@sc.itc.keio.ac.jp
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NR 27
TC 27
Z9 27
U1 1
U2 11
PU BLACKWELL PUBL LTD
PI OXFORD
PA 108 COWLEY RD, OXFORD OX4 1JF, OXON, ENGLAND
SN 0144-5596
J9 SOC POLICY ADMIN
JI Soc. Policy Adm.
PD DEC
PY 2002
VL 36
IS 7
BP 719
EP 734
DI 10.1111/1467-9515.t01-1-00313
PG 16
WC Planning & Development; Public Administration; Social Issues; Social
   Work
SC Public Administration; Social Issues; Social Work
GA 631LF
UT WOS:000180168700001
ER

PT J
AU Jackson, C
AF Jackson, C
TI Can single-sex classes in co-educational schools enhance the learning
   experiences of girls and/or boys? An exploration of pupils' perceptions
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID GENDER; ACHIEVEMENT
AB The introduction of single-sex classes within co-educational schools is a strategy adopted by some schools to enhance the learning experiences of either the girls or the boys depending upon the educational climate of the time. In a period dominated by the 'what about the boys?' debate, this strategy is currently being introduced and advocated in a number of schools in an attempt to raise boys' achievement. This article explores the value of introducing single-sex classes within co-educational schools, and in doing so, it draws upon the perspectives of girls and boys involved in one such initiative. The article concludes that girls-only classes may have positive effects for girls. However, curriculum-as-usual boys' classes do nothing to challenge the problematic macho male cultures inherent in schools; indeed, it may be the case that they actually exacerbate them.
C1 Univ Lancaster, Cartmel Coll, Dept Educ Res, Lancaster LA1 4YL, England.
RP Jackson, C (reprint author), Univ Lancaster, Cartmel Coll, Dept Educ Res, Lancaster LA1 4YL, England.
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NR 43
TC 27
Z9 27
U1 3
U2 8
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 FEB
PY 2002
VL 28
IS 1
BP 37
EP 48
DI 10.1080/01411920120109739
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 520PX
UT WOS:000173791200004
ER

PT J
AU Modecki, KL
   Minchin, J
   Harbaugh, AG
   Guerra, NG
   Runions, KC
AF Modecki, Kathryn L.
   Minchin, Jeannie
   Harbaugh, Allen G.
   Guerra, Nancy G.
   Runions, Kevin C.
TI Bullying Prevalence Across Contexts: A Meta-analysis Measuring Cyber and
   Traditional Bullying
SO JOURNAL OF ADOLESCENT HEALTH
LA English
DT Review
DE Cyber bullying; Traditional bullying; Meta-analysis; Aggression;
   Prevalence; Intervention
ID SECONDARY-SCHOOL STUDENTS; PEER VICTIMIZATION; MORAL DISENGAGEMENT;
   GENDER-DIFFERENCES; MENTAL-HEALTH; RISK-FACTORS; ADOLESCENCE;
   AGGRESSION; INVOLVEMENT; FORMS
AB Bullying involvement in any form can have lasting physical and emotional consequences for adolescents. For programs and policies to best safeguard youth, it is important to understand prevalence of bullying across cyber and traditional contexts. We conducted a thorough review of the literature and identified 80 studies that reported corresponding prevalence rates for cyber and traditional bullying and/or aggression in adolescents. Weighted mean effect sizes were calculated, and measurement features were entered as moderators to explain variation in prevalence rates and in traditional-cyber correlations within the sample of studies. Prevalence rates for cyber bullying were lower than for traditional bullying, and cyber and traditional bullying were highly correlated. A number of measurement features moderated variability in bullying prevalence; whereas a focus on traditional relational aggression increased correlations between cyber and traditional aggressions. In our meta-analytic review, traditional bullying was twice as common as cyber bullying. Cyber and traditional bullying were also highly correlated, suggesting that polyaggression involvement should be a primary target for interventions and policy. Results of moderation analyses highlight the need for greater consensus in measurement approaches for both cyber and traditional bullying. (C) 2014 Society for Adolescent Health and Medicine. All rights reserved.
C1 [Modecki, Kathryn L.; Minchin, Jeannie] Murdoch Univ, Sch Psychol & Exercise Sci, Murdoch, WA 6150, Australia.
   [Modecki, Kathryn L.] Arizona State Univ, Prevent Res Ctr, Tempe, AZ USA.
   [Harbaugh, Allen G.] Boston Univ, Sch Educ, Boston, MA 02215 USA.
   [Guerra, Nancy G.] Univ Delaware, Dept Psychol, Newark, DE USA.
   [Runions, Kevin C.] Univ Victoria, Dept Educ Psychol & Leadership Studies, Victoria, BC, Canada.
RP Modecki, KL (reprint author), Murdoch Univ, Sch Psychol & Exercise Sci, Murdoch, WA 6150, Australia.
EM K.Modecki@murdoch.edu.au
FU Murdoch University Distinguished Collaboration award
FX Preparation of this manuscript was supported by the Young and Well
   Cooperative Research Centre. The Young and Well CRC
   (youngandwellcrc.org.au) is an Australian-based, international research
   center that unites young people with researchers, practitioners,
   innovators, and policymakers from over 70 partner organizations. The
   Young and Well CRC is established under the Australian Government's
   Cooperative Research Centres Program. This research was also funded in
   part through a Murdoch University Distinguished Collaboration award.
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NR 107
TC 26
Z9 27
U1 25
U2 68
PU ELSEVIER SCIENCE INC
PI NEW YORK
PA 360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA
SN 1054-139X
EI 1879-1972
J9 J ADOLESCENT HEALTH
JI J. Adolesc. Health
PD NOV
PY 2014
VL 55
IS 5
BP 602
EP 611
DI 10.1016/j.jadohealth.2014.06.007
PG 10
WC Psychology, Developmental; Public, Environmental & Occupational Health;
   Pediatrics
SC Psychology; Public, Environmental & Occupational Health; Pediatrics
GA AS4IA
UT WOS:000344236300004
PM 25168105
ER

PT J
AU Ng, W
AF Ng, Wan
TI Can we teach digital natives digital literacy?
SO COMPUTERS & EDUCATION
LA English
DT Article
DE Media in education; Postsecondary education; teaching/learning
   strategies
ID TECHNOLOGY
AB In recent years, there has been much debate about the concept of digital natives, in particular the differences between the digital natives' knowledge and adoption of digital technologies in informal versus formal educational contexts. This paper investigates the knowledge about educational technologies of a group of undergraduate students studying the course Introduction to eLearning at a university in Australia and how they adopt unfamiliar technologies into their learning. The study explores the 'digital nativeness' of these students by investigating their degree of digital literacy and the ease with which they learn to make use of unfamiliar technologies. The findings show that the undergraduates were generally able to use unfamiliar technologies easily in their learning to create useful artefacts. They need, however to be made aware of what constitutes educational technologies and be provided with the opportunity to use them for meaningful purposes. The self-perception measures of the study indicated that digital natives can be taught digital literacy. Crown Copyright (c) 2012 Published by Elsevier Ltd. All rights reserved.
C1 Univ New S Wales, Sch Educ, Sydney, NSW 2052, Australia.
RP Ng, W (reprint author), Univ New S Wales, Sch Educ, Sydney, NSW 2052, Australia.
EM w.ng@unsw.edu.au
RI Roekenes, Fredrik Moerk/F-5382-2013
FU Faculty of Arts and Social Sciences
FX The study has been made possible by a Faculty of Arts and Social
   Sciences grant. I am grateful for the assistance of Leni Suek who
   undertook the data entry task and Mariya Pachman who assisted with the
   statistical data analysis.
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NR 35
TC 26
Z9 26
U1 12
U2 63
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD NOV
PY 2012
VL 59
IS 3
BP 1065
EP 1078
DI 10.1016/j.compedu.2012.04.016
PG 14
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
SC Computer Science; Education & Educational Research
GA 976KC
UT WOS:000306582400021
ER

PT J
AU Swearer, SM
   Wang, CX
   Maag, JW
   Siebecker, AB
   Frerichs, LJ
AF Swearer, Susan M.
   Wang, Cixin
   Maag, John W.
   Siebecker, Amanda B.
   Frerichs, Lynae J.
TI Understanding the bullying dynamic among students in special and general
   education
SO JOURNAL OF SCHOOL PSYCHOLOGY
LA English
DT Article
DE Bullying; Victimization; Special education; General education
ID SOCIAL-PSYCHOLOGICAL ADJUSTMENT; PRIMARY-SCHOOL CHILDREN; PEER
   VICTIMIZATION; RELATIONAL AGGRESSION; LEARNING-DIFFICULTIES; MIDDLE
   SCHOOL; OVERT AGGRESSION; ADOLESCENTS; BEHAVIOR; DISABILITIES
AB Students in general and special education experience bullying. However, few empirical investigations have examined involvement in bullying along the bully/victim continuum (i.e., as a bully, victim, or bully-victim) among students with disabilities. A total of 816 students, ages 9 to 16, participated in the present study. From this total sample 686 were not receiving special education services (categorized as "no disability"), and 130 were receiving special education services (categorized as "observable disability," "non-observable disability," and "behavioral disability"). Data on students' involvement in bullying, office referrals, and prosocial behavior were collected. Results indicated that students with behavioral disorders and those with observable disabilities reported bullying others more and being victimized more than their general education counterparts. Students with behavioral disorders also had significantly more office referrals than students in general education. Seventh graders in general education reported more bullying behavior than sixth graders and ninth grades in general education. Fifth graders in general education reported more victimization than students in all other grades in general education. However, the grade differences were not significant for students in special education. No gender differences on bullying and victimization were found. Students with disabilities reported less engagement in prosocial behaviors than their general education peers. Implications for bullying prevention and intervention across both general and special education are discussed. (c) 2012 Published by Elsevier Ltd. on behalf of Society for the Study of School Psychology.
C1 [Swearer, Susan M.] Univ Nebraska, Dept Educ Psychol, Lincoln, NE 68588 USA.
RP Swearer, SM (reprint author), Univ Nebraska, Dept Educ Psychol, 40 Teachers Coll Hall, Lincoln, NE 68588 USA.
EM sswearer@unlserve.unl.edu
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NR 76
TC 26
Z9 26
U1 3
U2 47
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0022-4405
J9 J SCHOOL PSYCHOL
JI J. Sch. Psychol.
PD AUG
PY 2012
VL 50
IS 4
BP 503
EP 520
DI 10.1016/j.jsp.2012.04.001
PG 18
WC Psychology, Educational
SC Psychology
GA 976YG
UT WOS:000306622700005
PM 22710018
ER

PT J
AU Boud, D
   Hager, P
AF Boud, David
   Hager, Paul
TI Re-thinking continuing professional development through changing
   metaphors and location in professional practices
SO STUDIES IN CONTINUING EDUCATION
LA English
DT Article
DE continuing professional education; professional practice; practice
   theory; metaphors of learning
AB Many professions have requirements for professional development activities to ensure continuing registration or membership. These commonly focus on participation in a limited range of activities. This paper questions the assumptions behind such approaches and what alternatives might be considered. It explores the suitability of metaphors used for continuing professional education and suggests that continuing professional development might be better conceptualised within practice theory. It identifies what a practice theory view of continuing professional development might involve and discusses the implications, particularly the notion of locating development within the practices of work.
C1 [Boud, David; Hager, Paul] Univ Technol Sydney, Fac Arts & Social Sci, Sydney, NSW 2007, Australia.
RP Boud, D (reprint author), Univ Technol Sydney, Fac Arts & Social Sci, Sydney, NSW 2007, Australia.
EM david.boud@uts.edu.au
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NR 36
TC 26
Z9 27
U1 0
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0158-037X
J9 STUD CONTIN EDUC
JI Stud. Contin. Educ.
PY 2012
VL 34
IS 1
SI SI
BP 17
EP 30
DI 10.1080/0158037X.2011.608656
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 959QL
UT WOS:000305327800003
ER

PT J
AU Smith, PK
AF Smith, Peter K.
BE Jimerson, SR
   Nickerson, AB
   Mayer, MJ
   Furlong, MJ
TI Cyberbullying and Cyber Aggression
SO HANDBOOK OF SCHOOL VIOLENCE AND SCHOOL SAFETY: INTERNATIONAL RESEARCH
   AND PRACTICE, 2ND EDITION
LA English
DT Article; Book Chapter
ID ONLINE
AB This chapter outlines the history of research in cyberbullying and cyber aggression, and some major publications. The chapter then discusses types of cyber aggression and cyberbullying, and features that tend to make it distinctive from "traditional" (noncyber) forms; and considers definitional issues that arise. This is followed by an overview of some main findings: incidence, who does it and where it happens, age and gender differences, other predictors of involvement in cyberbullying, the impact of cyberbullying, coping strategies, prevention and intervention procedures, and concluding with implications for research and practice.
C1 Univ London, Goldsmiths Coll, Unit Sch & Family Studies, London WC1E 7HU, England.
RP Smith, PK (reprint author), Univ London, Goldsmiths Coll, Unit Sch & Family Studies, London WC1E 7HU, England.
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   Cyberbullying, COST ACTION IS0801CY
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   Mishna F., 2009, INTERVENTIONS CHILDR
   Mora-Merchan J. A., 2010, CYBERBULLYING CROSS
   National Family Week Survey, 2010, FAC IS MAJ INFL GIRL
   Olweus D., 1973, AGGRESSION SCH BULLI
   Olweus D., 1999, NATURE SCH BULLYING, P7
   Patchin J., 2008, DEVIANT BEHAV, V29, P1, DOI DOI 10.1080/01639620701457816
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   Smith P. K., 2012, BULLYING GOES GLOBAL
   Smith P. K., 2010, CYBERBULLYING CROSS, P7
   Smith P. K., 2004, BULLYING SCH SUCCESS
   Smith P. K., 1994, SCH BULLYING INSIGHT
   Smith PK, 2009, Z PSYCHOL, V217, P235
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   Smith PK, 2010, HDB BULLYING SCH INT, P249
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   Willard N., 2006, CYBERBULLYING CYBERT
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NR 55
TC 26
Z9 29
U1 0
U2 5
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-84137-2
PY 2012
BP 93
EP 103
PG 11
WC Criminology & Penology; Education & Educational Research
SC Criminology & Penology; Education & Educational Research
GA BCD04
UT WOS:000309813200009
ER

PT J
AU Ball, SJ
   Maguire, M
   Braun, A
   Hoskins, K
AF Ball, Stephen J.
   Maguire, Meg
   Braun, Annette
   Hoskins, Kate
TI Policy subjects and policy actors in schools: some necessary but
   insufficient analyses
SO DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION
LA English
DT Article
DE policy work; subjects; policy actors; teachers; Foucault
ID TEACHERS
AB This paper explores two different ontological positions from which policy in schools and teachers can be viewed. On the one hand, it explores the ways in which policies make up and make possible particular sorts of teacher subjects - as producers and consumers of policy, as readers and writers of policy. On the other, it begins to conceptualise the hermeneutics of policy, that is the ways in which policies in schools are subject to complex processes of interpretation and translation. We suggest that both views are necessary to understand the work of policy and 'policy work' in schools but that neither view is sufficient on its own.
C1 [Ball, Stephen J.; Braun, Annette] Univ London, Inst Educ, London WC1N 1AZ, England.
   [Maguire, Meg] Kings Coll London, Dept Educ & Profess Studies, London WC2R 2LS, England.
   [Hoskins, Kate] Univ Roehampton, London, England.
RP Ball, SJ (reprint author), Univ London, Inst Educ, London WC1N 1AZ, England.
EM s.ball@ioe.ac.uk
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NR 31
TC 26
Z9 26
U1 2
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0159-6306
J9 DISCOURSE-ABINGDON
JI Discourse
PY 2011
VL 32
IS 4
SI SI
BP 611
EP 624
DI 10.1080/01596306.2011.601564
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 883IO
UT WOS:000299627700011
ER

PT J
AU Pearce, N
   Cross, D
   Monks, H
   Waters, S
   Falconer, S
AF Pearce, Natasha
   Cross, Donna
   Monks, Helen
   Waters, Stacey
   Falconer, Sarah
TI Current Evidence of Best Practice in Whole-School Bullying Intervention
   and Its Potential to Inform Cyberbullying Interventions
SO AUSTRALIAN JOURNAL OF GUIDANCE AND COUNSELLING
LA English
DT Article
DE bullying; cyberbullying; school-based intervention; whole-school
ID PREVENTION PROGRAM; PSYCHOSOCIAL ADJUSTMENT; VIOLENCE-PREVENTION; PEER
   VICTIMIZATION; SOCIAL-CONTEXT; BEHAVIOR; HEALTH; IMPLEMENTATION;
   ADOLESCENTS; INVOLVEMENT
AB In 2004, a set of validated guidelines for school bullying prevention and management was released by the Child Health Promotion Research Centre in Australia to guide schools' action to prevent and manage bullying behaviours. At this time little was known about cyber and other forms of covert bullying behaviours. These guidelines were updated in 2010 to include current research that provides a greater understanding of all forms of bullying behaviour. This article describes a summary of the current empirical evidence used to update these guidelines particularly related to relatively new and emergent forms of bullying, such as cyberbullying. Meta-analyses and reviews that assessed the effectiveness of school-based bullying interventions were examined to inform the relevance of the previously validated guidelines and to identify potential intervention strategies to reduce cyberbullying. This review confirmed the importance of a systematic whole-school approach to effectively prevent and manage all forms of bullying behaviours in schools (including cyberbullying) and the need to strengthen capacity supports to enable schools to put evidence into informed practice.
C1 [Pearce, Natasha; Cross, Donna; Monks, Helen; Waters, Stacey; Falconer, Sarah] Edith Cowan Univ, Child Hlth Promot Res Ctr, Mt Lawley, WA, Australia.
RP Pearce, N (reprint author), Edith Cowan Univ, Child Hlth Promot Res Ctr, 2 Bradford Ave, Mt Lawley, WA, Australia.
EM n.pearce@ecu.edu.au
RI Waters, Stacey/E-4747-2011
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NR 121
TC 26
Z9 26
U1 8
U2 62
PU CAMBRIDGE UNIV PRESS
PI NEW YORK
PA 32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA
SN 1037-2911
J9 AUST J GUID COUNS
JI Aust. J. Guid. Couns.
PY 2011
VL 21
IS 1
BP 1
EP 21
DI 10.1375/ajgc.21.1.1
PG 21
WC Education & Educational Research; Social Work
SC Education & Educational Research; Social Work
GA 794MK
UT WOS:000292901500002
ER

PT J
AU Asterhan, CSC
   Schwarz, BB
AF Asterhan, Christa S. C.
   Schwarz, Baruch B.
TI Online moderation of synchronous e-argumentation
SO INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING
LA English
DT Article
DE Online peer discussions; Argumentation; Human support; Teacher and tutor
   roles; Synchronous CMC
ID COLLABORATIVE ARGUMENTATION; KNOWLEDGE CONSTRUCTION; SCIENCE; TEACHER;
   DISCUSSIONS; DISCOURSE; CLASSROOM; PATTERNS; DIAGRAMS; DIALOGUE
AB In this paper, we present findings on moderation of synchronous, small-group argumentation in blended, co-located learning environments. Drawing on findings from the literature on human facilitation of dialogue in face-to-face settings, we first elaborate on the potential promise of this new practice. However, little is known about what constitutes effective human facilitation in synchronous e-discussions. A multi-method exploratory approach was then adopted to provide first insights into some of the difficulties and characteristics of moderation in these settings. To this end, we focused on (1) students' perspectives on what constitutes effective e-moderation of synchronous peer argumentation in classrooms and (2) the relations between characteristics of actual and perceived moderation effectiveness. The analyses presented in this paper reveal that the role of the e-moderator in synchronous peer discussions is a complex one and that expectations from e-moderators seem at times even contradictory. Also, comparisons with findings on moderation in other communication formats (e. g., asynchronous, face-to-face) show that insights on effective instructional practices in these formats cannot be simply transferred to synchronous communication formats. We close this paper by briefly describing a tool that provides real-time support for e-moderators of synchronous group discussions, and whose development had been sparked by these findings in a further cycle of our design research program. Several questions and hypotheses are articulated to be investigated in future research, both with these new tools and in general.
C1 [Asterhan, Christa S. C.] Univ Pittsburgh, Ctr Learning Res & Dev, Pittsburgh, PA 15260 USA.
   [Asterhan, Christa S. C.; Schwarz, Baruch B.] Hebrew Univ Jerusalem, Sch Educ, IL-91905 Jerusalem, Israel.
RP Asterhan, CSC (reprint author), Univ Pittsburgh, Ctr Learning Res & Dev, 3939 OHara St, Pittsburgh, PA 15260 USA.
EM christa.asterhan@mail.huji.ac.il
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NR 82
TC 26
Z9 26
U1 1
U2 11
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1556-1607
J9 INT J COMP-SUPP COLL
JI Int. J. Comp.-Support. Collab. Learn.
PD SEP
PY 2010
VL 5
IS 3
BP 259
EP 282
DI 10.1007/s11412-010-9088-2
PG 24
WC Education & Educational Research; Information Science & Library Science
SC Education & Educational Research; Information Science & Library Science
GA 672ON
UT WOS:000283595800002
ER

PT J
AU Lee, SH
AF Lee, Shyh-Hwang
TI Using fuzzy AHP to develop intellectual capital evaluation model for
   assessing their performance contribution in a university
SO EXPERT SYSTEMS WITH APPLICATIONS
LA English
DT Article
DE University assessment; Intellectual capital; Performance evaluation;
   Fuzzy analytic hierarchy process
ID ANALYTIC HIERARCHY PROCESS; MANAGEMENT; IMPROVEMENT; RESOURCES
AB The university performance assessment has become one of the most important debates for the universities in Taiwan. This study aims at developing an intellectual capital (IC) evaluation model to facilitate the understanding of their contribution to the university performances. A conceptual framework that incorporates IC with the university assessment scheme in Taiwan is proposed to construct the IC components as the central intangible resources of universities that are concentrated on its link to university performance ultimately. Analytic hierarchy process (AHP) is applied to formulate and prioritize the IC measurement indicators for constructing the IC evaluation model as decision guidelines under which the development and productive use of investments in intangible assets can be made. In this paper, a fuzzy approach is integrated with AHP method to make up the vagueness about the degree of importance of decision-makers on judgment. An illustrative example is provided of the proposed model for developing a visualized form of Shu-Te University distinction tree. (C) 2009 Elsevier Ltd. All rights reserved.
C1 Shu Te Univ, Grad Sch Business Adm, Yanchao 82445, Kaohsiung Cty, Taiwan.
RP Lee, SH (reprint author), Shu Te Univ, Grad Sch Business Adm, 59 Hengshan Rd, Yanchao 82445, Kaohsiung Cty, Taiwan.
EM shlee@mail.stu.edu.tw
FU Shu-Te University
FX This research is partially supported by project from Shu-Te University.
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NR 43
TC 26
Z9 29
U1 2
U2 29
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0957-4174
J9 EXPERT SYST APPL
JI Expert Syst. Appl.
PD JUL
PY 2010
VL 37
IS 7
BP 4941
EP 4947
DI 10.1016/j.eswa.2009.12.020
PG 7
WC Computer Science, Artificial Intelligence; Engineering, Electrical &
   Electronic; Operations Research & Management Science
SC Computer Science; Engineering; Operations Research & Management Science
GA 597AB
UT WOS:000277726300026
ER

PT J
AU Luttrell, W
AF Luttrell, Wendy
TI 'A camera is a big responsibility': a lens for analysing children's
   visual voices
SO VISUAL STUDIES
LA English
DT Article
ID PHOTOVOICE
AB This article is based on longitudinal image-based research conducted with working-class immigrant boys and girls in a US public school context. Picture taking is one part of a larger ethnographic exploration of how the children perceive and navigate linguistic, cultural, race/ethnic and economic differences, family-school relationships, and self and identity changes over time. The article discusses a mode of visual research and analysis the author has adopted which is dynamic and relational; it resists any single orientation to children's photography - whether as an aesthetic experience, a socio-cultural activity or a cognitive-developmental process, to name three common perspectives. Instead, her goal is to create a 'need-to-know-more' stance towards children as knowing subjects and to appreciate the limits of what we can see, know and understand about their childhood contexts, individual subjectivities and exercise of multiple voices.
C1 CUNY, Grad Ctr, New York, NY 10021 USA.
RP Luttrell, W (reprint author), CUNY, Grad Ctr, New York, NY 10021 USA.
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NR 70
TC 26
Z9 26
U1 0
U2 13
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1472-586X
EI 1472-5878
J9 VISUAL STUD
JI Vis. Stud.
PY 2010
VL 25
IS 3
BP 224
EP 237
AR PII 930377274
DI 10.1080/1472586X.2010.523274
PG 14
WC Humanities, Multidisciplinary
SC Arts & Humanities - Other Topics
GA 689BM
UT WOS:000284902300004
ER

PT J
AU Putwain, DW
   Connors, L
   Symes, W
AF Putwain, David William
   Connors, Liz
   Symes, Wendy
TI Do cognitive distortions mediate the test anxiety-examination
   performance relationship?
SO EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE exam; test anxiety; examination performance; cognitive distortions
ID ATTENTIONAL CONTROL-THEORY; PROCESSING EFFICIENCY; ACADEMIC-PERFORMANCE;
   CHILDREN; STUDENTS; STRESS; DISTINCTION; DISORDERS; SYMPTOMS; PATTERNS
AB The aim of this study was to follow up exploratory research suggesting that the inverse relationship between test anxiety and examination performance was mediated by cognitive distortions such as catastrophising. Self-report data for measures of test anxiety and cognitive distortions were collected from students in their final year of compulsory schooling. Examination performance data was collected in mathematics, English language and science. Results supported a model in which cognitive distortions corresponding to the academic domain fully mediated the relationship between two components of test anxiety, worry and bodily symptoms, and academic achievement. This finding is consistent with theories attributing the debilitating influence of anxiety to the presence of interfering cognitions and helps to specify the nature of these interfering cognitions which test anxiety interventions may target.
C1 [Putwain, David William; Connors, Liz] Edge Hill Univ, Dept Psychol & Social Sci, Ormskirk, Lancs, England.
   [Symes, Wendy] Univ Manchester, Sch Educ, Manchester, Lancs, England.
RP Putwain, DW (reprint author), Edge Hill Univ, Dept Psychol & Social Sci, Ormskirk, Lancs, England.
EM putwaind@edgehill.ac.uk
OI Putwain, David/0000-0001-5196-4270
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NR 60
TC 26
Z9 26
U1 5
U2 21
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0144-3410
J9 EDUC PSYCHOL-UK
JI Educ. Psychol.
PY 2010
VL 30
IS 1
BP 11
EP 26
AR PII 916223037
DI 10.1080/01443410903328866
PG 16
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 531PH
UT WOS:000272679800002
ER

PT J
AU Francis, B
AF Francis, Becky
TI The role of The Boffin as abject Other in gendered performances of
   school achievement
SO SOCIOLOGICAL REVIEW
LA English
DT Article
ID BOYS; MASCULINITIES; EDUCATION; CONSTRUCTIONS; RACE
AB The gendered subjectivities of high achieving school pupils are examined, demonstrating the uneasy relationship between high educational achievement and peer popularity. Drawing on data from a study involving classroom observation and interviews with 71 high-achieving pupils across nine secondary schools in England, the article focuses on the gendered construction of The Boffin. Judith Butler's work, and Hannah Arendt's conception of pariahs and parvenus, are applied to analyse The Boffin as pariah, and as 'queer' in the classroom. The article explores the ways in which this construction is gendered, and the consequences of its application for girls and boys. It is argued that application of this stigmatised term functioned as a powerful deterrent to 'excessive' performances of achievement, for all pupils. But the risks are particularly acute for boys, to whom the 'naming' of Boffin appeared more readily applied, and for whom marginalization as Boffin appears especially perilous (risking particularly pernicious forms of punishment at the hands of other boys).
C1 Univ Roehampton, London, England.
RP Francis, B (reprint author), Univ Roehampton, London, England.
EM B.Francis@roehampton.ac.uk
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NR 75
TC 26
Z9 26
U1 3
U2 8
PU WILEY-BLACKWELL PUBLISHING, INC
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0038-0261
J9 SOCIOL REV
JI Sociol. Rev.
PD NOV
PY 2009
VL 57
IS 4
BP 645
EP 669
PG 25
WC Sociology
SC Sociology
GA 508TX
UT WOS:000270960600006
ER

PT J
AU Weed, M
AF Weed, Mike
TI Research quality considerations for grounded theory research in sport &
   exercise psychology
SO PSYCHOLOGY OF SPORT AND EXERCISE
LA English
DT Article
DE Grounded theory; Research quality; Methodology
ID EXPERIENCES; LEVEL
AB Objectives: The aims of this article are: to examine the application of grounded theory in sport and exercise psychology: to locate such applications within broader grounded theory methodological debates and; to support the future use and evolution of the method in the field.
   Methods: A search of the four sport and exercise psychology journals with the highest impact factors in 2007 (Psychology of Sport and Exercise, Journal of Sport and Exercise Psychology, Journal of Applied Sport Psychology and The Sport Psychologist) using the search term "grounded theory" and the date parameters 2000-2008 was conducted. These articles were discussed in relation to research quality concerns for grounded theory at the micro- and macro-level.
   Results: Twelve articles were returned from the search. At the micro-level, eight elements representing collective sufficient conditions for grounded theory were discussed, which only two of the twelve articles returned met. Examples of common mistakes in relation to these elements were provided from the twelve articles. At the macro-level, the ontological and epistemological debates surrounding variants of grounded theory were discussed. Only one of the twelve articles explicitly recognised that there are variants of grounded theory, whilst the potential to generate more generic formal theory, and thus make a wider contribution to bodies of knowledge, was not discussed in any of the articles.
   Conclusions: There are research quality concerns regarding the application of grounded theory in sport and exercise psychology at the micro- and macro-level, largely linked to a lack of understanding of the methodology and its implementation. Suggestions to address this for editors, reviewers and authors are offered. (C) 2009 Elsevier Ltd. All rights reserved.
C1 Canterbury Christ Church Univ, Ctr Sport Phys Educ & Act Res SPEAR, Canterbury CT1 1QU, Kent, England.
RP Weed, M (reprint author), Canterbury Christ Church Univ, Ctr Sport Phys Educ & Act Res SPEAR, N Holmes Rd, Canterbury CT1 1QU, Kent, England.
EM mike.weed@canterbury.ac.uk
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NR 63
TC 26
Z9 28
U1 3
U2 14
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 1469-0292
J9 PSYCHOL SPORT EXERC
JI Psychol. Sport Exerc.
PD SEP
PY 2009
VL 10
IS 5
BP 502
EP 510
DI 10.1016/j.psychsport.2009.02.007
PG 9
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
   Sport Sciences
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA 478CE
UT WOS:000268564600004
ER

PT J
AU Beers, SF
   Nagy, WE
AF Beers, Scott F.
   Nagy, William E.
TI Syntactic complexity as a predictor of adolescent writing quality: Which
   measures? Which genre?
SO READING AND WRITING
LA English
DT Article
DE Syntax; Writing; Writing quality; Syntactic complexity; Genre
ID EXPOSITORY DISCOURSE; GENDER DIFFERENCES; MATURITY; CHILDREN; ADULTS;
   DISABILITIES; PERFORMANCE; LITERACY; SENTENCE; RATINGS
AB This study examined the relationship of different measures of syntactic complexity with rated quality for two genres of text produced by middle school students. It was hypothesized that different measures would be associated with distinct aspects of syntactic complexity; words per clause with greater use of structures more typical of expository texts, and clauses per T-unit with structures more typical of conversational or narrative registers. A sample of 41 seventh and eighth grade students from suburban middle schools composed a narrative and persuasive essays. Texts were rated for quality and coded for syntactic features including words per clause and clauses per T-unit. Syntactic complexity as measured in words per clause was positively correlated with quality for essays but not for narratives. Clauses per T-unit was positively correlated with quality for narratives, but negatively correlated with quality for essays. The relationships between syntactic complexity and text quality were thus found to be dependent both on the genre of the text, and the measure of syntactic complexity used.
C1 [Beers, Scott F.; Nagy, William E.] Seattle Pacific Univ, Sch Educ, Seattle, WA 98119 USA.
RP Beers, SF (reprint author), Seattle Pacific Univ, Sch Educ, 3307 3rd Ave W,Suite 202, Seattle, WA 98119 USA.
EM sbeers@spu.edu
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NR 55
TC 26
Z9 26
U1 4
U2 9
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0922-4777
J9 READ WRIT
JI Read. Writ.
PD FEB
PY 2009
VL 22
IS 2
BP 185
EP 200
DI 10.1007/s11145-007-9107-5
PG 16
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 397HH
UT WOS:000262653000004
ER

PT J
AU Bloxham, S
AF Bloxham, Sue
TI Marking and moderation in the UK: false assumptions and wasted resources
SO ASSESSMENT & EVALUATION IN HIGHER EDUCATION
LA English
DT Article
DE assessment; marking; moderation; external examining; degree
   classification
ID FORMATIVE ASSESSMENT; DESIGN
AB This article challenges a number of assumptions underlying marking of student work in British universities. It argues that, in developing rigorous moderation procedures, we have created a huge burden for markers which adds little to accuracy and reliability but creates additional work for staff, constrains assessment choices and slows down feedback to students. In this under-researched area of higher education, the article will explore whether there are other ways to provide confidence in marking and grading. These might divert this energy into productive activities with useful outcomes for students and learning.
C1 Univ Cumbria, Ctr Dev Learning & Teaching, Lancaster, England.
RP Bloxham, S (reprint author), Univ Cumbria, Ctr Dev Learning & Teaching, Lancaster, England.
EM susan.bloxham@cumbria.ac.uk
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NR 56
TC 26
Z9 26
U1 4
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0260-2938
EI 1469-297X
J9 ASSESS EVAL HIGH EDU
JI Assess. Eval. High. Educ.
PY 2009
VL 34
IS 2
BP 209
EP 220
DI 10.1080/02602930801955978
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 508CH
UT WOS:000270904100007
ER

PT J
AU Grace, M
AF Grace, Marcus
TI Developing High Quality Decision-Making Discussions About Biological
   Conservation in a Normal Classroom Setting
SO INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
LA English
DT Article
ID SCHOOL SCIENCE; ISSUES; ARGUMENTATION; ATTITUDES; CURRICULUM; EDUCATION;
   BEHAVIOR; CHILDREN; CONTEXT; VALUES
AB The conservation of biodiversity is an important socio-scientific issue that is often regarded as a precondition to sustainable development. The foundation for citizens' understanding of conservation issues can be laid down in formal school education. This research focuses on decision-making discussions about biological conservation issues among 131 15-16-year-old students, to address two main research questions: Can peer group decision-making discussions, in a normal science lesson setting, help develop students' personal reasoning in relation to conservation issues? Are there features common to high quality discussions about conservation which might be readily identified by classroom teachers? Findings indicate the positive value of students taking part in these short decision-making discussions guided by a structured framework and as part of their normal science classroom activities. Students increase their quality of personal reasoning, and modify their solutions to the issues. The study begins to uncover features about students both as individuals and as members of discussion groups, which can be associated with high quality decision-making about conservation issues, and which teachers might realistically identify. The work calls for the need to cultivate these features and to integrate them appropriately with learning about the scientific concepts that underpin the theory and practice of conservation management. Such integration will facilitate the development of teaching strategies for dealing effectively with the complex topic of biological conservation; not just in terms of science content, but also in terms of how students are expected to engage with the issues.
C1 Univ Southampton, Sch Educ, Southampton SO17 1BJ, Hants, England.
RP Grace, M (reprint author), Univ Southampton, Sch Educ, Southampton SO17 1BJ, Hants, England.
EM M.M.Grace@soton.ac.uk
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NR 45
TC 26
Z9 26
U1 1
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0950-0693
J9 INT J SCI EDUC
JI Int. J. Sci. Educ.
PY 2009
VL 31
IS 4
BP 551
EP 570
AR PII 787689904
DI 10.1080/09500690701744595
PG 20
WC Education & Educational Research
SC Education & Educational Research
GA 417SZ
UT WOS:000264100000005
ER

PT J
AU Spinath, FM
   Spinath, B
   Plomin, R
AF Spinath, Frank M.
   Spinath, Birgit
   Plomin, Robert
TI The nature and nurture of intelligence and motivation in the origins of
   sex differences in elementary school achievement
SO EUROPEAN JOURNAL OF PERSONALITY
LA English
DT Article
DE sex differences; school achievement; intelligence; motivation;
   behavioural genetics
ID GENERAL COGNITIVE-ABILITY; GENDER-DIFFERENCES; ACADEMIC-ACHIEVEMENT;
   CHILDRENS SELF; TWIN; VALUES; GRADES; MULTIVARIATE; SAMPLE
AB This study investigates the roles of intelligence and school-related motivation in sex differences in school achievement and whether there are sex differences in the genetic and environmental influences on these variables. In a sample of 4464 9-year-old twins, intelligence, ablility, self-perceptions, intrinsic values and achievement scores were assessed. Girls outperformed boys in English and had better corresponding ability self-perceptions, whereas in Math boys showed better attainment and ability selfperceptions. For both sexes and all three domains, intelligence was the strongest predictor of achievement and ability self-perceptions added incrementally to the prediction. Evidence of genetic influences was found for all measures but shared environmental influences were not important. These findings challenge some widely held assumptions about the development of children's motivation. Copyright (c) 2008 John Wiley & Sons, Ltd.
C1 [Spinath, Frank M.] Univ Saarland, Dept Psychol, D-66041 Saarbrucken, Germany.
   [Spinath, Birgit] Univ Heidelberg, Dept Psychol, Heidelberg, Germany.
   [Plomin, Robert] Inst Psychiat, Social Genet & Dev Psychiat Ctr, London, England.
RP Spinath, FM (reprint author), Univ Saarland, Dept Psychol, POB 151150, D-66041 Saarbrucken, Germany.
EM f.spinath@mx.uni-saarland.de
RI Plomin, Robert/B-8911-2008; 
OI Plomin, Robert/0000-0002-0756-3629
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NR 50
TC 26
Z9 27
U1 4
U2 26
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0890-2070
J9 EUR J PERSONALITY
JI Eur. J. Personal.
PD MAY
PY 2008
VL 22
IS 3
BP 211
EP 229
DI 10.1002/per.677
PG 19
WC Psychology, Social
SC Psychology
GA 300VS
UT WOS:000255853900004
ER

PT J
AU Wright, PM
   Burton, S
AF Wright, Paul M.
   Burton, Suzanne
TI Implementation and outcomes of a responsibility-based physical activity
   program integrated into an intact high school physical education class
SO JOURNAL OF TEACHING IN PHYSICAL EDUCATION
LA English
DT Article
DE responsibility; life skills; tai chi; high school
ID YOUTH; URBAN; STUDENTS; SPORT; RELEVANCE; PEDAGOGY; CHILDREN
AB Underserved youth are at risk for numerous threats to their physical and psychological well-being. To navigate the challenges they face, they need a variety of positive life skills. This study systematically explored the implementation and short-term outcomes of a responsibility-based physical activity program that was integrated into an intact high school physical education class. Qualitative methods, drawing on multiple data sources, were used to evaluate a 20-lesson teaching personal and social responsibility (TPSR) program. Participants were 23 African American students in an urban high school. Five themes characterized the program: (a) establishing a relevant curriculum, (b) navigating barriers, (c) practicing life skills, (d) seeing the potential for transfer, and (e) creating a valued program. Findings extend the empirical literature related to TPSR and, more generally, physical activity programs designed to promote life skills. Implications for practitioners are discussed.
C1 [Wright, Paul M.; Burton, Suzanne] Univ Memphis, Memphis, TN 38152 USA.
RP Wright, PM (reprint author), Univ Memphis, Memphis, TN 38152 USA.
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NR 50
TC 26
Z9 28
U1 6
U2 10
PU HUMAN KINETICS PUBL INC
PI CHAMPAIGN
PA 1607 N MARKET ST, PO BOX 5076, CHAMPAIGN, IL 61820-2200 USA
SN 0273-5024
J9 J TEACH PHYS EDUC
JI J. Teach. Phys. Educ.
PD APR
PY 2008
VL 27
IS 2
BP 138
EP 154
PG 17
WC Education & Educational Research; Sport Sciences
SC Education & Educational Research; Sport Sciences
GA 286YL
UT WOS:000254882600002
ER

PT J
AU Rivers, I
   Noret, N
AF Rivers, Ian
   Noret, Nathalie
TI Well-being among same-sex- and opposite-sex-attracted youth at school
SO SCHOOL PSYCHOLOGY REVIEW
LA English
DT Article
ID SOCIAL EXCLUSION; BISEXUAL YOUTHS; MENTAL-HEALTH; GAY; BEHAVIOR;
   VICTIMIZATION; ADOLESCENTS; AGGRESSION; VICTIMS; PARENTS
AB In this study, 53 students who reported being solely or primarily attracted to members of the same sex were matched with 53 peers who reported being attracted solely to members of the opposite sex on various demographic factors as well as exposure to bullying at school. Data relating to tobacco and alcohol use, drug use, health risk behaviors, concerns and sources of social support, interpersonal sensitivity, depression, anxiety, hostility, suicide ideation, loneliness, and concentration were analyzed. Results indicated that same-sex-attracted students reported drinking alcohol alone more than opposite-sex-attracted peers; however, they were no more likely to engage in health-risk behaviors, or use Class I and 2 drugs. They were more likely to report being worried about being lesbian or gay, and were more likely to seek support from a member of school staff than opposite-sex-attracted peers. In terms of psychological well-being, same-sex-attracted students scored significantly higher on a hostility subscale when compared to opposite-sex-attracted peers and were more likely to report feeling lonely. These results suggest that the management of reactive aggression or hostility toward others may be a key determinant of healthy gay, lesbian, and bisexual development.
C1 [Rivers, Ian] Queen Margaret Univ, Sch Social Sci Media & Commun, Edinburgh EH21 6UU, Midlothian, Scotland.
   [Noret, Nathalie] York St John Univ, Fac Hlth & Life Sci, York, N Yorkshire, England.
RP Rivers, I (reprint author), Queen Margaret Univ, Sch Social Sci Media & Commun, Edinburgh EH21 6UU, Midlothian, Scotland.
EM irivers@qmu.ac.uk
OI Rivers, Ian/0000-0001-6102-9075
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NR 40
TC 26
Z9 28
U1 3
U2 11
PU NATL ASSOC SCHOOL PSYCHOLOGISTS
PI BETHESDA
PA 4340 EAST WEST HWY, STE 402, BETHESDA, MD 20814 USA
SN 0279-6015
J9 SCHOOL PSYCHOL REV
JI Sch. Psychol. Rev.
PY 2008
VL 37
IS 2
BP 174
EP 187
PG 14
WC Psychology, Educational
SC Psychology
GA 316FL
UT WOS:000256934600003
ER

PT J
AU Wood, R
   Ashfield, J
AF Wood, Ruth
   Ashfield, Jean
TI The use of the interactive whiteboard for creative teaching and learning
   in literacy and mathematics: a case study
SO BRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
ID STRATEGIES
AB This paper considers the ways in which the interactive whiteboard may support and enhance pedagogic practice through whole-class teaching within literacy and numeracy. Data collected from observations of whole-class lessons, alongside individual interviews and focus group discussions with class teachers and Initial Teacher Education students, has provided opportunities to consider the potential of such technology to facilitate a more creative approach to whole-class teaching. The data suggests that, in the first instance, the special features of information and communications technology such as interactivity, 'provisionality,' speed, capacity and range enhance the delivery and pace of the session. This research seems to indicate that it is the skill and the professional knowledge of the teacher who mediates the interaction, and facilitates the development of pupils' creative responses at the interface of technology, which is critical to the enhancement of the whole-class teaching and learning processes.
C1 [Wood, Ruth; Ashfield, Jean] Kingston Univ, Sch Educ, Kingston upon Thames KT2 7LB, Surrey, England.
RP Wood, R (reprint author), Kingston Univ, Sch Educ, Kingston upon Thames KT2 7LB, Surrey, England.
EM r.h.wood@kingston.ac.uk
RI Roekenes, Fredrik Moerk/F-5382-2013
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NR 33
TC 26
Z9 27
U1 9
U2 35
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1013
EI 1467-8535
J9 BRIT J EDUC TECHNOL
JI Br. J. Educ. Technol.
PD JAN
PY 2008
VL 39
IS 1
BP 84
EP 96
DI 10.1111/j.1467-8535.2007.00703.x
PG 13
WC Education & Educational Research
SC Education & Educational Research
GA 252NE
UT WOS:000252452400007
ER

PT J
AU Poulsen, AA
   Ziviani, JM
   Cuskelly, M
AF Poulsen, A. A.
   Ziviani, J. M.
   Cuskelly, M.
TI Perceived freedom in leisure and physical co-ordination ability: impact
   on out-of-school activity participation and life satisfaction
SO CHILD CARE HEALTH AND DEVELOPMENT
LA English
DT Article
DE developmental co-ordination disorder; participation; physical activity;
   psychosocial aspects; quality of life
ID CHILDREN; ADOLESCENTS; DISORDER; MOTOR; VALIDITY; PLAY
AB Background Perceived freedom in leisure (PFL) is explored as a potential mechanism mediating relationships between physical co-ordination ability and both global life satisfaction and leisure-time physical activity participation for boys with differing levels of physical co-ordination ability. Understanding psychological mechanisms contributing to low rates of participation in physical activities for boys with developmental co-ordination disorder (DCD) is a clinical and research priority with potential to inform clinical interventions and preventive health initiatives.
   Method Sixty boys aged 10-13 years with DCD and 113 boys without DCD completed self-report measures of PFL and life satisfaction. Seven-day leisure-time activity diaries and 12-month retrospective recall questionnaires were completed by parents.
   Results Lower self-appraisals of PFL and overall life satisfaction were found for boys with DCD compared with boys without DCD. PFL mediated relationships between physical ability and both life satisfaction and team sport participation.
   Conclusion Perceived freedom in leisure, comprising self-appraisals of leisure needs satisfaction and competence, depth of involvement and perceived control over leisure outcomes, was a significant mechanism influencing leisure-time participation and life satisfaction for boys. The implications for effective intervention and preventive health programmes are discussed.
C1 Univ Queensland, Sch Hlth & Rehabil Sci, Div Occupat Therapy, Brisbane, Qld 4072, Australia.
   Univ Queensland, Sch Educ, Brisbane, Qld, Australia.
RP Poulsen, AA (reprint author), Univ Queensland, Sch Hlth & Rehabil Sci, Div Occupat Therapy, Brisbane, Qld 4072, Australia.
EM a.poulsen@uq.edu.au
RI Ziviani, Jenny/C-1708-2010; Cuskelly, Monica/A-6517-2011
OI Cuskelly, Monica/0000-0001-9986-9985
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NR 39
TC 26
Z9 26
U1 5
U2 21
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0305-1862
J9 CHILD CARE HLTH DEV
JI Child Care Health Dev.
PD JUL
PY 2007
VL 33
IS 4
BP 432
EP 440
DI 10.1111/j.1365-2214.2007.00730.x
PG 9
WC Psychology, Developmental; Pediatrics
SC Psychology; Pediatrics
GA 176VL
UT WOS:000247112900011
PM 17584399
ER

PT B
AU Hager, P
   Halliday, J
AF Hager, P
   Halliday, J
TI Recovering Informal Learning: Wisdom, Judgement and Community
SO RECOVERING INFORMAL LEARNING: WISDOM, JUDGEMENT AND COMMUNITY
SE Lifelong Learning Book Series
LA English
DT Book
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NR 328
TC 26
Z9 26
U1 0
U2 3
PU SPRINGER
PI DORDRECHT
PA PO BOX 17, 3300 AA DORDRECHT, NETHERLANDS
BN 978-1-4020-5346-7
J9 LIFELONG LEARN BOOK
PY 2006
VL 7
BP 1
EP 277
PG 277
WC Education & Educational Research
SC Education & Educational Research
GA BLM61
UT WOS:000270542000013
ER

PT J
AU Gorard, S
AF Gorard, S
TI Revisiting a 90-year-old debate: The advantages of the mean deviation
SO BRITISH JOURNAL OF EDUCATIONAL STUDIES
LA English
DT Article
DE variance; measuring variation; political arithmetic; mean deviation;
   standard deviation; social construction of statistics
ID SCHOOL
AB This paper discusses the reliance of numerical analysis on the concept of the standard deviation, and its close relative the variance. It suggests that the original reasons why the standard deviation concept has permeated traditional statistics are no longer clearly valid, if they ever were. The absolute mean deviation, it is argued here, has many advantages over the standard deviation. It is more efficient as an estimate of a population parameter in the real-life situation where the data contain tiny errors, or do not form a completely perfect normal distribution. It is easier to use, and more tolerant of extreme values, in the majority of real-life situations where population parameters are not required. It is easier for new researchers to learn about and understand, and also closely linked to a number of arithmetic techniques already used in the sociology of education and elsewhere. We could continue to use the standard deviation instead, as we do presently, because so much of the rest of traditional statistics is based upon it (effect sizes, and the F-test, for example). However, we should weigh the convenience of this solution for some against the possibility of creating a much simpler and more widespread form of numeric analysis for many.
C1 Univ York, Dept Educ Studies, York YO10 5DD, N Yorkshire, England.
RP Gorard, S (reprint author), Univ York, Dept Educ Studies, York YO10 5DD, N Yorkshire, England.
EM sg25@york.ac.uk
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NR 24
TC 26
Z9 26
U1 7
U2 12
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0007-1005
J9 BRIT J EDUC STUD
JI Br. J. Educ. Stud.
PD DEC
PY 2005
VL 53
IS 4
BP 417
EP 430
DI 10.1111/j.1467-8527.2005.00304.x
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 985WR
UT WOS:000233409900003
ER

PT J
AU Oancea, A
AF Oancea, A
TI Criticisms of educational research: key topics and levels of analysis
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Review
ID SYSTEMATIC REVIEWS; OBJECTIVITY
AB The article is an exploration of the meanings and worthiness of criticism as a significant phenomenon in the evolution of educational research during the 1990s. While drawing on an overview of the vast amount of documents expressing criticisms of educational research in the UK, western and eastern continental Europe and the USA, it summarises the findings of a study based on the analysis of some of the most influential texts that criticised educational research in the UK during the mid-1990s: Hargreaves (1996), Tooley and Darby (1998), Hillage et al (1998). An understanding of the targets, sources, solutions and actors that are characteristic of the recent criticisms of educational research is proposed, together with an exploration of the rhetorical devices employed in expressing criticism and of some of the philosophical themes that underpin the recent debates.
C1 Univ Oxford, Dept Educ Studies, Oxford OX2 6PY, England.
RP Oancea, A (reprint author), Univ Oxford, Dept Educ Studies, 15 Norham Gardens, Oxford OX2 6PY, England.
EM alis.oancea@edstud.ox.ac.uk
RI , Alis/C-3273-2012
OI , Alis/0000-0001-8499-7036
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NR 106
TC 26
Z9 26
U1 1
U2 6
PU ROUTLEDGE TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD APR
PY 2005
VL 31
IS 2
BP 157
EP 183
DI 10.1080/0141192052000340198
PG 27
WC Education & Educational Research
SC Education & Educational Research
GA 916BQ
UT WOS:000228360800003
ER

PT J
AU Haggis, T
AF Haggis, T
TI Meaning, identity and 'motivation': expanding what matters in
   understanding learning in higher education?
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
AB It might be expected that the challenges and pressures currently affecting British higher education would be stimulating an atmosphere of analysis and debate in relation to the 'official discourse' of mainstream pedagogical theory in higher education. It seems, however, that the literature offers new university teachers a fairly narrow range of conceptual models, a large number of which are centred upon the 'approaches to learning'/'conceptions of learning' model. This article does not seek to argue that this model is not useful. It does, however, argue for the need for a wider range of approaches to thinking about learning in higher education, and it attempts to begin an exploration in this direction. After first looking at some of the difficulties of trying to approach learning as a complex and situated phenomenon, an experimental analytical approach will be outlined which is based on an interpretation of one aspect of complexity theory. This approach will then be used to examine data from a set of interviews carried out with a group of Access students. Finally, some possible implications of this analysis for current framings of higher education learning will be discussed.
C1 Univ Stirling, Inst Educ, Stirling FK9 4LA, Scotland.
RP Haggis, T (reprint author), Univ Stirling, Inst Educ, Stirling FK9 4LA, Scotland.
EM tamsin.haggis@stir.ac.uk
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NR 41
TC 26
Z9 27
U1 1
U2 6
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0307-5079
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD JUN
PY 2004
VL 29
IS 3
BP 335
EP 352
DI 10.1080/03075070410001682538
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 824BY
UT WOS:000221660200003
ER

PT J
AU Blatchford, P
   Bassett, P
   Brown, P
AF Blatchford, Peter
   Bassett, Paul
   Brown, Penelope
TI Examining the effect of class size on classroom engagement and
   teacher-pupil interaction: Differences in relation to pupil prior
   attainment and primary vs. secondary schools
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Class size; Classroom processes; Teacher pupil interaction; Classroom
   engagement; Classroom observations
ID STUDENT-ACHIEVEMENT; PROJECT STAR; BEHAVIOR; CHILDREN; ISSUE
AB It is widely recognized that we need to know more about effects of class size on classroom interactions and pupil behavior. This paper extends research by comparing effects on pupil classroom engagement and teacher-pupil interaction, and examining if effects vary by pupil attainment level and between primary and secondary schools. Systematic observations were carried out on 686 pupils in 49 schools. Multilevel regression methods were used to examine relationships between class size and observation measures, controlling for potentially confounding factors like pupil attainment. At primary and secondary levels smaller classes led to pupils receiving more individual attention from teachers, and having more active interactions with them. Classroom engagement decreased in larger classes, but, contrary to expectation, this was particularly marked for lower attaining pupils at secondary level. Low attaining pupils can therefore benefit from smaller classes at secondary level in terms of more individual attention and facilitating engagement in learning. (C) 2011 Elsevier Ltd. All rights reserved.
C1 [Blatchford, Peter; Bassett, Paul; Brown, Penelope] Univ London, Dept Psychol & Human Dev, Inst Educ, London WC1H OAA, England.
RP Blatchford, P (reprint author), Univ London, Dept Psychol & Human Dev, Inst Educ, 25 Woburn Sq, London WC1H OAA, England.
EM P.Blatchford@ioe.ac.uk
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NR 50
TC 25
Z9 25
U1 3
U2 34
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
J9 LEARN INSTR
JI Learn Instr.
PD DEC
PY 2011
VL 21
IS 6
BP 715
EP 730
DI 10.1016/j.learninstruc.2011.04.001
PG 16
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 820WB
UT WOS:000294935700003
ER

PT J
AU Florit, E
   Cain, K
AF Florit, Elena
   Cain, Kate
TI The Simple View of Reading: Is It Valid for Different Types of
   Alphabetic Orthographies?
SO EDUCATIONAL PSYCHOLOGY REVIEW
LA English
DT Review
DE Simple view of reading; Reading comprehension; Decoding; Linguistic
   comprehension; Early reading development
ID DEVELOPMENTAL DYSLEXIA; LANGUAGE PROFICIENCY; WORD-RECOGNITION; POOR
   READERS; COMPREHENSION; SKILLS; ABILITY; CHILDREN; PERFORMANCE; FLUENCY
AB We present a meta-analysis to test the validity of the Simple View of Reading Gough & Tunmer (Remedial and Special Education, 7:6-10, 1986) for beginner readers of English and other, more transparent, orthographies. Our meta-analytic approach established that the relative influence of decoding and linguistic comprehension on reading comprehension is different for readers of different types of orthography during the course of early reading development. Furthermore, we identified key differences in the relations among different measures of decoding and reading comprehension between readers of English and other more transparent orthographies. We discuss the implications for reading instruction and the diagnosis of reading difficulties, as well as our theoretical understanding of how component skills influence reading comprehension level.
C1 [Florit, Elena] Univ Padua, Dipartimento Psicol Sviluppo & Proc Socializzaz, I-35133 Padua, Italy.
   [Cain, Kate] Univ Lancaster, Lancaster, England.
RP Florit, E (reprint author), Univ Padua, Dipartimento Psicol Sviluppo & Proc Socializzaz, Via Venezia 8, I-35133 Padua, Italy.
EM elena.florit@unipd.it
RI Cain, Kate/D-9506-2011
OI Cain, Kate/0000-0003-2780-188X
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NR 77
TC 25
Z9 25
U1 9
U2 41
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1040-726X
J9 EDUC PSYCHOL REV
JI Educ. Psychol. Rev.
PD DEC
PY 2011
VL 23
IS 4
BP 553
EP 576
DI 10.1007/s10648-011-9175-6
PG 24
WC Psychology, Educational
SC Psychology
GA 849ZY
UT WOS:000297165400005
ER

PT J
AU McCormack, M
AF McCormack, Mark
TI HIERARCHY WITHOUT HEGEMONY: LOCATING BOYS IN AN INCLUSIVE SCHOOL SETTING
SO SOCIOLOGICAL PERSPECTIVES
LA English
DT Article
DE homophobia; masculinities; gender; popularity; homohysteria; friendship;
   school; students
ID MASCULINITY; POPULARITY; HOMOPHOBIA; IDENTITY; HOMOSEXUALITY
AB In this article, the author details how 16-18-year-old boys ascribe to the tenets of inclusive masculinity in a U.K. secondary school that the author calls "Standard High." Drawing on five months of participant observation and twelve in-depth interviews, this article demonstrates that the boys' masculinities are predicated in opposition to the orthodox values of homophobia, misogyny, and aggressiveness. Accordingly, the practices of subordination and marginalization described in hegemonic masculinity theory are not used to regulate masculine behaviors or obtain dominance in this setting. At Standard High, boys ascribing to different masculine archetypes can each maintain high social status. Nonetheless, a social hierarchy still exists. Here, boys are stratified in accordance to a popularity ranking, which is determined by the possession of a matrix of variables: namely, charisma, authenticity, emotional support, and social fluidity.
C1 Brunel Univ, Uxbridge UB8 3EL, Middx, England.
RP McCormack, M (reprint author), Brunel Univ, Uxbridge UB8 3EL, Middx, England.
EM mark.mccormack@brunel.ac.uk
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NR 65
TC 25
Z9 25
U1 1
U2 9
PU UNIV CALIFORNIA PRESS
PI BERKELEY
PA C/O JOURNALS & DIGITAL PUBLISHING DIVISION, 2000 CENTER ST, STE 303,
   BERKELEY, CA 94704-1223 USA
SN 0731-1214
J9 SOCIOL PERSPECT
JI Sociol. Perspect.
PD SPR
PY 2011
VL 54
IS 1
BP 83
EP 101
DI 10.1525/sop.2011.54.1.83
PG 19
WC Sociology
SC Sociology
GA 942MG
UT WOS:000304047600006
ER

PT B
AU Carless, D
AF Carless, D
TI From Testing to Productive Student Learning: Implementing Formative
   Assessment in Confucian-Heritage Settings
SO FROM TESTING TO PRODUCTIVE STUDENT LEARNING: IMPLEMENTING FORMATIVE
   ASSESSMENT IN CONFUCIAN-HERITAGE SETTINGS
SE Routledge Research in Education
LA English
DT Book
ID CLASSROOM ASSESSMENT; HONG-KONG; TEACHER ASSESSMENT; CHINESE LEARNERS;
   SCHOOL STUDENTS; ACHIEVEMENT; MOTIVATION; EDUCATION; IMPACT; EXPERIENCES
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NR 466
TC 25
Z9 25
U1 0
U2 2
PU TAYLOR & FRANCIS LTD
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-1-13646-748-6
J9 ROUTL RES EDUC
PY 2011
VL 52
BP 1
EP 263
PG 263
WC Education & Educational Research
SC Education & Educational Research
GA BBJ93
UT WOS:000307098100012
ER

PT B
AU Husband, C
   Alam, Y
AF Husband, C
   Alam, Y
TI Social Cohesion and Counter-Terrorism: A Policy Contradiction?
SO SOCIAL COHESION AND COUNTER-TERRORISM: A POLICY CONTRADICTION?
LA English
DT Book
ID RELATIVE DEPRIVATION; CONSTITUTIONAL PATRIOTISM; GROUP IDENTIFICATION;
   COUNTER-TERRORISM; MORAL EXCLUSION; MAJORITY GROUPS; IDENTITY;
   PREJUDICE; MINORITY; POLITICS
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NR 381
TC 25
Z9 25
U1 0
U2 0
PU POLICY PRESS
PI BRISTOL
PA UNIV BRISTOL, 4TH FLOOR, BEACON HOUSE, QUEENS ROAD, BRISTOL, BS8 1QU,
   ENGLAND
BN 978-1-84742-801-1
PY 2011
BP 1
EP 260
DI 10.1332/policypress/9781847428011.001.0001
PG 260
WC Social Sciences, Interdisciplinary; Urban Studies
SC Social Sciences - Other Topics; Urban Studies
GA BA1EW
UT WOS:000332422700007
ER

PT J
AU Mercken, L
   Snijders, TAB
   Steglich, C
   Vertiainen, E
   de Vries, H
AF Mercken, Liesbeth
   Snijders, Tom A. B.
   Steglich, Christian
   Vertiainen, Erkki
   de Vries, Hein
TI Smoking-based selection and influence in gender-segregated friendship
   networks: a social network analysis of adolescent smoking
SO ADDICTION
LA English
DT Article
DE Adolescent smoking; gender differences; peer influence; peer selection;
   SIENA; social networks
ID PREVENTION FRAMEWORK APPROACH; PEER GROUP HOMOGENEITY;
   CIGARETTE-SMOKING; APPROACH ESFA; SELF-REPORTS; TOBACCO USE; BEHAVIOR;
   INTIMACY; PREDICTORS; INITIATION
AB Aims
   The main goal of this study was to examine differences between adolescent male and female friendship networks regarding smoking-based selection and influence processes using newly developed social network analysis methods that allow the current state of continuously changing friendship networks to act as a dynamic constraint for changes in smoking behaviour, while allowing current smoking behaviour to be simultaneously a dynamic constraint for changes in friendship networks.
   Design
   Longitudinal design with four measurements.
   Setting
   Nine junior high schools in Finland.
   Participants
   A total of 1163 adolescents (mean age = 13.6 years) who participated in the control group of the ESFA (European Smoking prevention Framework Approach) study, including 605 males and 558 females.
   Measurements
   Smoking behaviour of adolescents, parents, siblings and friendship ties.
   Findings
   Smoking-based selection of friends was found in male as well as female networks. However, support for influence among friends was found only in female networks. Furthermore, females and males were both influenced by parental smoking behaviour.
   Conclusions
   In Finnish adolescents, both male and female smokers tend to select other smokers as friends but it appears that only females are influenced to smoke by their peer group. This suggests that prevention campaigns targeting resisting peer pressure may be more effective in adolescent girls than boys.
C1 [Mercken, Liesbeth; de Vries, Hein] Maastricht Univ, Dept Hlth Promot, NL-6200 MD Maastricht, Netherlands.
   [Mercken, Liesbeth; de Vries, Hein] CAPHRI, Maastricht, Netherlands.
   [Snijders, Tom A. B.] Univ Oxford, Nuffield Coll, Oxford, England.
   [Snijders, Tom A. B.; Steglich, Christian] Univ Groningen, Dept Sociol, NL-9700 AB Groningen, Netherlands.
RP Mercken, L (reprint author), Maastricht Univ, Dept Hlth Promot, POB 616, NL-6200 MD Maastricht, Netherlands.
EM liesbeth.mercken@gvo.unimaas.nl
RI mercken, liesbeth/E-6319-2011; Snijders, Tom/F-2896-2012; Blanchet,
   karl/F-4678-2012; Steglich, Christian/F-3375-2013
OI Snijders, Tom/0000-0003-3157-4157; 
FU NWO (the Netherlands Organization for Scientific Research) [401-01-555];
   European Commission [96/IT/13-B96Soc96201157]
FX This study is funded by NWO (the Netherlands Organization for Scientific
   Research; 401-01-555). ESFA was funded by the European Commission (the
   Tobacco Research and Information Fund; 96/IT/13-B96Soc96201157).
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NR 63
TC 25
Z9 26
U1 2
U2 24
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0965-2140
J9 ADDICTION
JI Addiction
PD JUL
PY 2010
VL 105
IS 7
BP 1280
EP 1289
DI 10.1111/j.1360-0443.2010.02930.x
PG 10
WC Substance Abuse; Psychiatry
SC Substance Abuse; Psychiatry
GA 608DT
UT WOS:000278563500027
PM 20456296
ER

PT J
AU Saab, H
   Klinger, D
AF Saab, Hana
   Klinger, Don
TI School differences in adolescent health and wellbeing: Findings from the
   Canadian Health Behaviour in School-aged Children Study
SO SOCIAL SCIENCE & MEDICINE
LA English
DT Article
DE Adolescent; Health; Wellbeing; Neighbourhood; School; Multilevel; Canada
ID SECONDARY-EDUCATION; NEIGHBORHOOD; MULTILEVEL; CONTEXT; PROMOTION;
   IMPLEMENTATION; CONNECTEDNESS; HELSINKI; OUTCOMES; CLIMATE
AB The goal of this study was to assess the relationship between student- and school-level factors and student health and wellbeing outcomes, and to estimate the variability present at each of the student and school levels for each of three selected health-related outcomes.
   The data are from the 2006 Canadian Health Behaviour in School-aged children (HBSC) study in which Grades 6-10 students (N = 9670) and administrators (N = 187) were surveyed. The three outcome measures are Self-Rated Health (SRN), Emotional Wellbeing (EWB), and Subjective Health Complaints (SHC). Individual and school-level effects on the three outcomes were estimated using multi-level modeling. Both individual and school-level factors were associated with students' health. Gender, family wealth, family structure, academic achievement and neighbourhood were significant student-level predictors. We identified random associations between the student-level variables and reported health outcomes. These random effects indicate that the relationships between these student variables and health are not consistent across schools. Student Problem Behaviours at the school were significant predictors of SRH and SHC, while Student Aggression and the school's average socioeconomic standing were significant school-level predictors of EWB. Findings suggest that the environment and disciplinary climate in schools can predict student health and wellbeing outcomes, and may have important implications for school initiatives aimed at students who are struggling both emotionally and academically. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Saab, Hana; Klinger, Don] Queens Univ, Fac Educ, Kingston, ON K7M 5R7, Canada.
RP Saab, H (reprint author), Queens Univ, Fac Educ, Duncan McArthur Hall,511 Union St, Kingston, ON K7M 5R7, Canada.
EM saabh@queensu.ca
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NR 65
TC 25
Z9 28
U1 2
U2 18
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0277-9536
J9 SOC SCI MED
JI Soc. Sci. Med.
PD MAR
PY 2010
VL 70
IS 6
BP 850
EP 858
DI 10.1016/j.socscimed.2009.11.012
PG 9
WC Public, Environmental & Occupational Health; Social Sciences, Biomedical
SC Public, Environmental & Occupational Health; Biomedical Social Sciences
GA 574EQ
UT WOS:000275971900009
PM 20089340
ER

PT S
AU Richardson, PW
   Watt, HMG
AF Richardson, Paul W.
   Watt, Helen M. G.
BE Urdan, TC
   Karabenick, SA
TI CURRENT AND FUTURE DIRECTIONS IN TEACHER MOTIVATION RESEARCH
SO DECADE AHEAD: APPLICATIONS AND CONTEXTS OF MOTIVATION AND ACHIEVEMENT
SE Advances in Motivation and Achievement-A Research Annual
LA English
DT Article; Book Chapter
ID ACHIEVEMENT GOAL ORIENTATIONS; CAREER CHOICE; BEGINNING TEACHERS; SCHOOL
   CONTEXT; HELP-SEEKING; STUDENTS; PROFESSION; EMOTIONS; PERCEPTIONS;
   MOTIVES
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RP Richardson, PW (reprint author), Monash Univ, Melbourne, Vic 3004, Australia.
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NR 88
TC 25
Z9 25
U1 0
U2 0
PU EMERALD GROUP PUBLISHING LTD
PI BINGLEY
PA HOWARD HOUSE, WAGON LANE, BINGLEY, W YORKSHIRE BD16 1WA, ENGLAND
SN 0749-7423
BN 978-0-85724-253-2
J9 ADV MOTIV A
PY 2010
VL 16
BP 139
EP 173
DI 10.1108/S0749-7423(2010)000016B008
PN B
PG 35
WC Psychology, Educational
SC Psychology
GA BYV98
UT WOS:000300626900006
ER

PT J
AU Wei, HS
   Williams, JH
   Chen, JK
   Chang, HY
AF Wei, Hsi-Sheng
   Williams, James Herbert
   Chen, Ji-Kang
   Chang, Hsiu-Yu
TI The effects of individual characteristics, teacher practice, and school
   organizational factors on students' bullying: A multilevel analysis of
   public middle schools
SO CHILDREN AND YOUTH SERVICES REVIEW
LA English
DT Article
DE Bullying; Middle school; Depression; Teacher maltreatment; School size
ID COMMUNITY VIOLENCE; GENDER-DIFFERENCES; SIZE; VICTIMIZATION;
   ADOLESCENTS; YOUTH; PREVALENCE; BEHAVIORS; FAMILY; RISK
AB This study investigated the effects of individual characteristics (gender, depression, and delinquency), teacher practice (support and maltreatment), and school organizational factors (school size and pupil-teacher ratio) on adolescents' verbal and physical bullying behaviors. A random sample of 1172 7th-9th grade students from 12 public middle schools in Taichung City, Taiwan was selected for this study. A self-report questionnaire survey was administered. The results showed that during the previous semester, 38.7% of the students had ever bullied other students physically while 53.0% had verbally bullied others. Hierarchical linear modeling was employed to conduct a two-level analysis. Individual characteristics including gender. depression, and involvement in delinquent behaviors were found to significantly contribute to both verbal and physical bullying. Teacher's support and maltreatment of students were also associated with the two types of bullying. School size and pupil-teacher ratio, on the other hand, did not significantly contribute to bullying behaviors. Implications were discussed. (C) 2009 Elsevier Ltd. All rights reserved.
C1 [Wei, Hsi-Sheng] Natl Taiwan Univ, Dept Social Work, Taipei, Taiwan.
   [Williams, James Herbert] Univ Denver, Grad Sch Social Work, Denver, CO USA.
   [Chen, Ji-Kang] Chinese Univ Hong Kong, Dept Social Work, Hong Kong, Hong Kong, Peoples R China.
RP Wei, HS (reprint author), 151 Univ Rd, San Shia 237, Taipei County, Taiwan.
EM hwei75@yahoo.com
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NR 76
TC 25
Z9 26
U1 4
U2 20
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0190-7409
J9 CHILD YOUTH SERV REV
JI Child. Youth Serv. Rev.
PD JAN
PY 2010
VL 32
IS 1
BP 137
EP 143
DI 10.1016/j.childyouth.2009.08.004
PG 7
WC Family Studies; Social Work
SC Family Studies; Social Work
GA 548CA
UT WOS:000273935300019
ER

PT J
AU Lipowsky, F
   Rakoczy, K
   Pauli, C
   Drollinger-Vetter, B
   Klieme, E
   Reusser, K
AF Lipowsky, Frank
   Rakoczy, Katrin
   Pauli, Christine
   Drollinger-Vetter, Barbara
   Klieme, Eckhard
   Reusser, Kurt
TI Quality of geometry instruction and its short-term impact on students'
   understanding of the Pythagorean Theorem
SO LEARNING AND INSTRUCTION
LA English
DT Article
DE Instructional quality; Geometry instruction; Cognitive activation;
   Video-based analysis; Interest; Mathematics
ID ACHIEVEMENT; MATHEMATICS; METAANALYSIS; PERCEPTIONS; SCHOOL
AB This article presents findings from a German-Swiss video-based classroom study The research examines how three basic dimensions of instructional quality impact the development of students' understanding of the Pythagorean Theorem. The study sample comprised 19 German and 19 Swiss mathematics classes. A three-lesson introductory unit on the Pythagorean Theorem was videotaped in all classes. Multilevel analyses revealed both classroom management and cognitive activation to have positive effects on mathematics achievement. The results also provide empirical evidence that cognitive activation and a supportive climate moderate the relationship between mathematics-related interest and mathematics achievement (c) 2008 Elsevier Ltd. All rights reserved
C1 [Lipowsky, Frank] Univ Kassel, Inst Sci Educ, D-34109 Kassel, Germany.
   [Rakoczy, Katrin; Klieme, Eckhard] German Inst Int Natl Educ Res DIPF, D-60486 Frankfurt, Germany.
   [Pauli, Christine; Reusser, Kurt] Univ Zurich, Inst Educ, CH-8032 Zurich, Switzerland.
   [Drollinger-Vetter, Barbara] Zurich Univ Teacher Educ, CH-8090 Zurich, Switzerland.
RP Lipowsky, F (reprint author), Univ Kassel, Inst Sci Educ, Nora Plattel Str 1, D-34109 Kassel, Germany.
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NR 75
TC 25
Z9 25
U1 4
U2 14
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0959-4752
J9 LEARN INSTR
JI Learn Instr.
PD DEC
PY 2009
VL 19
IS 6
BP 527
EP 537
DI 10.1016/j.learninstruc.2008.11.001
PG 11
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 511CI
UT WOS:000271141100007
ER

PT J
AU Saunders, WM
   Goldenberg, CN
   Gallimore, R
AF Saunders, William M.
   Goldenberg, Claude N.
   Gallimore, Ronald
TI Increasing Achievement by Focusing Grade-Level Teams on Improving
   Classroom Learning: A Prospective, Quasi-Experimental Study of Title I
   Schools
SO AMERICAN EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
DE professional development; school/teacher effectiveness; educational
   reform; longitudinal studies; elementary schools; organization
   theory/change
ID PROFESSIONAL-DEVELOPMENT; INSTRUCTIONAL PRACTICE; WORKPLACE CONDITIONS;
   REFORM; COMMUNITIES; TEACHERS; IMPLEMENTATION; METAANALYSIS;
   MATHEMATICS; COMMITMENT
AB The authors conducted a quasi-experimental investigation of effects on achievement by grade-level teams focused on improving learning. For 2 years (Phase 1), principals-only training was provided. During the final 3 years (Phase 2), school-based training was provided for principals and teacher leaders on stabilizing team settings and using explicit protocols for grade-level meetings. Phase 1 produced no differences in achievement between experimental and comparable schools. During Phase 2, experimental group scores improved at a faster rate than at comparable schools and exhibited greater achievement growth, over 3 years on state-mandated tests and an achievement index. Stable school-based settings, distributed leadership, and explicit protocols are key to effective teacher teams. The long-term sustainability of teacher teams depends on coherent and aligned district policies and practices.
C1 [Saunders, William M.] Pearson Educ, Austin, TX USA.
   [Goldenberg, Claude N.] Stanford Univ, Sch Educ, Stanford, CA 94305 USA.
   [Gallimore, Ronald] Univ Calif Los Angeles, Dept Psychiat & Biobehav Sci, Los Angeles, CA 90095 USA.
RP Saunders, WM (reprint author), Pearson Educ, Austin, TX USA.
EM bill.saunders@Pearson.com; cgoldenberg@stanford.edu
CR ALLEN LE, 2005, DELICATE BALANCE DIS
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NR 78
TC 25
Z9 25
U1 2
U2 17
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0002-8312
J9 AM EDUC RES J
JI Am. Educ. Res. J.
PD DEC
PY 2009
VL 46
IS 4
BP 1006
EP 1033
DI 10.3102/0002831209333185
PG 28
WC Education & Educational Research
SC Education & Educational Research
GA 521ZF
UT WOS:000271964600005
ER

PT J
AU Brady, S
   Gillis, M
   Smith, T
   Lavalette, M
   Liss-Bronstein, L
   Lowe, E
   North, W
   Russo, E
   Wilder, TD
AF Brady, Susan
   Gillis, Margie
   Smith, Tara
   Lavalette, MaryEllen
   Liss-Bronstein, Linda
   Lowe, Evelyn
   North, Wendy
   Russo, Evelyn
   Wilder, T. Diane
TI First grade teachers' knowledge of phonological awareness and code
   concepts: Examining gains from an intensive form of professional
   development and corresponding teacher attitudes
SO READING AND WRITING
LA English
DT Article
DE Literacy; Professional development; Reading instruction; Response to
   training; Teacher attitudes; Teacher knowledge
ID EARLY READING-INSTRUCTION; WORD RECOGNITION; PHONEMIC AWARENESS; EARLY
   LITERACY; CHILDREN; LANGUAGE; SKILLS; PERCEPTIONS; DISABILITIES;
   ACQUISITION
AB The study examined the efficacy of an intensive form of professional development (PD) for building the knowledge of first-grade teachers in the areas of phonological awareness and phonics. The PD featured frequent in-class support from highly knowledgeable mentors for one school year, in addition to an introductory two-day summer institute and monthly workshops. Pre- and post-assessment of participants on a Teacher Knowledge Survey (TKS) indicated weak knowledge of phonological awareness and phonics concepts prior to PD and large, significant gains in each area by year-end. In addition, to investigate factors potentially associated with teachers' responses to training, a Teacher Attitude Survey (TAS) was administered before and after the PD. The TAS measured teachers' attitudes regarding PD, external and internal motivation to participate, intentions to actively engage in learning and implementing new instructional methods, sense of self-efficacy as reading instructors, and premises about reading instruction (e.g., about whole language). Attitudes on a subset of these factors, teachers' initial knowledge scores on the TKS, and years of teaching experience (estimated by age) accounted for significant portions of the variance in performance on the TKS after training.
C1 [Brady, Susan; Smith, Tara] Univ Rhode Isl, Dept Psychol, Kingston, RI 02881 USA.
   [Brady, Susan; Gillis, Margie; Lavalette, MaryEllen; Liss-Bronstein, Linda; Lowe, Evelyn; North, Wendy; Russo, Evelyn; Wilder, T. Diane] Haskins Labs Inc, New Haven, CT 06511 USA.
RP Brady, S (reprint author), Univ Rhode Isl, Dept Psychol, Kingston, RI 02881 USA.
EM sbrady@uri.edu
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NR 78
TC 25
Z9 25
U1 3
U2 10
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0922-4777
J9 READ WRIT
JI Read. Writ.
PD APR
PY 2009
VL 22
IS 4
BP 425
EP 455
DI 10.1007/s11145-009-9166-x
PG 31
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 413YE
UT WOS:000263830300004
ER

PT B
AU Arai, L
AF Arai, L
TI Teenage Pregnancy: The Making and Unmaking of a Problem
SO TEENAGE PREGNANCY: THE MAKING AND UNMAKING OF A PROBLEM
LA English
DT Book
ID CHILD SEXUAL-ABUSE; RANDOMIZED CONTROLLED-TRIALS; 5 DEVELOPED-COUNTRIES;
   OVER-THE-COUNTER; ADOLESCENT PREGNANCY; YOUNG MOTHERS; NEW-LABOR;
   SOCIOECONOMIC-FACTORS; NEIGHBORHOOD CONTEXT; RETROSPECTIVE COHORT
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NR 301
TC 25
Z9 25
U1 1
U2 1
PU POLICY PRESS
PI BRISTOL
PA UNIV BRISTOL, 4TH FLOOR, BEACON HOUSE, QUEENS ROAD, BRISTOL, BS8 1QU,
   ENGLAND
BN 978-1-84742-075-6
PY 2009
BP 1
EP 177
PG 190
WC Public, Environmental & Occupational Health
SC Public, Environmental & Occupational Health
GA BA1VA
UT WOS:000333117800009
ER

PT J
AU Putwain, DW
AF Putwain, David William
TI Assessment and examination stress in Key Stage 4
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID STUDENTS; ANXIETY
AB Survey research has identified, using questionnaire approaches, that important assessments are a significant source of stress and worry for students in secondary school. In particular, failing important examinations and the consequences of failing these examinations are rated as more important than a range of other personal and social worries. Qualitative approaches have gone further in exploring the meaning of these stressful events for students concerned, highlighting themes such as an over-identification with academic success and the perception of GCSE examinations as constituting a crucial moment in determining the future life trajectory of a student. However, this area has been neglected by researchers working on the education-psychology disciplinary boundaries, and a number of important features have yet to be specified regarding the development, antecedents and educational consequences of assessment/examination stress in Key Stage 4 (KS4). The aim of this article is to build on previous work to explore some basic questions surrounding KS4 assessments from a student-centred perspective: (a) what factors lead to the development of assessments in KS4 to be perceived as stressful; and (b) what are the effects for the students concerned? Thirty-four students were interviewed from six secondary schools in the North of England, identified as being likely to experience examinations as anxiety-provoking events and analysed using the principles of grounded theory. Twelve themes emerge structured around a central narrative of 'stress, achievement and esteem', which highlighted three key findings. First, stress was linked to the motivation to achieve and the fear of failure through esteem judgements and conditions of acceptance from important others. Second, the experience of stress was linked to a wider educational context including practices and policies pursued by teachers and schools. Third, a more specific state, examination anxiety, was associated with facilitating effects prior to examinations and debilitating effects during examinations. These findings have furthered insights into the developmental antecedents and effects of assessment/examination stress in KS4, and highlighted the need to investigate school/teacher practices and policies and to ascertain the mechanism by which examination anxiety might produce debilitating effects.
C1 Edge Hill Univ, Ormskirk L39 4QP, England.
RP Putwain, DW (reprint author), Edge Hill Univ, St Helens Rd, Ormskirk L39 4QP, England.
EM dave.putwain@edgehill.ac.uk
OI Putwain, David/0000-0001-5196-4270
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NR 28
TC 25
Z9 25
U1 2
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2009
VL 35
IS 3
BP 391
EP 411
DI 10.1080/01411920802044404
PG 21
WC Education & Educational Research
SC Education & Educational Research
GA 543WH
UT WOS:000273609900004
ER

PT J
AU Dolby, N
   Rahman, A
AF Dolby, Nadine
   Rahman, Aliya
TI Research in international education
SO REVIEW OF EDUCATIONAL RESEARCH
LA English
DT Review
DE international education/studies; globalization; comparative education
ID HUMAN-RIGHTS EDUCATION; TEACHER-EDUCATION; GLOBAL EDUCATION; FACING
   HISTORY; GLOBALIZATION; WORLD; PERSPECTIVES; CITIZENSHIP; SCHOOLS;
   REFORM
AB Until recently, international education has existed at the margins of educational research. However, in the current context of globalization, international education has moved closer to the center of educational research throughout the world. In this article, the authors identity, describe, and analyze six distinct research approaches to international education: comparative and international education, internationalization of higher education, international schools, international research on teaching and teacher education, internationalization of K-12 education, and globalization of education. Within each approach, the authors discuss the historical context and the global political, economic, social, and cultural shafts that have shaped the research approach; map the major research trajectories that have developed; discuss the audience and research community; and analyze strengths and weaknesses. The authors conclude with a discussion of emergent trends within research in international education.
C1 [Dolby, Nadine] Purdue Univ, Coll Educ, W Lafayette, IN 47907 USA.
RP Dolby, N (reprint author), Purdue Univ, Coll Educ, BRNG 4146,100 N Univ, W Lafayette, IN 47907 USA.
EM ndolby@purdue.edu
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NR 312
TC 25
Z9 25
U1 8
U2 41
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0034-6543
EI 1935-1046
J9 REV EDUC RES
JI Rev. Educ. Res.
PD SEP
PY 2008
VL 78
IS 3
BP 676
EP 726
DI 10.3102/0034654308320291
PG 51
WC Education & Educational Research
SC Education & Educational Research
GA 355CV
UT WOS:000259687500009
ER

PT J
AU Kostopoulou, O
   Oudhoff, J
   Nath, R
   Delaney, BC
   Munro, CW
   Harries, C
   Holder, R
AF Kostopoulou, Olga
   Oudhoff, Jurriaan
   Nath, Radhika
   Delaney, Brendan C.
   Munro, Craig W.
   Harries, Clare
   Holder, Roger
TI Predictors of diagnostic accuracy and safe management in difficult
   diagnostic problems in family medicine
SO MEDICAL DECISION MAKING
LA English
DT Article; Proceedings Paper
CT 29th Annual Meeting of the Society-for-Medical-Decision-Making
CY OCT 20-24, 2007
CL Pittsburgh, PA
SP Soc Med Decis Making
DE diagnosis; error; information gathering; experience; process tracing;
   family practice
ID CLINICAL-EXPERIENCE; HEALTH-CARE; INFORMATION; QUALITY; PATIENT;
   PERFORMANCE; VIGNETTES; PHYSICIAN; SYSTEMS; PEOPLE
AB Objective. To investigate the role of information gathering and clinical experience on the diagnosis and management of difficult diagnostic problems in family medicine. Method. Seven diagnostic scenarios including 1 to 4 predetermined features of difficulty were constructed and presented on a computer to 84 physicians: 21 residents in family medicine, 21 family physicians with 1 to 3 y in practice, and 42 family physicians with >= 10 y in practice. Following the Active Information Search process tracing approach, participants were initially presented with a patient description and presenting complaint and were subsequently able to request further information to diagnose and manage the patient. Evidence-based scoring criteria for information gathering, diagnosis, and management were derived from the literature and a separate study of expert opinion. Results. Rates of misdiagnosis were in accordance with the number of features of difficulty. Seventy-eight percent of incorrect diagnoses were followed by inappropriate management and 92% of correct diagnoses by appropriate management. Number of critical cues requested (cues diagnostic of any relevant differential diagnoses in a scenario) was a significant predictor of accuracy in 6 scenarios: 1 additional critical cue increased the odds of obtaining the correct diagnosis by between 1.3 (95% confidence interval [CI], 1.0-1.8) and 7.5 (95% CI, 3.2-17.7), depending on the scenario. No effect of experience was detected on either diagnostic accuracy or management. Residents requested significantly more cues than experienced family physicians did. Conclusions. Supporting the gathering of critical information has the potential to improve the diagnosis and management of difficult problems in family medicine.
C1 [Kostopoulou, Olga; Oudhoff, Jurriaan; Nath, Radhika; Delaney, Brendan C.; Munro, Craig W.; Holder, Roger] Univ Birmingham, Dept Primary Care, Birmingham B15 2TT, W Midlands, England.
   [Harries, Clare] UCL, Dept Psychol, London WC1E 6BT, England.
RP Kostopoulou, O (reprint author), Univ Birmingham, Dept Primary Care, Birmingham B15 2TT, W Midlands, England.
EM o.kostopoulou@bham.ac.uk
OI Delaney, Brendan/0000-0002-3518-0131; Kostopoulou,
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NR 44
TC 25
Z9 25
U1 0
U2 5
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0272-989X
J9 MED DECIS MAKING
JI Med. Decis. Mak.
PD SEP-OCT
PY 2008
VL 28
IS 5
BP 668
EP 680
DI 10.1177/0272989X08319958
PG 13
WC Health Care Sciences & Services; Medical Informatics
SC Health Care Sciences & Services; Medical Informatics
GA 356YB
UT WOS:000259812400004
PM 18556634
ER

PT J
AU Dupriez, V
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AF Dupriez, Vincent
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TI How do school systems manage pupils' heterogeneity?
SO COMPARATIVE EDUCATION REVIEW
LA English
DT Article
ID ACADEMIC SELF-CONCEPT; MATHEMATICS ACHIEVEMENT; TRACKING
C1 [Dupriez, Vincent] Catholic Univ Louvain, Interfac Res Grp Educ & Training Syst GIRSEF, B-3000 Louvain, Belgium.
RP Dupriez, V (reprint author), Catholic Univ Louvain, Interfac Res Grp Educ & Training Syst GIRSEF, B-3000 Louvain, Belgium.
EM vincent.dupriez@psp.ucl.ac.be; xavier.dumay@psp.ucl.ac.be;
   anne.vause@uclouvain.be
RI dupriez, vincent/C-6763-2008; Shavit, Yossi/A-2034-2012; Dumay,
   Xavier/N-1031-2015
OI dupriez, vincent/0000-0002-0714-7318; Dumay, Xavier/0000-0002-5882-3355
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NR 30
TC 25
Z9 27
U1 0
U2 8
PU UNIV CHICAGO PRESS
PI CHICAGO
PA 1427 E 60TH ST, CHICAGO, IL 60637-2954 USA
SN 0010-4086
J9 COMP EDUC REV
JI Comp. Educ. Rev.
PD MAY
PY 2008
VL 52
IS 2
BP 245
EP 273
DI 10.1086/528764
PG 29
WC Education & Educational Research
SC Education & Educational Research
GA 276ET
UT WOS:000254124800005
ER

PT J
AU Gu, Q
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AF Gu, Qing
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TI Changing Places: A Study of Chinese Students in the UK
SO LANGUAGE AND INTERCULTURAL COMMUNICATION
LA English
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DE Chinese learners; culture shock; intercultural adaptation; learning
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ID CULTURAL-DIFFERENCES; ROLE SHOCK; ADJUSTMENT; MODEL
AB This article explores the way tertiary level Chinese students in the UK adapt, in varying degrees, to their new learning and living environment. A questionnaire and interview study that includes both Chinese students and their British teachers attempts to ascertain key issues with a view to helping sojourning students adapt to their environment, and to guiding teachers in offering them a more appropriate learning experience. The need for mutuality of understanding and action is stressed. Evidence from both interviews and the questionnaire survey suggests that, personal, pedagogical and psychological factors are equally important in influencing the intercultural adaptation process and outcomes. Early results show that despite various intercultural challenges and struggles, most students have managed to survive the demands of the learning and living environment, and to adapt and develop.
C1 [Gu, Qing] Univ Nottingham, Nottingham NG7 2RD, England.
   [Maley, Alan] Leeds Metropolitan Univ, Leeds LS1 3HE, W Yorkshire, England.
RP Gu, Q (reprint author), Univ Nottingham, Nottingham NG7 2RD, England.
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NR 54
TC 25
Z9 25
U1 8
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1470-8477
J9 LANG INTERCULT COMM
JI Lang. Intercult. Commun.
PY 2008
VL 8
IS 4
BP 224
EP 245
DI 10.1080/14708470802303025
PG 22
WC Linguistics; Language & Linguistics
SC Linguistics
GA 392BI
UT WOS:000262277500002
ER

PT J
AU Solomon, Y
AF Solomon, Yvette
TI Not belonging? What makes a functional learner identity in undergraduate
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SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
AB Analysis of interviews with first-year undergraduate mathematics students shows that 'not belonging' is a prevalent theme in their accounts of the experience of studying mathematics, even though their choice of degree-level study indicates a belief that they are at least at some level 'good at maths'. Instead, they tend to describe themselves as marginalised: they are aligned with mathematical procedures but do not contribute to them. A perception of oneself as a 'legitimate peripheral participant' -as a novice with the potential to make constructive connections in mathematics -is rare. This article examines the potentially conflicting communities of practice within which undergraduate students find themselves, and presents a typology of their related learner identities. The analysis shows that undergraduate functionality in the sense of belief in oneself as a learner is not necessarily associated with the identity of novice/apprentice, as might be predicted by a community of practice model. On the contrary, students who describe identities of heavily alignment can appear unworried by their lack of participation in mathematics, successful as they are in the more dominant local communities of practice. It is argued that these, together with an institutional culture of entrenched beliefs about ability and ownership of knowledge, determine students' experiences and identities in ways which are noticeably gendered. The implications for teaching in mathematics and in higher education more generally are discussed.
C1 Univ Lancaster, Dept Educ Res, Lancaster LA1 4YD, England.
RP Solomon, Y (reprint author), Univ Lancaster, Dept Educ Res, Cty S, Lancaster LA1 4YD, England.
EM y.solomon@lancaster.ac.uk
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NR 43
TC 25
Z9 26
U1 2
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0307-5079
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PD FEB
PY 2007
VL 32
IS 1
BP 79
EP 96
DI 10.1080/03075070601099473
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 120ZV
UT WOS:000243126700005
ER

PT J
AU Cardini, A
AF Cardini, Alejandra
TI An analysis of the rhetoric and practice of educational partnerships in
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SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
ID URBAN REGENERATION; GOVERNANCE; POLICY; GOVERNMENT
AB Partnership is a concept that is increasingly being used in the UK political arena. This article seeks to contribute to the existing understanding of the theory and practice of educational partnerships. It argues that although partnerships are usually defined as necessary, pragmatic and benevolent ways of organizing social welfare, in practice they are complex, contradictory and even paradoxical social phenomena. Drawing on research on working partnerships, this paper argues that there is a mismatch between the political rhetoric on partnerships and empirical partnerships. It suggests that these disjunctions are the manifestation of the effective rhetorical power of partnerships. The notion of partnership constructs a vision of public policy that stresses efficiency, devolution and participation and in which everyone seems to benefit. However, when the actual practice of partnerships is explored, a different picture appears. Rather than inclusive, symmetrical and democratic social practices, current partnerships are revealed to be facilitating and legitimating central policy decision-making as well as the private sector involvement in the delivery of public policies.
C1 CIPPEC, Buenos Aires, DF, Argentina.
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EM acardini@cippec.org
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   POWELL M, 2002, PARNERSHIPS NEW LABO
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NR 61
TC 25
Z9 26
U1 1
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0268-0939
EI 1464-5106
J9 J EDUC POLICY
JI J. Educ. Policy
PD JUL
PY 2006
VL 21
IS 4
BP 393
EP 415
DI 10.1080/02680930600731773
PG 23
WC Education & Educational Research
SC Education & Educational Research
GA 070FH
UT WOS:000239505200001
ER

PT J
AU Littlemore, J
   Low, G
AF Littlemore, Jeannette
   Low, Graham
TI Metaphoric competence, second language learning, and communicative
   language ability
SO APPLIED LINGUISTICS
LA English
DT Article
ID COGNITIVE-STYLE; EXPRESSIONS; VOCABULARY; AWARENESS; ENGLISH; SPEECH
AB Recent developments in cognitive linguistics have highlighted the importance as well as the ubiquity of metaphor in language. Despite this, the ability of second language learners to use metaphors is often still not seen as a core ability. In this paper, we take a model of communicative competence that has been widely influential in both language teaching and language testing, namely Bachman (1990), and argue, giving a range of examples of language use and learner difficulty, that metaphoric competence has in fact an important role to play in all areas of communicative competence. In other words, it can contribute centrally to grammatical competence, textual competence, illocutionary competence, sociolinguistic competence, and strategic competence. Metaphor is thus highly relevant to second language learning, teaching and testing, from the earliest to the most advanced stages of learning.
C1 Univ Birmingham, Dept English, Birmingham B15 2TT, W Midlands, England.
   York Univ, Dept Educ Studies, York YO10 5DD, N Yorkshire, England.
RP Littlemore, J (reprint author), Univ Birmingham, Dept English, Birmingham B15 2TT, W Midlands, England.
EM j.m.littlemore@bham.ac.uk; gdl1@york.ac.uk
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NR 100
TC 25
Z9 27
U1 4
U2 26
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0142-6001
EI 1477-450X
J9 APPL LINGUIST
JI Appl. Lingusit
PD JUN
PY 2006
VL 27
IS 2
BP 268
EP 294
DI 10.1093/applin/aml004
PG 27
WC Linguistics
SC Linguistics
GA 059VM
UT WOS:000238760300006
ER

PT J
AU Keogh, E
   Bond, FW
   Flaxman, PE
AF Keogh, E
   Bond, FW
   Flaxman, PE
TI Improving academic performance and mental health through a stress
   management intervention: Outcomes and mediators of change
SO BEHAVIOUR RESEARCH AND THERAPY
LA English
DT Article
DE stress intervention; examinations; anxiety; cognitive behaviour therapy
ID TEST ANXIETY; ACHIEVEMENT GOALS; WORRY; TESTS
AB Two hundred and nine pupils were randomly allocated to either a cognitive behaviourally based stress management intervention (SMI) group, or a non-intervention control group. Mood and motivation measures were administered pre and post intervention. Standardized examinations were taken 8-10 weeks later. As hypothesized, results indicated that an increase in the functionality of pupils' cognitions served as the mechanism by which mental health improved in the SMI group. In contrast, the control group demonstrated no such improvements. Also, as predicted, an increase in motivation accounted for the SMI group's significantly better performance on the standardized, academic assessments that comprise the United Kingdom's General Certificate of Secondary Education. Indeed, the magnitude of this enhanced performance was, on average, one-letter grade. Discussion focuses on the theoretical and practical implications of these findings. (c) 2005 Elsevier Ltd. All rights reserved.
C1 Univ Bath, Dept Psychol, Bath BA2 7AY, Avon, England.
   Univ London Goldsmiths Coll, Dept Psychol, London SE14 6NW, England.
RP Keogh, E (reprint author), Univ Bath, Dept Psychol, Bath BA2 7AY, Avon, England.
EM e.m.keogh@bath.ac.uk
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NR 54
TC 25
Z9 26
U1 5
U2 19
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0005-7967
J9 BEHAV RES THER
JI Behav. Res. Ther.
PD MAR
PY 2006
VL 44
IS 3
BP 339
EP 357
DI 10.1016/j.brat.2005.03.002
PG 19
WC Psychology, Clinical
SC Psychology
GA 024BH
UT WOS:000236169400002
PM 15890314
ER

PT J
AU Kratzig, GP
   Arbuthnott, KD
AF Kratzig, GP
   Arbuthnott, KD
TI Perceptual learning style and learning proficiency: A test of the
   hypothesis
SO JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article; Proceedings Paper
CT 15th Annual Meeting of the
   Canadian-Society-for-Brain-Behaviour-and-Cognitive-Science
CY JUL, 2005
CL Montreal, CANADA
SP Canadian Soc Brain, Behav & Cognit Sci
DE learning styles; sensory modality; memory; self-report questionnaires;
   metacognition
ID METACOGNITIVE ABILITY; PERFORMANCE; SEX; AGE
AB Given the potential importance of using modality preference with instruction, the authors tested whether learning style preference correlated with memory performance in each of 3 sensory modalities: visual, auditory, and kinesthetic. In Study 1, participants completed objective measures of pictorial, auditory, and tactile learning and learning style self-assessments. The results indicate that objective test performance did not correlate with learning style preference. In Study 2, the authors examined in more detail the information participants used to answer the learning style self-assessment. The findings indicate that participants answered the inventory using general memories and beliefs rather than specific examples of learning in different modalities. These results challenge the hypothesis that individuals learn best with material presented in a particular sensory modality.
C1 Univ Regina, Campion Coll, Dept Psychol, Regina, SK S4S 0A2, Canada.
RP Kratzig, GP (reprint author), Univ Regina, Campion Coll, Dept Psychol, 3737 Wascana Pkwy, Regina, SK S4S 0A2, Canada.
EM kratgreg@uregina.ca
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NR 36
TC 25
Z9 25
U1 7
U2 18
PU AMER PSYCHOLOGICAL ASSOC/EDUCATIONAL PUBLISHING FOUNDATION
PI WASHINGTON
PA 750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA
SN 0022-0663
J9 J EDUC PSYCHOL
JI J. Educ. Psychol.
PD FEB
PY 2006
VL 98
IS 1
BP 238
EP 246
DI 10.1037/0022-0663.98.1.238
PG 9
WC Psychology, Educational
SC Psychology
GA 022MI
UT WOS:000236059500020
ER

PT J
AU van Langen, A
   Dekkers, H
AF van Langen, A
   Dekkers, H
TI Cross-national differences in participating in tertiary science,
   technology, engineering and mathematics education
SO COMPARATIVE EDUCATION
LA English
DT Article
ID GENDER STRATIFICATION; SEX SEGREGATION; CHOICE; SUBJECT
AB In many western countries attention is currently being given to the participation of students in tertiary Science, Technology, Engineering and Mathematics ( STEM) education. This is a result of internationally competing economic ambitions, coupled with acute shortages on the STEM labour market, a declining interest among students for STEM education and a long-lasting under-representation of women. However, despite similarities concerning policy attitudes and identified problems, western countries differ considerably from each other concerning the percentages of students that choose STEM education and the proportion of female students included here. Based on an in-depth study in Sweden, the UK, the US and the Netherlands, this article investigates the reasons for these cross-national differences. At the heart of the explanations lie the accessibility of the STEM pipeline, the level of broad-based interdisciplinary studies as opposed to compartmentalization and early specialization, labour market characteristics, social traditions and government policies.
C1 Univ Nijmegen St Radboud Hosp, ITS, NL-6500 KJ Nijmegen, Netherlands.
RP van Langen, A (reprint author), Univ Nijmegen St Radboud Hosp, ITS, POB 9048, NL-6500 KJ Nijmegen, Netherlands.
EM a.v.langen@its.ru.nl
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NR 57
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U1 5
U2 29
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-0068
J9 COMP EDUC
JI Comp. Educ.
PD AUG
PY 2005
VL 41
IS 3
BP 329
EP 350
DI 10.1080/03050060500211708
PG 22
WC Education & Educational Research
SC Education & Educational Research
GA 953OC
UT WOS:000231085200006
ER

PT J
AU Hall, K
   Collins, J
   Benjamin, S
   Nind, M
   Sheehy, I
AF Hall, K
   Collins, J
   Benjamin, S
   Nind, M
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TI SATurated models of pupildom: assessment and inclusion/exclusion
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LA English
DT Article
ID SCHOOL
AB Adopting a sociocultural theoretical framework and based on ethnographic data from two primary schools, this article seeks to answer the question: what meanings about inclusion and exclusion are encoded in school and classroom practices? It documents the (inclusionary and) exclusionary pedagogic processes that influence learning and children's participation in the learning opportunities on offer to them. From their analysis of observational, interview and documentary data, externally-imposed and monitored regimes of assessment are what really matters in the school lives of the year six children in the authors' fieldwork schools. Assessment, narrowed to testing, defines the school day, the curriculum, the teacher's responsibilities, the pupil's worth, the ideal parent, and what counts as ability; it pushes towards a particular type of learning at the expense of other types. The article begins with a brief theoretical and methodological account of the study and a note on each participating school. It then suggests and discusses models of 'SATurated pupildom' that are supported by the data. Versions of learning and ability as well as teacher subject positions that variously fit with the demands of summative assessments for accountability purposes, but that do not square with valuing diversity, are also discussed. The conclusion briefly considers the findings in the context of a macro-culture that circumscribes what schools and teachers must value most and in relation to tensions within New Labour's push for standardisation on the one hand and inclusion and social justice on the other.
C1 Leeds Metropolitan Univ, Carnegie Fac Sport & Educ, Leeds LS6 3QS, W Yorkshire, England.
   Open Univ, Milton Keynes MK7 6AA, Bucks, England.
   Univ Birmingham, Birmingham B15 2TT, W Midlands, England.
   Univ Southampton, Southampton SO9 5NH, Hants, England.
RP Hall, K (reprint author), Leeds Metropolitan Univ, Carnegie Fac Sport & Educ, Headingley Campus, Leeds LS6 3QS, W Yorkshire, England.
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U1 1
U2 4
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 2004
VL 30
IS 6
BP 801
EP 817
DI 10.1080/0141192042000279512
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 871VD
UT WOS:000225163800005
ER

PT J
AU Triggs, P
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AF Triggs, P
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TI From transaction to transformation: information and communication
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SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE case study; change; communities of practice; ICT use; professional
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ID RESEARCHERS; TEACHERS
AB Using the concept of 'layers of community', this paper describes and explains the ways in which teams of teachers, teacher educators and researchers worked together on the research project InterActive Education: teaching and learning in the information age. The focus is on the development and dissemination of professional knowledge as it relates to teaching and learning that incorporates information and communications technology (ICT) as a tool. Drawing on a range of data, we illustrate how 'micro-', 'meso-' and 'macro'-communities inter-connect to create the settings for improved professional growth. The purpose is to challenge the linearity embedded in much of the professional development processes associated with ICT and to re-model the relationship between practice and research.
C1 Univ Bristol, Grad Sch Educ, Bristol BS8 1JA, Avon, England.
   Univ Plymouth, Fac Educ, Plymouth PL4 8AA, Devon, England.
RP Triggs, P (reprint author), Univ Bristol, Grad Sch Educ, 35 Berkeley Sq, Bristol BS8 1JA, Avon, England.
EM Pat.Triggs@bristol.ac.uk
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PU BLACKWELL PUBLISHING LTD
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DG, OXON, ENGLAND
SN 0266-4909
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD DEC
PY 2004
VL 20
IS 6
BP 426
EP 439
DI 10.1111/j.1365-2729.2004.00101.x
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 875FN
UT WOS:000225405800004
ER

PT J
AU Ecclestone, K
AF Ecclestone, K
TI Learning or therapy? The demoralisation of education
SO BRITISH JOURNAL OF EDUCATIONAL STUDIES
LA English
DT Article
DE demoralisation; therapeutic pedagogy; therapeutic ethos; self-esteem
ID SOCIAL EXCLUSION; RISK MANAGEMENT
AB Contemporary educational goals place increasing emphasis on conferring recognition and building self-esteem for people deemed to be marginalised and vulnerable. Such goals coalesce with the language, symbols and practices of therapy inscribed within a broader 'therapeutic ethos'. The paper relates these trends to broader cultural demoralisation about people's potential for human agency and evaluates their effects on educational debates.
   A therapeutic ethos in education appears benign and empowering. Yet, the paper argues that it produces a diminished view of people and low expectations about people's capacity for resilience and autonomy. One effect is to encourage an alignment between the values and activities of education and welfare. This both legitimises and extends institutional and government influence over people's psychological and emotional states. The paper explores these trends and evaluates their implications for educational ideas about human agency.
C1 Univ Exeter, Sch Educ & Lifelong Learning, Exeter EX1 2LU, Devon, England.
RP Ecclestone, K (reprint author), Univ Exeter, Sch Educ & Lifelong Learning, Heavitree Rd, Exeter EX1 2LU, Devon, England.
EM K.Ecclestone@exeter.ac.uk
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U1 1
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PU BLACKWELL PUBL LTD
PI OXFORD
PA 108 COWLEY RD, OXFORD OX4 1JF, OXON, ENGLAND
SN 0007-1005
J9 BRIT J EDUC STUD
JI Br. J. Educ. Stud.
PD JUN
PY 2004
VL 52
IS 2
BP 112
EP 137
DI 10.1111/j.1467-8527.2004.00258.x
PG 26
WC Education & Educational Research
SC Education & Educational Research
GA 822MC
UT WOS:000221543100001
ER

PT J
AU Edwards, A
   D'Arcy, C
AF Edwards, A
   D'Arcy, C
TI Relational agency and disposition in sociocultural accounts of learning
   to teach
SO EDUCATIONAL REVIEW
LA English
DT Article
AB We draw on two studies of student teachers as they learn about learning while interacting with pupils. We argue that the affective notion of relational agency needs to become more central to understanding pedagogy if we are to prepare learners for the demands of the knowledge age. Here relational agency is defined as a capacity to engage with the dispositions of others in order to interpret and act on the object of our actions in enhanced ways. The social practices of settings in which these dispositions for collaborative engagement are enacted are examined using the conceptual tools of sociocultural psychology and activity theory. Implications for both the learning of pupils and of student teachers are discussed.
C1 Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England.
RP Edwards, A (reprint author), Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England.
EM L.A.Edwards@bham.ac.uk
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NR 27
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PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0013-1911
J9 EDUC REV
JI Educ. Rev.
PD JUN
PY 2004
VL 56
IS 2
BP 147
EP 155
DI 10.1080/0031910410001693236
PG 9
WC Education & Educational Research
SC Education & Educational Research
GA 831SW
UT WOS:000222217400005
ER

PT J
AU Livingstone, S
   Smith, PK
AF Livingstone, Sonia
   Smith, Peter K.
TI Annual Research Review: Harms experienced by child users of online and
   mobile technologies: the nature, prevalence and management of sexual and
   aggressive risks in the digital age
SO JOURNAL OF CHILD PSYCHOLOGY AND PSYCHIATRY
LA English
DT Review
DE Cyberbullying; cyber-aggression; risk factors; child harm protection;
   sexual messaging and pornography; internet; online and mobile
   technologies
ID PROBLEMATIC INTERNET USE; SOCIAL NETWORKING SITES; ADOLESCENTS EXPOSURE;
   SENSATION SEEKING; ASSESSING CAUSALITY; EUROPEAN COUNTRIES; COGNITIVE
   EMPATHY; EMOTIONAL IMPACT; YOUNG ADULTHOOD; MENTAL-HEALTH
AB Aims and scopeThe usage of mobile phones and the internet by young people has increased rapidly in the past decade, approaching saturation by middle childhood in developed countries. Besides many benefits, online content, contact or conduct can be associated with risk of harm; most research has examined whether aggressive or sexual harms result from this. We examine the nature and prevalence of such risks, and evaluate the evidence regarding the factors that increase or protect against harm resulting from such risks, so as to inform the academic and practitioner knowledge base. We also identify the conceptual and methodological challenges encountered in this relatively new body of research, and highlight the pressing research gaps.
   MethodsGiven the pace of change in the market for communication technologies, we review research published since 2008. Following a thorough bibliographic search of literature from the key disciplines (psychology, sociology, education, media studies and computing sciences), the review concentrates on recent, high quality empirical studies, contextualizing these within an overview of the field.
   FindingsRisks of cyberbullying, contact with strangers, sexual messaging (sexting') and pornography generally affect fewer than one in five adolescents. Prevalence estimates vary according to definition and measurement, but do not appear to be rising substantially with increasing access to mobile and online technologies, possibly because these technologies pose no additional risk to offline behaviour, or because any risks are offset by a commensurate growth in safety awareness and initiatives. While not all online risks result in self-reported harm, a range of adverse emotional and psychosocial consequences is revealed by longitudinal studies. Useful for identifying which children are more vulnerable than others, evidence reveals several risk factors: personality factors (sensation-seeking, low self-esteem, psychological difficulties), social factors (lack of parental support, peer norms) and digital factors (online practices, digital skills, specific online sites).
   ConclusionsMobile and online risks are increasingly intertwined with pre-existing (offline) risks in children's lives. Research gaps, as well as implications for practitioners, are identified. The challenge is now to examine the relations among different risks, and to build on the risk and protective factors identified to design effective interventions.
C1 [Livingstone, Sonia] Univ London London Sch Econ & Polit Sci, Dept Media & Commun, London WC2A 2AE, England.
   [Smith, Peter K.] Univ London, Dept Psychol, Unit Sch & Family Studies, London, England.
RP Livingstone, S (reprint author), Univ London London Sch Econ & Polit Sci, Dept Media & Commun, Houghton St, London WC2A 2AE, England.
EM s.livingstone@lse.ac.uk
FU EC (DG Information Society) Safer Internet plus Programme
   [SIP-KEP-321803]
FX The work of S.L. on this article drew on the work of the 'EU Kids
   Online' network funded by the EC (DG Information Society) Safer Internet
   plus Programme (project code SIP-KEP-321803); see . The contribution of
   P.S. to this article drew on the work of COST Action IS0801 on
   Cyberbullying. This article was invited by the journal, for which the
   authors have been offered a small honorarium payment towards expenses;
   the article has undergone full, external peer review. The authors have
   declared that they have no competing or potential conflicts of interest
   in relation to this article.
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NR 193
TC 24
Z9 24
U1 28
U2 141
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0021-9630
EI 1469-7610
J9 J CHILD PSYCHOL PSYC
JI J. Child Psychol. Psychiatry
PD JUN
PY 2014
VL 55
IS 6
BP 635
EP 654
DI 10.1111/jcpp.12197
PG 20
WC Psychology, Developmental; Psychiatry; Psychology
SC Psychology; Psychiatry
GA AH3EM
UT WOS:000336006400010
PM 24438579
ER

PT J
AU Boliver, V
AF Boliver, Vikki
TI How fair is access to more prestigious UK universities?
SO BRITISH JOURNAL OF SOCIOLOGY
LA English
DT Article
DE Fair access; higher education; Russell Group universities; tuition fees
ID HIGHER-EDUCATION; SOCIAL-CLASS; PERFORMANCE; ADMISSIONS; CHOICE;
   STUDENTS; SCHOOL; OXFORD
AB Now that most UK universities have increased their tuition fees to 9,000 pound a year and are implementing new Access Agreements as required by the Office for Fair Access, it has never been more important to examine the extent of fair access to UK higher education and to more prestigious UK universities in particular. This paper uses Universities and Colleges Admissions Service (UCAS) data for the period 1996 to 2006 to explore the extent of fair access to prestigious Russell Group universities, where 'fair' is taken to mean equal rates of making applications to and receiving offers of admission from these universities on the part of those who are equally qualified to enter them. The empirical findings show that access to Russell Group universities is far from fair in this sense and that little changed following the introduction of tuition fees in 1998 and their initial increase to 3,000 pound a year in 2006. Throughout this period, UCAS applicants from lower class backgrounds and from state schools remained much less likely to apply to Russell Group universities than their comparably qualified counterparts from higher class backgrounds and private schools, while Russell Group applicants from state schools and from Black and Asian ethnic backgrounds remained much less likely to receive offers of admission from Russell Group universities in comparison with their equivalently qualified peers from private schools and the White ethnic group.
C1 Univ Durham, Sch Appl Social Sci, Durham DH1 3HP, England.
RP Boliver, V (reprint author), Univ Durham, Sch Appl Social Sci, Durham DH1 3HP, England.
EM vikki.boliver@durham.ac.uk
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NR 53
TC 24
Z9 24
U1 5
U2 39
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0007-1315
J9 BRIT J SOCIOL
JI Br. J. Sociol.
PD JUN
PY 2013
VL 64
IS 2
BP 344
EP 364
DI 10.1111/1468-4446.12021
PG 21
WC Sociology
SC Sociology
GA 152IC
UT WOS:000319524200008
PM 23713563
ER

PT J
AU Wales, WJ
   Gupta, VK
   Mousa, FT
AF Wales, William J.
   Gupta, Vishal K.
   Mousa, Fariss-Terry
TI Empirical research on entrepreneurial orientation: An assessment and
   suggestions for future research
SO INTERNATIONAL SMALL BUSINESS JOURNAL
LA English
DT Article
DE corporate entrepreneurship; entrepreneurial behavior; entrepreneurial
   orientation; firm-level entrepreneurship; systematic review
ID RESOURCE-BASED VIEW; STRATEGIC MANAGEMENT RESEARCH; FIRM PERFORMANCE;
   BUSINESS PERFORMANCE; SYSTEMATIC REVIEWS; MODERATING ROLE; VALUE
   CREATION; METAANALYSIS; PERSPECTIVE; MEDIATOR
AB Entrepreneurial orientation (EO) is one of the most widely accepted firm-level constructs in the literature. The present study provides a comprehensive qualitative review and evaluation of the empirical EO literature. It finds that EO research has made considerable strides in recent years and is accelerating and broadening, although notable biases and inconsistencies in variable choice and model specification remain. The article sheds light on the popularity of Miller's unidimensional conceptualization of EO, as well as the rise in multidimensional explorations of the phenomenon. It concludes with a discussion of the implications of the study's findings for EO-related research and practice.
C1 [Wales, William J.; Mousa, Fariss-Terry] James Madison Univ, Harrisonburg, VA 22801 USA.
   [Gupta, Vishal K.] SUNY Binghamton, Binghamton, NY 13902 USA.
RP Wales, WJ (reprint author), James Madison Univ, Dept Management, Coll Business, MSC 0205,800 S Main St, Harrisonburg, VA 22801 USA.
EM waleswj@jmu.edu
RI Wales, William/C-3837-2016
OI Wales, William/0000-0001-6565-6439
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NR 79
TC 24
Z9 24
U1 9
U2 58
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0266-2426
EI 1741-2870
J9 INT SMALL BUS J
JI Int. Small Bus. J.
PD JUN
PY 2013
VL 31
IS 4
BP 357
EP 383
DI 10.1177/0266242611418261
PG 27
WC Business; Management
SC Business & Economics
GA 149TZ
UT WOS:000319345600002
ER

PT J
AU Borg, S
AF Borg, Simon
TI Language teacher research engagement
SO LANGUAGE TEACHING
LA English
DT Article
ID 2ND-LANGUAGE ACQUISITION; PEDAGOGICAL IMPLICATIONS; SYSTEMATIC REVIEWS;
   EDUCATION; CONSTRAINTS; QUALITY; ENGLISH; TESOL; READ
AB The aim of this review is to provide a critical analysis of language teacher research engagement. The term 'research engagement' here covers both engagement IN teacher research (i.e. by doing it) as well as engagement WITH research (i.e. by reading and using it). Research engagement is commonly recommended to language teachers as a potentially productive form of professional development and a source of improved professional practice; empirical accounts of teachers' practices and experiences in doing teacher research and reading research, and of the benefits that accrue to them from such activities are, however, limited and diffuse. This review examines the available evidence on research engagement in language teaching and discusses this in relation to the educational literature more broadly. The analysis presented here highlights both the benefits and the challenges that are associated with teacher research engagement, and sheds light on why teacher research remains largely a minority activity in the field of language teaching. It also illustrates the complex relationship between research knowledge and what teachers do, and considers the implications of this relationship for the contribution that reading research can make to teachers' professional activities. The paper concludes by outlining a number of conditions which facilitate teachers' attempts to engage both in and with research. An awareness of these conditions is fundamental to the success of initiatives which aim to promote language teacher research engagement.
C1 Univ Leeds, Sch Educ, TESOL, Leeds LS2 9JT, W Yorkshire, England.
RP Borg, S (reprint author), Univ Leeds, Sch Educ, TESOL, Leeds LS2 9JT, W Yorkshire, England.
EM S.Borg@education.leeds.ac.uk
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NR 193
TC 24
Z9 25
U1 3
U2 16
PU CAMBRIDGE UNIV PRESS
PI CAMBRIDGE
PA EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND
SN 0261-4448
J9 LANG TEACHING
JI Lang. Teach.
PD OCT
PY 2010
VL 43
BP 391
EP 429
DI 10.1017/S0261444810000170
PN 4
PG 39
WC Education & Educational Research; Linguistics; Language & Linguistics
SC Education & Educational Research; Linguistics
GA 662GW
UT WOS:000282796500001
ER

PT J
AU Sorqvist, P
AF Sorqvist, Patrik
TI The role of working memory capacity in auditory distraction: A review
SO NOISE & HEALTH
LA English
DT Review
DE Attentional capture; auditory distraction; individual differences;
   noise; working memory capacity
ID SHORT-TERM-MEMORY; ATTENTION-DEFICIT/HYPERACTIVITY DISORDER;
   IRRELEVANT-SPEECH; INDIVIDUAL-DIFFERENCES; SERIAL-RECALL;
   READING-COMPREHENSION; PROSE MEMORY; NOISE; SOUND; DISRUPTION
AB The purpose of this paper was to review the current knowledge on individual differences in susceptibility to the effects of task-irrelevant sound on cognition. The literature indicates that at least two functionally different cognitive mechanisms underlie those differences; one is the efficiency by which people process the order between perceptually discrete sound events and the other is related to working memory capacity. The first mechanism seems to be involved only when disruption is a function of conflicting order processes, whereas the other mechanism is involved in a wider range of phenomena including those when attentional capture and conflicting semantic processes form the basis of disruption. Because of this, noise abatement interventions should first of all be directed towards people with low working memory capacity. Implications for theories of auditory distraction are discussed.
C1 Univ Gavle, Ctr Built Environm, Lab Appl Psychol, SE-80176 Gavle, Sweden.
RP Sorqvist, P (reprint author), Univ Gavle, Ctr Built Environm, Lab Appl Psychol, SE-80176 Gavle, Sweden.
EM patrik.sorqvist@hig.se
FU Swedish Research Council; University of Gavle
FX The writing of this article was made possible by support received from
   the Swedish Research Council and from the University of Gavle. I would
   like to thank two anonymous reviewers for helpful comments.
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NR 56
TC 24
Z9 25
U1 5
U2 37
PU MEDKNOW PUBLICATIONS
PI MUMBAI
PA B-9, KANARA BUSINESS CENTRE, OFF LINK RD, GHAKTOPAR-E, MUMBAI, 400075,
   INDIA
SN 1463-1741
J9 NOISE HEALTH
JI Noise Health
PD OCT-DEC
PY 2010
VL 12
IS 49
BP 217
EP 224
DI 10.4103/1463-1741.70500
PG 8
WC Audiology & Speech-Language Pathology; Public, Environmental &
   Occupational Health
SC Audiology & Speech-Language Pathology; Public, Environmental &
   Occupational Health
GA 709YZ
UT WOS:000286478600004
PM 20871176
ER

PT J
AU Virtanen, V
   Lindblom-Ylanne, S
AF Virtanen, Viivi
   Lindblom-Ylanne, Sari
TI University students' and teachers' conceptions of teaching and learning
   in the biosciences
SO INSTRUCTIONAL SCIENCE
LA English
DT Article
DE Higher education; Conception of learning; Conception of teaching;
   Biology; Science; Education
ID HIGHER-EDUCATION; STRATEGIES; BELIEFS; BIOCHEMISTRY; PERCEPTIONS;
   INTENTIONS; THINKING; CONTEXT
AB In this study we compare university teachers' and first-year students' conceptions of teaching and learning at the Faculty of Environmental and Biological Sciences. The conceptions were analysed using data from open-ended questionnaires. The results showed that at the beginning of studies the gap between teachers' and students' conceptions of teaching and learning is substantial. This finding has important implications for the educational process. In order to enhance successful studying from the beginning of students' university careers, it is important for teachers to become aware of the differences between students' and teachers' conceptions of learning.
C1 [Virtanen, Viivi] Univ Helsinki, Fac Biosci, FIN-00014 Helsinki, Finland.
   [Lindblom-Ylanne, Sari] Univ Helsinki, Dept Educ, Ctr Res & Dev Higher Educ, FIN-00014 Helsinki, Finland.
RP Virtanen, V (reprint author), Univ Helsinki, Fac Biosci, POB 56, FIN-00014 Helsinki, Finland.
EM viivi.virtanen@helsinki.fi
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NR 50
TC 24
Z9 24
U1 4
U2 14
PU SPRINGER
PI DORDRECHT
PA VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS
SN 0020-4277
J9 INSTR SCI
JI Instr. Sci.
PD JUL
PY 2010
VL 38
IS 4
BP 355
EP 370
DI 10.1007/s11251-008-9088-z
PG 16
WC Education & Educational Research; Psychology, Educational
SC Education & Educational Research; Psychology
GA 612XR
UT WOS:000278939600002
ER

PT J
AU Parpala, A
   Lindblom-Ylanne, S
   Komulainen, E
   Litmanen, T
   Hirsto, L
AF Parpala, Anna
   Lindblom-Ylanne, Sari
   Komulainen, Erkki
   Litmanen, Topi
   Hirsto, Laura
TI Students' approaches to learning and their experiences of the
   teaching-learning environment in different disciplines
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID ACADEMIC QUALITY; UNIVERSITY DEPARTMENTS; DISTANCE EDUCATION;
   MEASUREMENT ERRORS; NORMAL MIXTURE; PERCEPTIONS; COMPONENTS; NUMBER
AB Background. There is evidence of disciplinary variation in students' approaches to learning. Furthermore, previous research has shown that students' approaches are related to their perceptions of the learning environment.
   Aim. The overall objective of the study was to analyse combinations of approaches to learning among undergraduates in different disciplines. More precisely, the aim was to cluster students on the basis of their scores on different items measuring approaches to learning, and to explore the relationship between the clusters and both the disciplines of the students and their perceptions of the teaching-learning environment.
   Sample. A total of 2,509 students participated in the study.
   Methods. The students were asked to complete an on-line questionnaire, which was a revised version of the Experience of Teaching and Learning Questionnaire. It included items covering approaches to learning and perceptions of the teaching-learning environment.
   Results. The students were classified in four clusters. There were significant differences in how the respondents from the 10 faculties were represented in these clusters. There were also differences in their perceptions of the teaching-learning environment in the different faculties.
   Conclusions. It appears that there is disciplinary variation in approaches to learning. Furthermore, the results indicate that both approaches to learning and the discipline have an effect on students' experiences of the teaching-learning environment.
C1 [Parpala, Anna; Lindblom-Ylanne, Sari; Komulainen, Erkki; Litmanen, Topi; Hirsto, Laura] Univ Helsinki, Helsinki 00140, Finland.
RP Parpala, A (reprint author), Univ Helsinki, PL 9, Helsinki 00140, Finland.
EM anna.parpala@helsinki.fi
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NR 56
TC 24
Z9 24
U1 0
U2 19
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0007-0998
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD JUN
PY 2010
VL 80
IS 2
BP 269
EP 282
DI 10.1348/000709909X476946
PG 14
WC Psychology, Educational
SC Psychology
GA 588JH
UT WOS:000277065200007
PM 19906328
ER

PT J
AU Bailey, R
   Garner, M
AF Bailey, Richard
   Garner, Mark
TI Is the feedback in higher education assessment worth the paper it is
   written on? Teachers' reflections on their practices
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE written feedback; teachers' beliefs and perceptions; institutional
   practices and procedures
ID FORMATIVE ASSESSMENT
AB Perceptions of the role and efficacy of written feedback in teaching and learning among teaching staff in British higher education institutions have not been extensively researched. In the present study 48 lecturers in one university and from a cross-section of disciplinary backgrounds were interviewed with respect to their lived experiences with writing assessment feedback. Like most universities, theirs has a stated commitment to academic excellence by, among other things, ensuring timely and useful feedback on assignments. The findings suggest, however, that institutional policies and departmental practices related to formative assessment in this respect are not having the intended effect. Teachers have varied perceptions and beliefs about the purposes of written feedback, and are uncertain about what it achieves and what use students make of it. Far from enhancing written feedback, innovative practices and procedures have created new problems for teachers. There is a clear need for continuing research in this area.
C1 [Bailey, Richard] Northumbria Univ, Sch Arts & Social Sci, Newcastle Upon Tyne NE1 8ST, Tyne & Wear, England.
   [Garner, Mark] Univ Aberdeen, Sch Language & Literature, Aberdeen, Scotland.
RP Bailey, R (reprint author), Northumbria Univ, Sch Arts & Social Sci, Newcastle Upon Tyne NE1 8ST, Tyne & Wear, England.
EM richard.bailey@northumbria.ac.uk
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NR 33
TC 24
Z9 24
U1 14
U2 27
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1356-2517
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PY 2010
VL 15
IS 2
BP 187
EP 198
AR PII 920961608
DI 10.1080/13562511003620019
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 597LO
UT WOS:000277759000006
ER

PT J
AU Clegg, S
AF Clegg, Sue
TI Forms of knowing and academic development practice
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 HIGHER-EDUCATION; POLICY
AB Academic development has emerged as an important new site of practice in higher education internationally over the past 40 years, and has been influential in shaping the terms of debate about teaching and learning in higher education. Academic development has shifted its focus from the individual teacher to strategic interventions at institutional and national levels. This article argues that much of the writing by academic developers has a rhetorical function in legitimising academic development's role. The article explores the sorts of accounts academic developers produce about themselves, and argues that academic development practice is a form of artistry and a 'concrete science'. The article asks questions, therefore, about the contexts within which academic development has emerged, the stakes both for academic developers and the wider academic community, the sorts of knowledge being produced by academic developers about themselves and others, and the relationship between theory and practice and the possibilities of critique.
C1 Leeds Metropolitan Univ, Carnegie Res Inst, Ctr Res Higher Educ, Leeds LS6 3QS, W Yorkshire, England.
RP Clegg, S (reprint author), Leeds Metropolitan Univ, Carnegie Res Inst, Ctr Res Higher Educ, Cavendish Hall,Headingley Campus,Beckett Pk, Leeds LS6 3QS, W Yorkshire, England.
EM s.clegg@leedsmet.ac.uk
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NR 63
TC 24
Z9 24
U1 2
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0307-5079
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2009
VL 34
IS 4
BP 403
EP 416
AR PII 911658637
DI 10.1080/03075070902771937
PG 14
WC Education & Educational Research
SC Education & Educational Research
GA 448RI
UT WOS:000266279300004
ER

PT J
AU Gorard, S
   See, BH
AF Gorard, Stephen
   See, Beng Huat
TI The impact of socio-economic status on participation and attainment in
   science
SO STUDIES IN SCIENCE EDUCATION
LA English
DT Article
DE science attainment; post-16 participation; socio-economic status;
   poverty; secondary analysis
ID GENDER-DIFFERENCES; HIGHER-EDUCATION; PARENTAL INVOLVEMENT; STUDENT
   PERFORMANCE; MATHEMATICS; ACHIEVEMENT; ATTITUDES; CHOICES; SCHOOL; IQ
AB In this paper we combine the findings from two recent studies relating to participation and attainment in school science - a re-analysis of existing official data for England and a review of wider international research evidence in the literature relevant to the UK. Although the secondary data are drawn mainly from England, the comprehensiveness of these datasets, together with our inclusion of a review of international studies on maths and science participation provides a useful reference point for an international audience. The research was prompted by concerns over a reduction in the uptake of the physical sciences post-16 and especially in higher education and interest in ways of encouraging the study of science by students from less prestigious socio-economic status backgrounds. Such concerns are not unique to the UK. Using large-scale official datasets we show that participation and attainment in science are stratified by socio-economic status. Students from poorer families are less likely to take sciences at post-16 than many other subjects and those who do are then less likely to obtain grades high enough to encourage further study of the subject. No conclusive evidence has been found to explain this satisfactorily. Plausible reasons suggested in the literature include the relative scarcity of local opportunities putting off those who do not wish to study away from home or the perceived time demands of studying science, and so the difficulties of combining part-time study and part-time work for those needing to continue earning while studying. Direct support from professional parents may also lead to greater participation in post-16 science for students from higher SES. Perhaps the simplest explanation is that participation in science at any level is often predicated upon success at the previous educational stage. There are clear differences in science attainment at age 16 between students of differing backgrounds, which could explain the subsequent differential participation. However, these differences are not dissimilar to those for all subjects. The largest gap presented in the paper is between students eligible and not eligible for free school meals. We also show that these patterns appear early in the life of children. At ages 7 and 11, attainment in the three core subjects (English, maths and science) is negatively related to living in an area of deprivation. The paper ends with a discussion of suggestions for research, policy and practice emerging from this review of the evidence.
C1 [Gorard, Stephen; See, Beng Huat] Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England.
RP Gorard, S (reprint author), Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England.
EM s.gorard@bham.ac.uk
FU Royal Society
FX The authors would like to thank the Royal Society for funding the
   research underlying this paper and our colleague Emma Smith for help in
   preparing the figures for Tables 1 and 2.
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NR 151
TC 24
Z9 24
U1 7
U2 81
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-7267
J9 STUD SCI EDUC
JI Stud. Sci. Educ.
PY 2009
VL 45
IS 1
BP 93
EP 129
DI 10.1080/03057260802681821
PG 37
WC Education & Educational Research; Education, Scientific Disciplines
SC Education & Educational Research
GA 607XJ
UT WOS:000278540300004
ER

PT J
AU Leathwood, C
   Hey, V
AF Leathwood, Carole
   Hey, Valerie
TI Gender/ed discourses and emotional sub-texts: theorising emotion in UK
   higher education
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE emotion; gender; higher education; psycho-social theory
ID SOCIOLOGY; MODERNITY
AB This article engages with contemporary debates about the absence/presence of emotion in higher education. UK higher education has traditionally been constructed as an emotion-free zone, reflecting the dominance of Cartesian dualism with its rational/emotional, mind/body, male/female split. This construction has been challenged in recent years by the incursion of 'new students' into the academy, requirements to offer enhanced student support, and new neo-liberal employability/personal skills agendas. At the same time, theories on the significance of the emotions in education are gaining prominence, e.g. in relation to debates about 'emotional intelligence'. This renewed emphasis on emotion, however, has also been constructed as a dangerous and regressive example of the growing 'therapy culture' in universities. Drawing on the rich tradition of sociological and psycho-social work on the affective, our concern is to further the theorisation of the place of emotion in higher education.
C1 [Leathwood, Carole] London Metropolitan Univ, Inst Policy Studies Educ, London N7 8DB, England.
   [Hey, Valerie] Univ Sussex, Ctr Higher Educ & Access Res CHEER, Sussex Sch Educ, Brighton BN1 9QQ, E Sussex, England.
RP Leathwood, C (reprint author), London Metropolitan Univ, Inst Policy Studies Educ, 166-220 Holloway Rd, London N7 8DB, England.
EM c.leathwood@londonmet.ac.uk
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NR 54
TC 24
Z9 25
U1 3
U2 15
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1356-2517
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PY 2009
VL 14
IS 4
BP 429
EP 440
AR PII 913076653
DI 10.1080/13562510903050194
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 468QV
UT WOS:000267835900007
ER

PT J
AU Dumay, X
   Dupriez, V
AF Dumay, Xavier
   Dupriez, Vincent
TI DOES THE SCHOOL COMPOSITION EFFECT MATTER? EVIDENCE FROM BELGIAN DATA
SO BRITISH JOURNAL OF EDUCATIONAL STUDIES
LA English
DT Article
DE school composition effect; segregation; multi-level modelling
ID STUDENT COMPOSITION; MATHEMATICS ACHIEVEMENT; ACADEMIC-ACHIEVEMENT;
   SECONDARY-SCHOOLS; LANGUAGE; OUTCOMES; CONTEXT; MIX; SEGREGATION;
   LEADERSHIP
AB Even if the literature on the effects of pupil composition has been extensive, no clear consensus has been reached concerning the significance and magnitude of this effect. The first objective of this article is to estimate the magnitude of the school composition effect in primary schools (6th grade) in French-speaking Belgium. Different indicators of school composition are used: academic, socio-cultural, 'language' and sex composition. Except for sex composition, the results show that the school composition effect explains significant amount of between schools variance even after controlling for pupils' initial performance, socio-cultural background, and non-cognitive dispositions. The second objective is to examine covariance between school composition and several organisational variables and their joint effect on school performance. The second set of analyses is intended to question the conceptual nature of the school composition effect, establishing whether it is direct or indirect.
C1 [Dumay, Xavier] Univ Catholique Louvain, GIRSEF, B-1348 Louvain, Belgium.
RP Dumay, X (reprint author), Univ Catholique Louvain, GIRSEF, Pl Montesquieu 1,Bte 14, B-1348 Louvain, Belgium.
EM Xavier.dumay@uclouvain.be
RI dupriez, vincent/C-6763-2008; Dumay, Xavier/N-1031-2015
OI dupriez, vincent/0000-0002-0714-7318; Dumay, Xavier/0000-0002-5882-3355
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NR 57
TC 24
Z9 25
U1 0
U2 9
PU WILEY-BLACKWELL PUBLISHING, INC
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0007-1005
J9 BRIT J EDUC STUD
JI Br. J. Educ. Stud.
PD DEC
PY 2008
VL 56
IS 4
BP 440
EP 477
DI 10.1111/j.1467-8527.2008.00418.x
PG 38
WC Education & Educational Research
SC Education & Educational Research
GA 381DP
UT WOS:000261516000006
ER

PT J
AU Hsieh, PHP
   Schallert, DL
AF Hsieh, Pei-Hsuan Peggy
   Schallert, Diane L.
TI Implications from self-efficacy and attribution theories for an
   understanding of undergraduates' motivation in a foreign language course
SO CONTEMPORARY EDUCATIONAL PSYCHOLOGY
LA English
DT Article
DE Self-efficacy; Attribution theory; Motivation; Foreign language
   learning; Achievement; College students
ID CAUSAL ATTRIBUTIONS; ACHIEVEMENT-MOTIVATION; ACADEMIC-PERFORMANCE;
   LEARNED HELPLESSNESS; SCHOOL-STUDENTS; UNITED-STATES; BELIEFS; FAILURE;
   SUCCESS; TASK
AB Although studies on self-efficacy and attribution have independently contributed to the motivation literature, these two constructs have rarely been considered together in the domain of foreign language learning. Here, 500 undergraduates in Spanish, German, and French courses were asked to report whether test scores represented a successful or unsuccessful outcome and to provide attribution and self-efficacy ratings upon receiving their grades. Representing an innovation over previous studies, attributions were measured in two ways, using dimensions of attributions and asking about actual reasons for a real outcome. In regressions predicting achievement, self-efficacy was the strongest predictor, supplemented by ability attributions. Students who attributed failure to lack of effort had higher self-efficacy than students not making effort attributions. (C) 2008 Elsevier Inc. All rights reserved.
C1 [Hsieh, Pei-Hsuan Peggy] Univ Texas San Antonio, Adult & Higher Educ Dept, San Antonio, TX 78207 USA.
   [Schallert, Diane L.] Univ Texas Austin, Dept Educ Psychol, Austin, TX 78712 USA.
RP Hsieh, PHP (reprint author), Univ Texas San Antonio, Adult & Higher Educ Dept, 501 W Durango Blvd, San Antonio, TX 78207 USA.
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NR 80
TC 24
Z9 24
U1 8
U2 32
PU ACADEMIC PRESS INC ELSEVIER SCIENCE
PI SAN DIEGO
PA 525 B ST, STE 1900, SAN DIEGO, CA 92101-4495 USA
SN 0361-476X
J9 CONTEMP EDUC PSYCHOL
JI Contemp. Educ. Psychol.
PD OCT
PY 2008
VL 33
IS 4
BP 513
EP 532
DI 10.1016/j.cedpsych.2008.01.003
PG 20
WC Psychology, Educational
SC Psychology
GA 360WJ
UT WOS:000260088600003
ER

PT J
AU Ehren, MCM
   Visscher, AJ
AF Ehren, M. C. M.
   Visscher, A. J.
TI The relationships between school inspections, school characteristics and
   school improvement
SO BRITISH JOURNAL OF EDUCATIONAL STUDIES
LA English
DT Article
DE school inspections; school improvements; school effectiveness
AB The effects of school inspections on school improvement have been investigated only to a limited degree. The investigation reported on in this article is meant to expand our knowledge base regarding the impact of school inspections on school improvement. The theoretical framework for this research is partly based on the policy theory behind the Dutch Educational School Supervision Act (the latter includes assumptions about how school inspections lead to school improvement). Interviews and a survey with school inspectors gave insight into how school inspectors implement the Supervision Act and how they assess schools, and stimulate schools to improve. The results of ten case studies showed that all schools started to improve after a school visit. The innovation capacity of the school and the school environment do not seem to contribute to school improvement after school inspections. No effects were found on school-improvement processes of the number of insufficient scores that schools received from inspectors, the extent of feedback and suggestions for improvement, and the number of agreements. The provision of feedback about weaknesses, the assessment of these weak points as unsatisfactory, and the agreements between an inspector and the school regarding improvement activities do appear to make a difference in promoting school improvement.
C1 [Ehren, M. C. M.; Visscher, A. J.] Univ Twente, Fac Behav Sci, Dept Educ Org & Management, NL-7500 AE Enschede, Netherlands.
RP Ehren, MCM (reprint author), Univ Twente, Fac Behav Sci, Dept Educ Org & Management, POB 217, NL-7500 AE Enschede, Netherlands.
EM mcm_ehren@hotmail.com
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NR 28
TC 24
Z9 24
U1 1
U2 7
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0007-1005
J9 BRIT J EDUC STUD
JI Br. J. Educ. Stud.
PD JUN
PY 2008
VL 56
IS 2
BP 205
EP 227
DI 10.1111/j.1467-8527.2008.00400.x
PG 23
WC Education & Educational Research
SC Education & Educational Research
GA 301YD
UT WOS:000255931500005
ER

PT J
AU Reay, D
AF Reay, Diane
TI Tony Blair, the promotion of the 'active' educational citizen, and
   middle-class hegemony
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article
ID SCHOOLS; CHOICE; CHILDREN; PARENTS
AB Tony Blair's period as Head of the Labour Government from 1997 until 2007 has been heralded as a period of increased parental power and growing choice within education. However, beneath the rhetoric, Blair's legacy has been one of consolidating and re-inforcing previous Conservative policies that stressed parental responsibilities whilst operating with a white middle-class norm. As a result, inequalities between parents have grown under Blair as working-class parents are positioned as failing, and middle-class parents monopolise educational initiatives initially set up to benefit the disadvantaged.
C1 Univ Cambridge, Fac Educ, Cambridge CB2 2PQ, England.
RP Reay, D (reprint author), Univ Cambridge, Fac Educ, 184 Hills Rd, Cambridge CB2 2PQ, England.
EM dr311@cam.ac.uk
OI Reay, Diane/0000-0003-0259-1935
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NR 60
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U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-4985
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PY 2008
VL 34
IS 6
BP 639
EP 650
AR PII 905622305
DI 10.1080/03054980802518821
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 374BK
UT WOS:000261017100002
ER

PT J
AU Troman, G
   Jeffrey, B
   Raggl, A
AF Troman, Geoff
   Jeffrey, Bob
   Raggl, Andrea
TI Creativity and performativity policies in primary school cultures
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
ID EDUCATION POLICY; NEW-LABOR
AB Cultures of performativity in English primary schools refer to systems and relationships of: targetsetting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers 'perform' and in which individuals are made accountable. These policy measures, introduced to improve levels of achievement and increased international economic competitiveness, have, potentially, profound implications for the meaning and experience of primary teachers' work; their identities; their commitment to teaching; and how they view their careers. At the same time as policies of performativity are being implemented there is now increasing advocacy for the adoption and advancement of 'creativity' policies within primary education. These major developments are being introduced in the context of a wide range of social/educational policies also aimed at the introduction of creativity initiatives into schools and teaching. This complex policy context has major implications for the implementation process and also primary teachers' work and how they experience it. The ethnographic research reported in this article has been conducted over a school year in six English primary schools in order to analyse the effects of creativity and performativity policy initiatives at the implementation stage. The article concludes by arguing that in the schools of our research the drive to raise pupil test scores involves both performative and creative strategies and that this critical mediation goes beyond amelioration toward a more complex view of professional practice. Implementing creativity and performativity policies provided important contextual influencing factors on teacher commitment. These were: curriculum coverage and task completion; and providing psychic rewards of teaching.
C1 Roehampton Univ, Sch Educ, Froebel Coll, London SW15 5SL, England.
   Open Univ, Milton Keynes MK7 6AA, Bucks, England.
RP Troman, G (reprint author), Roehampton Univ, Sch Educ, Froebel Coll, Southlands Queens Bldg 149,80 Roehampton Lane, London SW15 5SL, England.
EM g.troman@roehampton.ac.uk
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NR 55
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U1 1
U2 11
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0268-0939
J9 J EDUC POLICY
JI J. Educ. Policy
PY 2007
VL 22
IS 5
BP 549
EP 572
DI 10.1080/02680930701541741
PG 24
WC Education & Educational Research
SC Education & Educational Research
GA 203KT
UT WOS:000248974200004
ER

PT J
AU Prichard, JS
   Bizo, LA
   Stratford, RJ
AF Prichard, JS
   Bizo, LA
   Stratford, RJ
TI The educational impact of team-skills training: Preparing students to
   work in groups
SO BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY
LA English
DT Article
ID GROUP DECISION-MAKING; COOPERATIVE GROUPS; PERFORMANCE; ACHIEVEMENT;
   PRODUCTIVITY; ENVIRONMENTS; INTEGRATION
AB Background. Despite a vast literature on collaborative learning (CL), there is little research on preparing students to work collaboratively.
   Aims. This two-phase evaluation investigated whether team-skills training could enhance the performance of collaborative groups through the introduction of a team development programme to a group-based undergraduate key-skills unit.
   Sample. Phase I compared two consecutive cohorts of second-year students, Cohort I (N = 94) who received no preparation, and Cohort 2 (N = 113) who received team-skills training. Phase 2 added Cohort 3 (N = 88), who also received team-skills training, to extend the analysis.
   Method. In Phase 1, students in both Cohorts 1 and 2 worked on a series of curriculum based key-skill tasks across two semesters. Students worked in one group in Semester 1 and were then formed into new groups for Semester 2. Effects of the training were measured by student group marks and key-skill ratings.
   Results. Marks and key-skill ratings were significantly higher for the trained cohort in Semester 1 (p < .01). However, in Semester 2 performance reduced for the trained cohort in comparison to Semester 1. To explore this further, Phase 2 of the study evaluated Cohort 3, where after training, collaborative groups remained intact throughout the academic year. Results for Cohort 3 showed no attenuation of performance effects in Semester 2.
   Conclusions. Phase I results support the use of team-skills training to enhance CL group performance. The findings for Phase 2 suggest that these benefits may be lost if training groups are disrupted.
C1 Univ Southampton, Sch Social Sci, Southampton SO17 1BG, Hants, England.
RP Prichard, JS (reprint author), Univ Southampton, Sch Social Sci, Southampton SO17 1BG, Hants, England.
EM J.Prichard@soton.ac.uk
OI Bizo, Lewis/0000-0001-6030-6149
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NR 71
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U1 0
U2 12
PU BRITISH PSYCHOLOGICAL SOC
PI LEICESTER
PA ST ANDREWS HOUSE, 48 PRINCESS RD EAST, LEICESTER LE1 7DR, LEICS, ENGLAND
SN 0007-0998
J9 BRIT J EDUC PSYCHOL
JI Br. J. Educ. Psychol.
PD MAR
PY 2006
VL 76
BP 119
EP 140
DI 10.1348/000709904X24564
PN 1
PG 22
WC Psychology, Educational
SC Psychology
GA 023GB
UT WOS:000236113000007
PM 16573982
ER

PT J
AU Boddy, C
AF Boddy, C
TI Projective techniques in market research: valueless subjectivity or
   insightful reality? A look at the evidence for the usefulness,
   reliability and validity of projective techniques in market research
SO INTERNATIONAL JOURNAL OF MARKET RESEARCH
LA English
DT Article
AB Projective techniques are often used in market research to help uncover findings in areas where those researched are thought to be reluctant or unable to expose their thoughts and feelings via more straightforward questioning techniques. However, how the findings from projective techniques are analysed and how valid and reliable they are is hardly touched on at all in the market research literature. This paper aims to open this subject up for further discussion and recommends further research into the reliability and validity of projective techniques.
C1 Middlesex Univ, Sch Business, London N17 8HR, England.
RP Boddy, C (reprint author), Middlesex Univ, Sch Business, London N17 8HR, England.
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NR 43
TC 24
Z9 24
U1 1
U2 7
PU MARKET RESEARCH SOCIETY
PI LONDON
PA 15 NORTHBURGH STREET, LONDON EC1V OAH, ENGLAND
SN 1470-7853
J9 INT J MARKET RES
JI Int. J. Market Res.
PY 2005
VL 47
IS 3
BP 239
EP 254
PG 16
WC Business
SC Business & Economics
GA 925SL
UT WOS:000229073500002
ER

PT J
AU Davies, J
AF Davies, J
TI Negotiating femininities online
SO GENDER AND EDUCATION
LA English
DT Article
AB Much has been written about the potential for online learning (Fryer, 1997; www. ngfl.gov.uk/ngfl/ index.html). However this literature typically emphasizes not online learning but online education. In this paper I focus on the potential for online learning, specifically learning about issues surrounding femininity in the presence of online peers, originally brought together through the medium of the Mindscape game 'Babyz'. Members of 'The Babyz Community', as participarics describe themselves, (www.angelfire.com; wv,,w.mnBabyz.cjbnet,- www.Babyzrus.cjb.net) gain experience in web site surfing and design, email, as well as opportunities to communicate worldwide. This paper, through an analysis of 'Babvz' software, affiliated web sites and forum interactions, provides an account of girls' links with each other and their presentations of multiple identities through the Internet.
C1 Univ Sheffield, Sch Educ, Sheffield S10 2JA, S Yorkshire, England.
RP Davies, J (reprint author), Univ Sheffield, Sch Educ, 388 Glossop Rd, Sheffield S10 2JA, S Yorkshire, England.
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NR 31
TC 24
Z9 24
U1 0
U2 2
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0954-0253
J9 GENDER EDUC
JI Gend. Educ.
PD MAR
PY 2004
VL 16
IS 1
BP 35
EP 49
DI 10.1080/0954025032000170327
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 810YO
UT WOS:000220739800003
ER

PT J
AU Barth, M
   Michelsen, G
AF Barth, Matthias
   Michelsen, Gerd
TI Learning for change: an educational contribution to sustainability
   science
SO SUSTAINABILITY SCIENCE
LA English
DT Article
DE Educational science; Learning; Education for sustainable development;
   Competence; Social learning; Communities of practice;
   Interdisciplinarity
ID TRANSDISCIPLINARY RESEARCH; ENVIRONMENTAL-EDUCATION;
   ORGANIZATIONAL-CHANGE; INTERDISCIPLINARITY; DISCIPLINES; RESILIENCE;
   FRAMEWORK; MODEL; WORLD; COMPETENCES
AB Transition to sustainability is a search for ways to improve the social capacity to guide interactions between nature and society toward a more sustainable future and, thus, a process of social learning in its broadest sense. Accordingly, it is not only learning that is at issue but education and educational science, of which the latter is about exploring the preconditions of and opportunities for learning and education-whether individual or social, in formal or informal settings. Analyzing how educational science deals with the challenge of sustainability leads to two complementary approaches: the 'outside-in' approach sees the idea of sustainability influencing educational practice and the way the relationship of learning and teaching is reviewed, theoretically as well as within the social context. In an 'inside-out' approach, an overview is given of how educational science can contribute to the field of sustainability science. An examination of the literature on education and sustainability shows that, while sustainability features prominently in one form or another across all sectors, only little work can be found dealing with the contributions of educational science within sustainability science. However, as sustainability is a concept that not only influences educational practices but also invites disciplinary contributions to foster inter- and transdisciplinary research within the sustainability discourse, the question remains as to how and to what extent educational science in particular can contribute to sustainability science in terms of an 'inside-out' approach. In this paper, we reconstruct the emergence of education for sustainable development as a distinctive field of educational science and introduce and discuss three areas of sustainability research and throw into relief the unique contribution that educational science can make to individual action and behavior change, to organizational change and social learning, and, finally, to inter- and transdisciplinary collaboration.
C1 [Barth, Matthias] RMIT Univ, Sch Global Urban & Social Studies, Melbourne, Vic, Australia.
   [Michelsen, Gerd] Leuphana Univ, Inst Environm & Sustainabil Commun INFU, Luneburg, Germany.
RP Barth, M (reprint author), RMIT Univ, Sch Global Urban & Social Studies, Melbourne, Vic, Australia.
EM matthias.barth@rmit.edu.au
FU German Academic Exchange Service (DAAD)
FX The authors would like to thank the anonymous reviewers for their
   constructive comments on an earlier draft of the article. The writing of
   the article was supported for the corresponding author by a fellowship
   in the Postdoc Programme of the German Academic Exchange Service (DAAD).
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NR 171
TC 23
Z9 23
U1 4
U2 71
PU SPRINGER JAPAN KK
PI TOKYO
PA CHIYODA FIRST BLDG EAST, 3-8-1 NISHI-KANDA, CHIYODA-KU, TOKYO, 101-0065,
   JAPAN
SN 1862-4065
EI 1862-4057
J9 SUSTAIN SCI
JI Sustain. Sci.
PD JAN
PY 2013
VL 8
IS 1
BP 103
EP 119
DI 10.1007/s11625-012-0181-5
PG 17
WC Environmental Sciences
SC Environmental Sciences & Ecology
GA 063VB
UT WOS:000313029000009
ER

PT J
AU Spilt, JL
   Hughes, JN
   Wu, JY
   Kwok, OM
AF Spilt, Jantine L.
   Hughes, Jan N.
   Wu, Jiun-Yu
   Kwok, Oi-Man
TI Dynamics of Teacher-Student Relationships: Stability and Change Across
   Elementary School and the Influence on Children's Academic Success
SO CHILD DEVELOPMENT
LA English
DT Article
ID AFRICAN-AMERICAN; PEER REJECTION; DIFFICULTIES QUESTIONNAIRE;
   ACHIEVEMENT TRAJECTORIES; PHYSICAL AGGRESSION; PERCEPTIONS; CLASSROOM;
   CHILDHOOD; BEHAVIOR; KINDERGARTEN
AB This study modeled teacher-student relationship trajectories throughout elementary school to predict gains in achievement in an ethnic-diverse sample of 657 academically at-risk students (mean age = 6.57 years, SD = .39). Teacher reports of warmth and conflict were collected in Grades 1-5. Achievement was tested in Grades 1 and 6. For conflict, low-stable (normative), low-increasing, high-declining, and high-stable trajectories were found. For warmth, high-declining (normative) and low-increasing patterns were found. Children with early behavioral, academic, or social risks were underrepresented in the normative trajectory groups. Chronic conflict was most strongly associated with underachievement. Rising conflict but not declining Conflict coincided with underachievement. The probability of school failure increased as a function of the timing and length of time children were exposed to relational adversity.
C1 [Hughes, Jan N.; Kwok, Oi-Man] Texas A&M Univ, College Stn, TX 77843 USA.
   [Spilt, Jantine L.] Univ Amsterdam, NL-1012 WX Amsterdam, Netherlands.
   [Wu, Jiun-Yu] Natl Chiao Tung Univ, Hsinchu, Taiwan.
RP Hughes, JN (reprint author), Texas A&M Univ, College Stn, TX 77843 USA.
EM jhughes@tamu.edu
RI Wu, Jiun-Yu/D-6668-2013
OI Wu, Jiun-Yu/0000-0002-3160-9658
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NR 69
TC 23
Z9 23
U1 4
U2 45
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0009-3920
J9 CHILD DEV
JI Child Dev.
PD JUL-AUG
PY 2012
VL 83
IS 4
BP 1180
EP 1195
DI 10.1111/j.1467-8624.2012.01761.x
PG 16
WC Psychology, Educational; Psychology, Developmental
SC Psychology
GA 974BB
UT WOS:000306403700006
PM 22497209
ER

PT J
AU Clark, I
AF Clark, Ian
TI Formative Assessment: Assessment Is for Self-regulated Learning
SO EDUCATIONAL PSYCHOLOGY REVIEW
LA English
DT Review
DE Formative assessment; Feedback; Self-regulated learning; SRL;
   Meta-cognition; Social cognitive theory (SCT); Social context;
   Sociocultural; Lifelong learning; Collective efficacy; Self-efficacy;
   Achievement; Motivation; Autonomy
ID COLLECTIVE EFFICACY; DELAYED FEEDBACK; THEORETICAL FRAMEWORK;
   STUDENT-ACHIEVEMENT; METACOGNITION; KNOWLEDGE; SCIENCE; WORK;
   MOTIVATION; CLASSROOM
AB The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values, theories, and goals of formative assessment. This article will discuss the extent to which formative feedback actualizes and reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL is predictive of improved academic outcomes and motivation because students acquire the adaptive and autonomous learning characteristics required for an enhanced engagement with the learning process and subsequent successful performance. The theory of formative assessment is found to be a unifying theory of instruction, which guides practice and improves the learning process by developing SRL strategies among learners. In a postmodern era characterized by rapid technical and scientific advance and obsolescence, there is a growing emphasis on the acquisition of learning strategies which people may rely on across the entire span of their life. Research consistently finds that the self-regulation of cognitive and affective states supports the drive for lifelong learning by: enhancing the motivational disposition to learn, enriching reasoning, refining meta-cognitive skills, and improving performance outcomes. The specific purposes of the article are to provide practitioners, administrators and policy-makers with: (a) an account of the very extensive conceptual territory that is the 'theory of formative assessment' and (b) how the goals of formative feedback operate to reveal recondite learning processes, thereby reinforcing SRL strategies which support learning, improve outcomes and actualize the drive for lifelong learning.
C1 Univ Washington, Seattle, WA 98195 USA.
RP Clark, I (reprint author), Univ Washington, Seattle, WA 98195 USA.
EM clarki@uw.edu
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NR 199
TC 23
Z9 23
U1 9
U2 84
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1040-726X
J9 EDUC PSYCHOL REV
JI Educ. Psychol. Rev.
PD JUN
PY 2012
VL 24
IS 2
BP 205
EP 249
DI 10.1007/s10648-011-9191-6
PG 45
WC Psychology, Educational
SC Psychology
GA 934VJ
UT WOS:000303474500003
ER

PT J
AU Liem, GAD
   Martin, AJ
AF Liem, Gregory Arief D.
   Martin, Andrew J.
TI The Motivation and Engagement Scale: Theoretical Framework, Psychometric
   Properties, and Applied Yields
SO AUSTRALIAN PSYCHOLOGIST
LA English
DT Article
DE engagement; measurement; motivation; validity
ID DIVERSE PERFORMANCE SETTINGS; STUDENT MOTIVATION; GRADE RETENTION; FIT
   INDEXES; HIGH-SCHOOL; MULTIDIMENSIONAL FRAMEWORK; CONSTRUCT-VALIDITY;
   MODEL; PERSPECTIVE; ACHIEVEMENT
AB The Motivation and Engagement Wheel is a multidimensional conceptual framework that represents salient cognitive and behavioural dimensions relevant to motivation and engagement. The Wheel and its accompanying assessment toolthe Motivation and Engagement Scale (MES)comprise eleven first-order factors (under four higher-order factors): self-efficacy, valuing, and mastery orientation (adaptive cognition); planning, task management, and persistence (adaptive behaviour); anxiety, failure avoidance, and uncertain control (impeding/maladaptive cognition); and self-handicapping and disengagement (maladaptive behaviour). We describe theoretical foundations of the MES, summarise corresponding forms of the MES for use in academic, work, sport, and music settings, and report on their psychometric properties in local and cross-cultural settings. We then review MES research addressing substantive and applied issues, focusing on educational research (i.e., looking at use of the MES to explore the effects of gender, grade retention, delayed school entry, taking a gap year, and the role of the home on motivation and engagement). Through psychometric and substantive applications, it is proposed that this integrative approach to multidimensional motivation and engagement instrumentation has utility across diverse performance and cultural settings, educational levels, and academic subjects. As such, it can be considered a meaningful recent contribution to psycho-educational measurement, research, theory, and practice.
C1 [Liem, Gregory Arief D.; Martin, Andrew J.] Univ Sydney, Fac Educ & Social Work, Sydney, NSW 2006, Australia.
RP Martin, AJ (reprint author), Univ Sydney, Fac Educ & Social Work, A35 Educ Bldg, Sydney, NSW 2006, Australia.
EM andrew.martin@sydney.edu.au
OI Martin, Andrew/0000-0001-5504-392X
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NR 73
TC 23
Z9 24
U1 5
U2 41
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0005-0067
EI 1742-9544
J9 AUST PSYCHOL
JI Aust. Psychol.
PD MAR
PY 2012
VL 47
IS 1
SI SI
BP 3
EP 13
DI 10.1111/j.1742-9544.2011.00049.x
PG 11
WC Psychology, Multidisciplinary
SC Psychology
GA 879MQ
UT WOS:000299334300002
ER

PT J
AU Smith, S
   Ward, V
   House, A
AF Smith, Simon
   Ward, Vicky
   House, Allan
TI 'Impact' in the proposals for the UK's Research Excellence Framework:
   Shifting the boundaries of academic autonomy
SO RESEARCH POLICY
LA English
DT Article
DE Research evaluation; Research assessment; Impact; Knowledge translation;
   Academic autonomy; Boundary-work
ID RESEARCH ASSESSMENT EXERCISE; POLITICAL-SCIENCE; TRIPLE-HELIX;
   KNOWLEDGE; STRATEGY; METRICS; SYSTEM
AB Evaluation of university-based research already has a reasonably long tradition in the UK, but proposals to revise the framework for national evaluation aroused controversy in the academic community because they envisage assessing more explicitly than before the economic, social and cultural 'impact' of research as well as its scientific quality. Using data from the 2009 public consultation on the proposals for a Research Excellence Framework, this paper identifies three main lines of controversy: the threats to academic autonomy implied in the definition of expert review and the delimitation of reviewers, the scope for boundary-work in the construction of impact narratives and case studies, and the framing of knowledge translation by the stipulation that impact 'builds on' research. Given the behaviour-shaping effects of research evaluation, the paper demonstrates how the proposed changes could help embed impact considerations among the routine reflexive tools of university researchers and enhance rather than restrict academic autonomy at the level of research units. It also argues that the REF could constitute an important dialogical space for negotiating science-society relations in an era of increasing heteronomy between academia, state and industry. But the paper raises doubts about whether the proposed operationalisation of impact is adequate to evaluate the ways that research and knowledge translation are actually carried out. (C) 2011 Elsevier B.V. All rights reserved.
C1 [Smith, Simon; Ward, Vicky] Leeds Inst Hlth Sci, Acad Unit Primary Care, Leeds LS2 9LJ, W Yorkshire, England.
RP Smith, S (reprint author), Leeds Inst Hlth Sci, Acad Unit Primary Care, Charles Thackrah Bldg,101 Clarendon Rd, Leeds LS2 9LJ, W Yorkshire, England.
EM S.O.Smith@leeds.ac.uk; v.l.ward@leeds.ac.uk; A.O.House@leeds.ac.uk
OI House, Allan/0000-0001-8721-8026
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NR 77
TC 23
Z9 23
U1 7
U2 38
PU ELSEVIER SCIENCE BV
PI AMSTERDAM
PA PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS
SN 0048-7333
J9 RES POLICY
JI Res. Policy
PD DEC
PY 2011
VL 40
IS 10
BP 1369
EP 1379
DI 10.1016/j.respol.2011.05.026
PG 11
WC Management; Planning & Development
SC Business & Economics; Public Administration
GA 859MJ
UT WOS:000297880200007
ER

PT J
AU Kilminster, S
   Zukas, M
   Quinton, N
   Roberts, T
AF Kilminster, Sue
   Zukas, Miriam
   Quinton, Naomi
   Roberts, Trudie
TI Preparedness is not enough: understanding transitions as critically
   intensive learning periods
SO MEDICAL EDUCATION
LA English
DT Article
ID MEDICAL-STUDENTS; FINAL-YEAR; VIEWS; DOCTORS; CURRICULUM; SCHOOL; WORK
AB OBJECTIVES Doctors make many transitions whilst they are training and throughout their ensuing careers. Despite studies showing that transitions in other high-risk professions such as aviation have been linked to increased risk in the form of adverse outcomes, the effects of changes on doctors' performance and consequent implications for patient safety have been under-researched. The purpose of this project was to investigate the effects of transitions upon medical performance.
   METHODS The project sought to focus on the inter-relationships between doctors and the complex work settings into which they transition. To this end, a 'collective' case study of doctors was designed. Key transitions for foundation year and specialist trainee doctors were studied. Four levels of the case were examined, pertaining to: the regulatory and policy context; employer requirements; the clinical teams in which doctors worked, and the doctors themselves. Data collection methods included interviews, observations and desk-based research.
   RESULTS A number of problems with doctors' transitions that can all adversely affect performance were identified. (i) Transitions are regulated but not systematically monitored. (ii) Actual practice (as observed and reported) was determined much more by situational and contextual factors than by the formal (regulatory and management) frameworks. (iii) Trainees' and health professionals' accounts of their actual experiences of work showed how performance is dependent on the local learning environment. (iv) The increased regulation of clinical activity through protocols and care pathways helps to improve trainees' performance, whereas the less regulated aspects of work, such as rotas, induction and the making of multiple transitions within rotations, can impede performance during a period of transition.
   CONCLUSIONS Transitions may be reframed as critically intensive learning periods (CILPs) in which doctors engage with the particularities of the setting and establish working relationships with other doctors and other professionals. Institutions and wards have their own learning cultures which may or may not recognise that transitions are CILPS. The extent to which these cultures take account of transitions as CILPs will contribute to the performance of new doctors. Thus, these findings have implications for practice and for policy, regulation and research.
C1 [Kilminster, Sue; Quinton, Naomi; Roberts, Trudie] Univ Leeds, Leeds Inst Med Educ, Fac Med & Hlth, Leeds LS2 9NL, W Yorkshire, England.
   [Zukas, Miriam] Univ London, Sch Social Sci Hist & Philosophy, London, England.
RP Kilminster, S (reprint author), Univ Leeds, Leeds Inst Med Educ, Fac Med & Hlth, Leeds LS2 9NL, W Yorkshire, England.
EM s.kilminster@leeds.ac.uk
FU Economic and Social Research Council in the UK; General Medical Council
   [ESRC RES-153-25-0084]
FX this research was funded by the Economic and Social Research Council in
   the UK as part of a larger programme of research part-funded by the
   General Medical Council. (ESRC RES-153-25-0084).
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NR 33
TC 23
Z9 23
U1 0
U2 16
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0308-0110
J9 MED EDUC
JI Med. Educ.
PD OCT
PY 2011
VL 45
IS 10
BP 1006
EP 1015
DI 10.1111/j.1365-2923.2011.04048.x
PG 10
WC Education, Scientific Disciplines; Health Care Sciences & Services
SC Education & Educational Research; Health Care Sciences & Services
GA 819WU
UT WOS:000294865300007
PM 21916940
ER

PT J
AU Price, M
   Handley, K
   Millar, J
AF Price, Margaret
   Handley, Karen
   Millar, Jill
TI Feedback: focusing attention on engagement
SO STUDIES IN HIGHER EDUCATION
LA English
DT Editorial Material
DE feedback; student engagement; assessment; student and tutor perceptions;
   level of engagement
ID HIGHER-EDUCATION; FORMATIVE ASSESSMENT; STUDENT; FRAMEWORK
AB Within many higher education systems there is a search for means to increase levels of student satisfaction with assessment feedback. This article suggests that the search is under way in the wrong place by concentrating on feedback as a product rather than looking more widely to feedback as a long-term dialogic process in which all parties are engaged. A three-year study, focusing on engaging students with assessment feedback, is presented and analysed using an analytical model of stages of engagement. The analysis suggests that a more holistic, socially-embedded conceptualisation of feedback and engagement is needed. This conceptualisation is likely to encourage tutors to support students in more productive ways, which enable students to use feedback to develop their learning, rather than respond mechanistically to the tutors' 'instruction'.
C1 [Price, Margaret; Handley, Karen; Millar, Jill] Oxford Brookes Univ, Sch Business, Oxford OX3 0BP, England.
RP Price, M (reprint author), Oxford Brookes Univ, Sch Business, Oxford OX3 0BP, England.
EM meprice@brookes.ac.uk
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Z9 23
U1 3
U2 17
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0307-5079
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2011
VL 36
IS 8
BP 879
EP 896
DI 10.1080/03075079.2010.483513
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 857ER
UT WOS:000297699400001
ER

PT J
AU Shah, B
   Dwyer, C
   Modood, T
AF Shah, Bindi
   Dwyer, Claire
   Modood, Tariq
TI Explaining Educational Achievement and Career Aspirations among Young
   British Pakistanis: Mobilizing 'Ethnic Capital'?
SO SOCIOLOGY-THE JOURNAL OF THE BRITISH SOCIOLOGICAL ASSOCIATION
LA English
DT Article
DE British Pakistanis; cultural capital; education; ethnic capital; gender;
   religion; social capital
ID CHINESE PUPILS; SOCIAL-CLASS; GENDER; GENERATION; SCHOOL; FAMILY; RACE
AB This article offers an explanation for recent trends that indicate higher numbers of young British Pakistani men and women pursue higher education compared to their white peers. Our qualitative research provides evidence for shared norms and values amongst British Pakistani families, what we term 'ethnic capital'. However, our findings also highlight differences between families. The Bourdieuian notion of 'cultural capital' explains educational success among middle-class British Pakistani families. We argue, however, that insufficient attention has been given to the relation between education and ethnicity, and particularly the role of 'ethnic capital' in ameliorating social class disadvantage. Our research also recognizes the limitations of 'ethnic capital' and traces the interplay of ethnicity with gender and religion that produces differences between, and within, working-class British Pakistani families. We also emphasize how structural constraints, selective school systems and racialized labour markets, influence the effectiveness of 'ethnic capital' in promoting educational achievement and social mobility.
C1 [Shah, Bindi] Univ Southampton, Div Sociol & Social Policy, Southampton SO17 1BJ, Hants, England.
   [Dwyer, Claire] UCL, London WC1H 0AP, England.
   [Modood, Tariq] Bristol Inst Publ Affairs, Ctr Study Ethn & Citizenship, Bristol BS8 1TX, Avon, England.
RP Shah, B (reprint author), Univ Southampton, Div Sociol & Social Policy, Bldg 58,Salisbury Rd, Southampton SO17 1BJ, Hants, England.
EM B.Shah@soton.ac.uk; c.dwyer@geog.ucl.ac.uk; t.modood@bristol.ac.uk
OI Modood, Tariq/0000-0001-8712-5508
CR Francis B, 2005, BRIT EDUC RES J, V31, P89, DOI 10.1080/0141192052000310047
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NR 46
TC 23
Z9 23
U1 3
U2 11
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0038-0385
J9 SOCIOLOGY
JI Sociol.-J. Brit. Sociol. Assoc.
PD DEC
PY 2010
VL 44
IS 6
BP 1109
EP 1127
DI 10.1177/0038038510381606
PG 19
WC Sociology
SC Sociology
GA 698HH
UT WOS:000285584400006
ER

PT J
AU Jackson, C
   Dempster, S
AF Jackson, Carolyn
   Dempster, Steven
TI 'I sat back on my computer ... with a bottle of whisky next to me':
   constructing 'cool' masculinity through 'effortless' achievement in
   secondary and higher education
SO JOURNAL OF GENDER STUDIES
LA English
DT Article
DE masculinities; effortless achievement; uncool to study; education
ID GENDER-GAP; SCHOOL; BOYS; LADDISHNESS; PROTECTION; MOTIVATION;
   UNIVERSITY; SPORT; LABOR
AB Recently Hodgetts has argued that: 'To be a boy is to "succeed without trying"'. Relatedly, other researchers have proposed that academic hard work is generally incompatible with 'cool' masculinities in many schools. In this article we draw upon theories about the construction of masculinities and UK data from two education contexts (secondary schools and higher education) to explore further the discourses that conflate effortless achievement with masculinity, and position study as 'uncool'. Locating our analyses principally within the framework of hegemonic masculinity, we explore the benefits and costs of the discourses - focusing especially upon the 'effortless achievement' discourse - to boys, men, girls and women.
   We argue that although the 'uncool to work' discourse was more dominant in schools than in higher education there was evidence of it in higher education. The effortless achievement discourse was dominant in both contexts and the associations with masculinity were very explicit in the higher education interview data. We explore why, when in the current educational climate there is so much emphasis on results rather than process, the valorisation of effortless achievement, and its association with masculinity, remain strong.
C1 [Jackson, Carolyn; Dempster, Steven] Univ Lancaster, Dept Educ Res, Lancaster, England.
RP Jackson, C (reprint author), Univ Lancaster, Dept Educ Res, Lancaster, England.
EM c.jackson@lancaster.ac.uk
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NR 58
TC 23
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U1 4
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0958-9236
J9 J GENDER STUD
JI J. Gend. Stud.
PY 2009
VL 18
IS 4
BP 341
EP 356
DI 10.1080/09589230903260019
PG 16
WC Social Issues; Social Sciences, Interdisciplinary; Women's Studies
SC Social Issues; Social Sciences - Other Topics; Women's Studies
GA 575OU
UT WOS:000276077600003
ER

PT J
AU Skelton, C
AF Skelton, Christine
TI Failing to get men into primary teaching: a feminist critique
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
DE gender equity; social justice; masculinities; men teachers; initial
   teacher education
ID ROLE-MODELS; MALE TEACHERS; GENDER; MASCULINITIES; EDUCATION; ENGLAND;
   SCHOOLS; ISSUES; POLICY; WOMEN
AB For several years now a number of countries have been attempting to increase their numbers of male primary teachers, yet have met with little success. Feminists/profeminists have challenged the intentions of these male teacher recruitment drives but failed to offer any interventions that might contribute to a broadening of the primary teacher population. This article seeks to redress this by identifying specific reasons why policy initiatives have failed. Through a review of the literature on teacher identities and analysis of the responses of 20 primary teachers, from a range of backgrounds, to the question 'Has your gender had any impact on your experiences and/or career as a teacher?', it emerged that teacher recruitment campaigns that focus on aspects of personal identity fail to resonate with the motivations of those who are attracted to teaching. Gender is not regarded by primary teachers as of having any particular significance to their careers, whilst minority ethnic and sexuality status are both regarded as having an impact. The conclusions drawn are that policies on teacher recruitment drives need to focus less evidently on gender and more on broader constructions and understandings of what it means to be a 'primary teacher'.
C1 Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England.
RP Skelton, C (reprint author), Univ Birmingham, Sch Educ, Birmingham B15 2TT, W Midlands, England.
EM c.skelton@bham.ac.uk
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NR 89
TC 23
Z9 24
U1 1
U2 6
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0268-0939
EI 1464-5106
J9 J EDUC POLICY
JI J. Educ. Policy
PY 2009
VL 24
IS 1
BP 39
EP 54
DI 10.1080/02680930802412677
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 421RJ
UT WOS:000264375700003
ER

PT J
AU Allen, L
AF Allen, Louisa
TI 'They Think You Shouldn't be Having Sex Anyway': Young People's
   Suggestions for Improving Sexuality Education Content
SO SEXUALITIES
LA English
DT Article
DE curriculum content; sexual subjectivities; heteronormativity; sexuality
   education; young people
ID SUBJECT
AB It has been recognized that to be effective, sexuality education must meet the needs and interests of young people (Aggleton and Campbell, 2000). However, this acknowledgement has often manifested in adults ultimately determining what young people's needs and interests are. This article focuses on what senior school students determine as important and relevant programme content from focus group and survey data. Participants' suggestions provide a critique of current sexuality education provision that is clinical, de-eroticized and didactic. Young people's calls for content about emotions in relationships, teenage parenthood, abortion and how to make sexual activity pleasurable offer insights into how they understand themselves as sexual subjects. Student responses position them as having the right to make their own decisions about sexual activity and to access knowledge that will enable their engagement in relationships that are physically and emotionally pleasurable. This positioning sits in conflict with the preferred non-sexual identity young people are offered by the official culture of many schools (Allen, 2007). It is proposed that this tension has implications for how programmes constitute student sexuality and their effectiveness in empowering young people to view their sexuality positively and make positive sexual decisions.
C1 Univ Auckland, Fac Educ, Auckland 1, New Zealand.
RP Allen, L (reprint author), Univ Auckland, Fac Educ, Epsom Campus,Private Bag 92601,Symonds St, Auckland 1, New Zealand.
EM le.allen@auckland.ac.nz
OI Allen, Louisa/0000-0003-2995-4417
CR Aggleton P., 2000, SEX RELATSH THER, V15, P283
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   Allen L., 2001, SEX ED, V1, P109, DOI 10.1080/14681810120052542
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   Hillier L., 2005, WRITING THEMSELVES A
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NR 31
TC 23
Z9 24
U1 1
U2 7
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 1363-4607
EI 1461-7382
J9 SEXUALITIES
JI Sexualities
PD OCT
PY 2008
VL 11
IS 5
BP 573
EP 594
DI 10.1177/1363460708089425
PG 22
WC Sociology
SC Sociology
GA 461RZ
UT WOS:000267290100003
ER

PT J
AU Heath, S
   Charles, V
   Crow, G
   Wiles, R
AF Heath, Sue
   Charles, Vikki
   Crow, Graham
   Wiles, Rose
TI Informed consent, gatekeepers and go-betweens: negotiating consent in
   child-and youth-orientated institutions
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article; Proceedings Paper
CT 6th International Conference on Research Methodology
CY AUG, 2004
CL Amsterdam, NETHERLANDS
ID SOCIAL-RESEARCH
AB Gaining informed consent from research participants is widely regarded as central to ethical research practice. This article reports on research which sought to identify contemporary practice in this area amongst researchers working in fields where research participants are often constructed as vulnerable within the research process, and where their potential involvement tends to be mediated by institutional gatekeepers. Drawing on telephone interview and focus group data, the article focuses specifically on the experiences of researchers working with children and young people. It highlights the tensions experienced by many researchers between a personal commitment to an ethical framework which seeks to prioritise the agency and competency of children and young people, and the conditions imposed upon them by working within institutional settings where these principles may be undermined. This research suggests that the consent practices of child- and youth-orientated institutions, however much frowned upon, tend to go largely unchallenged by researchers, to the detriment of the rights of children and young people to opt in and out of research on their own behalf.
C1 Univ Southampton, Sch Social Sci, Southampton SO17 1BJ, Hants, England.
RP Heath, S (reprint author), Univ Southampton, Sch Social Sci, Southampton SO17 1BJ, Hants, England.
EM sjheath@socsci.soton.ac.uk
OI Heath, Sue/0000-0003-1202-3210
CR Alderson P, 2004, ETHICS SOCIAL RES CO
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NR 34
TC 23
Z9 23
U1 1
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PD JUN
PY 2007
VL 33
IS 3
BP 403
EP 417
DI 10.1080/01411920701243651
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 171YH
UT WOS:000246770800007
ER

PT J
AU Mor, Y
   Winters, N
AF Mor, Yishay
   Winters, Niall
TI Design approaches in technology-enhanced learning
SO INTERACTIVE LEARNING ENVIRONMENTS
LA English
DT Article
ID CHILDREN
AB Design is critical to the successful development of any interactive learning environment (ILE). Moreover, in technology-enhanced learning (TEL) the design process requires input from many diverse areas of expertise. As such, anyone undertaking tool development is required to directly address the design challenge from multiple perspectives. We provide a motivation and rationale for design approaches for learning technologies that draws upon Simon's seminal proposition of design science. We then review the application of design experiments and design patterns and argue that a patterns approach has the potential to address many of the critical challenges faced by learning technologists.
C1 Univ London, Knowledge Lab, Inst Educ, London WC1N 3QS, England.
RP Mor, Y (reprint author), Univ London, Knowledge Lab, Inst Educ, 23-29 Emerald St, London WC1N 3QS, England.
EM y.mor@ioe.ac.uk
RI Mor, Yishay/E-5110-2010
OI Mor, Yishay/0000-0001-8079-8443
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NR 54
TC 23
Z9 23
U1 3
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1049-4820
J9 INTERACT LEARN ENVIR
JI Interact. Learn. Environ.
PY 2007
VL 15
IS 1
BP 61
EP 75
DI 10.1080/10494820601044236
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 172VF
UT WOS:000246831900004
ER

PT J
AU Neumann, M
   Schnyder, I
   Trautwein, U
   Niggli, A
   Ludtke, O
   Cathomas, R
AF Neumann, Marko
   Schnyder, Inge
   Trautwein, Ulrich
   Niggli, Alois
   Luedtke, Oliver
   Cathomas, Rico
TI School types as differential learning environments: Institutional and
   compositional effects on achievement gains in french as a foreign
   language
SO ZEITSCHRIFT FUR ERZIEHUNGSWISSENSCHAFT
LA German
DT Article
DE ability grouping; educational environment; French achievement; student
   composition; tracked school system
ID MATHEMATICS ACHIEVEMENT; SECONDARY-SCHOOLS; SELF-CONCEPT; HOMEWORK;
   ABILITY
AB Based on two representative samples of eighth grade students from the Swiss cantons Wallis (N = 926) and Fribourg (N = 778), the present study examines achievement gains in French as a foreign language in the different tracks of the Swiss secondary school system. The main focus lies on effects resulting from differences in the educational environments of the tracks. Besides differences in the make-up of pupil groups (compositional effects), differences in institutionalized learning opportunities (institutional effects; e.g., track-specific traditions of teacher education, didactics, curricula) need to be considered here. Results of multilevel analyses showed that students' learning progress differed between the tracks, even when controlling for various intake characteristics (including prior knowledge) at student level. Further analyses revealed that track differences in student gains persisted, even when controlling for the intellectual and social composition of the student body at class level.
C1 Max Planck Inst Bildungsforsch, D-14195 Berlin, Germany.
   Padagog Hochsch Fribourg, Forschungsstelle, CH-1700 Fribourg, Switzerland.
RP Neumann, M (reprint author), Max Planck Inst Bildungsforsch, Lentzeallee 94, D-14195 Berlin, Germany.
EM markoneumann@mpib-berlin.mpg.de; inge.schnyder@unifr.ch;
   trautwein@mpib-berlin.mpg.de; NiggliA@edufr.ch
RI Trautwein, Ulrich/C-3064-2011
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NR 55
TC 23
Z9 23
U1 0
U2 9
PU VS VERLAG SOZIALWISSENSCHAFTEN-GWV FACHVERLAGE GMBH
PI WIESBADEN
PA ABRAHAM-LINCOLN-STR 46, 65189 WIESBADEN, GERMANY
SN 1434-663X
J9 Z ERZIEHWISS
JI Z. Erziehwiss.
PY 2007
VL 10
IS 3
BP 399
EP 420
DI 10.1007/s11618-007-0043-6
PG 22
WC Education & Educational Research
SC Education & Educational Research
GA 220DH
UT WOS:000250136600007
ER

PT J
AU St Pierre, EA
AF St. Pierre, Elizabeth Adams
TI Scientifically based research in education: Epistemology and ethics
SO ADULT EDUCATION QUARTERLY
LA English
DT Review
DE scientifically based research; National Research Council; evidence;
   postmodern
ID RESEARCH-IN-EDUCATION; NATIONAL RESEARCH COUNCIL; SYSTEMATIC REVIEWS;
   SCIENCE; POLICY
AB In this article, the author begins to trace the concept scientifically based research in federal legislation, in the Department of Education's Institute of Education Sciences, and in the reports of several National Research Council committees. She also discusses how this concept has produced a certain scientism that has been deployed to attempt to control the field of educational research. She points out, however, that scientifically based research treats methodology as if it can be separated from epistemology and thus forgets that different bodies of knowledge and thought make different sciences possible. Thus, science is not one thing, as those who support scientifically based research often claim. Finally, the author suggests that our task as education scholars, researchers, and policy makers in this age of accountability is to engage rather than exclude epistemologies not our own that may help us produce different knowledge and produce knowledge differently.
C1 Univ Georgia, Language & Literacy Educ Dept, Athens, GA 30602 USA.
   Univ Georgia, Womens Studies Inst, Athens, GA 30602 USA.
   Univ Georgia, Qualitat Res Program, Athens, GA 30602 USA.
RP St Pierre, EA (reprint author), Univ Georgia, Language & Literacy Educ Dept, Athens, GA 30602 USA.
EM stpierre@uga.edu
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   2005, FED REG, V70, P3855
NR 104
TC 23
Z9 23
U1 1
U2 6
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0741-7136
J9 ADULT EDUC QUART
JI Adult Educ. Q.
PD AUG
PY 2006
VL 56
IS 4
BP 239
EP 266
DI 10.1177/0741713606289025
PG 28
WC Education & Educational Research
SC Education & Educational Research
GA 062XC
UT WOS:000238979000002
ER

PT J
AU Sim, G
   MacFarlane, S
   Read, J
AF Sim, G
   MacFarlane, S
   Read, J
TI All work and no play: Measuring fun, usability, and learning in software
   for children
SO COMPUTERS & EDUCATION
LA English
DT Article; Proceedings Paper
CT CAL 05 Virtual Learning Conference
CY APR 04-06, 2005
CL Univ Bristol, Bristol, ENGLAND
HO Univ Bristol
DE elementary education; evaluation methodologies; multimedia;
   human-computer interface
AB This paper describes an empirical study of fun, usability, and learning in educational software. Twenty five children aged 7 and 8 from an English primary school participated. The study involved three software products that were designed to prepare children for government initiated science tests. Pre and post tests were used to measure the learning effect, and observations and survey methods were used to assess usability and fun. The findings from the study demonstrate that in this instance learning was not correlated with fun or usability, that observed fun and observed usability were correlated, and that children of this age appeared to be able to differentiate between the constructs used to describe software quality. The Fun Sorter appears to be an effective tool for evaluating products with children. The authors discuss the implications of the results, offer some thoughts on designing experiments with children, and propose some ideas for future work. (c) 2005 Elsevier Ltd. All rights reserved.
C1 Univ Cent Lancashire, Dept Comp, Preston PR1 2HE, Lancs, England.
RP Sim, G (reprint author), Univ Cent Lancashire, Dept Comp, Preston PR1 2HE, Lancs, England.
EM grsim@uclan.ac.uk
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   SIM G., 2004, P 7 HCI ED WORKSH, P36
NR 30
TC 23
Z9 23
U1 3
U2 11
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0360-1315
J9 COMPUT EDUC
JI Comput. Educ.
PD APR
PY 2006
VL 46
IS 3
BP 235
EP 248
DI 10.1016/j.compendu.2005.11.021
PG 14
WC Computer Science, Interdisciplinary Applications; Education &
   Educational Research
SC Computer Science; Education & Educational Research
GA 014TB
UT WOS:000235501800003
ER

PT J
AU He, Q
   Tymms, P
AF He, Q
   Tymms, P
TI A computer-assisted test design and diagnosis system for use by
   classroom teachers
SO JOURNAL OF COMPUTER ASSISTED LEARNING
LA English
DT Article
DE classical test theory; computer-assisted assessment; diagnostic
   analysis; item response theory
ID ICT; STUDENTS; PERSPECTIVES; SCHOOLS
AB Computer-assisted assessment (CAA) has become increasingly important in education in recent years. A variety of computer software systems have been developed to help assess the performance of students at various levels. However, such systems are primarily designed to provide objective assessment of students and analysis of test items, and focus has been mainly placed on higher and further education. Although there are commercial professional systems available for use by primary and secondary educational institutions, such systems are generally expensive and require skilled expertise to operate. In view of the rapid progress made in the use of computer- based assessment for primary and secondary students by education authorities here in the UK and elsewhere, there is a need to develop systems which are economic and easy to use and can provide the necessary information that can help teachers improve students' performance. This paper presents the development of a software system that provides a range of functions including generating items and building item banks, designing tests, conducting tests on computers and analysing test results. Specifically, the system can generate information on the performance of students and test items that can be easily used to identify curriculum areas where students are under performing. A case study based on data collected from five secondary schools in Hong Kong involved in the Curriculum, Evaluation and Management Centre's Middle Years Information System Project, Durham University, UK, has been undertaken to demonstrate the use of the system for diagnostic and performance analysis.
C1 Univ Durham, CEM Ctr, Durham DH1 3UZ, England.
RP He, Q (reprint author), Univ Durham, CEM Ctr, Mountjoy Res Ctr 4,Stockton Rd, Durham DH1 3UZ, England.
EM Qingping.He@cem.dur.ac.uk
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NR 36
TC 23
Z9 23
U1 0
U2 10
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0266-4909
J9 J COMPUT ASSIST LEAR
JI J. Comput. Assist. Learn.
PD DEC
PY 2005
VL 21
IS 6
BP 419
EP 429
DI 10.1111/j.1365-2729.2005.00148.x
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA 985WC
UT WOS:000233408400004
ER

PT J
AU Luyten, H
   Visscher, A
   Witziers, B
AF Luyten, H
   Visscher, A
   Witziers, B
TI School effectiveness research: From a review of the criticism to
   recommendations for further development
SO SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
LA English
DT Article
ID REFORM; PERFORMANCE; MODEL; TIME
AB School effectiveness research (SER) has flourished since the 1980s. In recent years, however, various authors have criticised several aspects of SER. A thorough review of recent criticism can serve as a good starting point for addressing the flaws of SER, where appropriate, thereby supporting its further development. This article begins by reviewing the criticism from different perspectives by discussing the political-ideological nature of SER, its theoretical limitations and the research methodology it applies. The review of each type of criticism is accompanied by a review of the recommendations that the critics propose for improving SER. We then proceed to present our views on each line of criticism and propose 5 avenues that we consider promising for the further development of SER.
C1 Univ Twente, Dept Educ Adm, Fac Educ Sci & Technol, NL-7500 AE Enschede, Netherlands.
RP Luyten, H (reprint author), Univ Twente, Dept Educ Adm, Fac Educ Sci & Technol, POB 217, NL-7500 AE Enschede, Netherlands.
EM Luyten@edte.utwente.nl
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NR 80
TC 23
Z9 24
U1 5
U2 14
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0924-3453
J9 SCH EFF SCH IMPROV
JI Sch. Eff. Sch. Improv.
PD SEP
PY 2005
VL 16
IS 3
BP 249
EP 279
DI 10.1080/09243450500114884
PG 31
WC Education & Educational Research
SC Education & Educational Research
GA 963KL
UT WOS:000231803100002
ER

PT B
AU Kiely, R
   ReaDickins, P
AF Kiely, R
   ReaDickins, P
TI Program Evaluation in Language Education
SO PROGRAM EVALUATION IN LANGUAGE EDUCATION
SE Research and Practice in Applied Linguistics
LA English
DT Book
ID ELT PROJECTS; ESL; QUALITY; PRODUCT
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NR 350
TC 23
Z9 23
U1 0
U2 0
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-230-51122-4
J9 RES PRACT APPL LINGU
PY 2005
BP 1
EP 311
DI 10.1057/9780230511224
PG 311
WC Education & Educational Research; Linguistics
SC Education & Educational Research; Linguistics
GA BQG38
UT WOS:000280932500022
ER

PT J
AU Ball, SJ
   Vincent, C
   Kemp, S
   Pietikainen, S
AF Ball, SJ
   Vincent, C
   Kemp, S
   Pietikainen, S
TI Middle class fractions, childcare and the 'relational' and 'normative'
   aspects of class practices
SO SOCIOLOGICAL REVIEW
LA English
DT Article
ID GENDER; LONDON
AB The emphasis in class research remains on the structural aspects of class, class processes are neglected. This paper focuses upon some relational and normative aspects of class through an examination of social divisions produced and constructed within middle class families' choices of childcare. Working with data from two contrasting settings in London (Battersea and Stoke Newington) three issues are addressed in the paper; the extent to which childcare arrangements both substantively and structurally position children differently within long term educational careers; the ways in which the use of choice in a market system of child care and education, works to produce patterns of social closure that quietly discriminate via the collectivist criterion of class and racial membership; and the ways in which child care choices also point-up and perpetuate subtle distinctions and tensions of values and lifestyle within the middle class, between class factions. Concepts drawn from the work of Bourdieu are deployed throughout.
C1 Univ London, Educ Pol Res Unit, London WC1E 7HU, England.
   Univ London, Inst Educ, Sch Educ Fdn & Policy Studies, London WC1N 1AZ, England.
RP Ball, SJ (reprint author), Univ London, Educ Pol Res Unit, London WC1E 7HU, England.
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NR 34
TC 23
Z9 23
U1 1
U2 13
PU BLACKWELL PUBL LTD
PI OXFORD
PA 108 COWLEY RD, OXFORD OX4 1JF, OXON, ENGLAND
SN 0038-0261
J9 SOCIOL REV
JI Sociol. Rev.
PD NOV
PY 2004
VL 52
IS 4
BP 478
EP 502
DI 10.1111/j.1467-954X.2004.00492.x
PG 25
WC Sociology
SC Sociology
GA 873FM
UT WOS:000225265300003
ER

PT J
AU Wallace, A
   Croucher, K
   Quilgars, D
   Baldwin, S
AF Wallace, A
   Croucher, K
   Quilgars, D
   Baldwin, S
TI Meeting the challenge: developing systematic reviewing in social policy
SO POLICY AND POLITICS
LA English
DT Article
DE systematic reviews; quality appraisal; evidence-based policy; mortgage
   safety nets
ID QUALITATIVE RESEARCH; CARE; NEED
AB This article uses the experience of reviewing the evidence on the financial support available for defaulting home owners to consider the opportunities and challenges systematic review methods present to social policy. It addresses concerns about examining the strength of given evidence, and perceptions of it being a purely technical method to review existing research. It argues that there is merit in utilising the method to provide research users with transparent summaries of the most robust evidence with minimum bias.The article outlines the challenges presented and suggests that social policy researchers have a valuable contribution to make to the developing methods.
C1 Univ York, Dept Social Policy & Social Work, York YO10 5DD, N Yorkshire, England.
   Univ York, Ctr Housing Policy, York YO10 5DD, N Yorkshire, England.
RP Wallace, A (reprint author), Univ York, Dept Social Policy & Social Work, York YO10 5DD, N Yorkshire, England.
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Z9 23
U1 0
U2 2
PU POLICY PRESS
PI BRISTOL
PA UNIV BRISTOL, 34 TYNDALLS PARK RD, BRISTOL BS8 1PY, ENGLAND
SN 0305-5736
J9 POLICY POLIT
JI Policy Polit.
PD OCT
PY 2004
VL 32
IS 4
BP 455
EP 470
DI 10.1332/0305573042009444
PG 16
WC Political Science; Public Administration
SC Government & Law; Public Administration
GA 863BC
UT WOS:000224534200003
ER

PT J
AU Atkinson, D
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C1 Univ London Goldsmiths Coll, London SE14 6NW, England.
RP Atkinson, D (reprint author), Univ London Goldsmiths Coll, London SE14 6NW, England.
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TC 23
Z9 24
U1 1
U2 4
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
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PD JUN
PY 2004
VL 30
IS 3
BP 379
EP 394
DI 10.1080/01411920410001689698
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 829FE
UT WOS:000222030900004
ER

PT J
AU Case, J
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DT Article
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AB This article describes two approaches to learning (in addition to the classic deep and surface approaches) identified in studies of student learning in engineering contexts. The first study identified the 'procedural deep' approach in a group of engineering foundation programme students in the UK, while the second study identified the 'procedural surface' (originally termed algorithmic) approach amongst second-year South African chemical engineering students. Both these approaches involve a strategy of focusing on problem solving, but they have respectively deep and surface intentions (the former involving the intention to understand and the latter not). From both studies it was clear that the approaches students use are adaptations to particular course contexts, and it is suggested that a course focus towards a procedural deep objective might preclude the adoption of a deep approach.
C1 Univ Cape Town, Dept Chem Engn, ZA-7701 Rondebosch, South Africa.
   Univ Western Cape, ZA-7535 Bellville, South Africa.
RP Case, J (reprint author), Univ Cape Town, Dept Chem Engn, ZA-7701 Rondebosch, South Africa.
EM jcase@chemeng.uct.ac.za
RI Case, Jennifer/G-3509-2015
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U1 3
U2 13
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PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0307-5079
J9 STUD HIGH EDUC
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BP 605
EP 615
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WC Education & Educational Research
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GA 855LU
UT WOS:000223975600005
ER

PT J
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C1 Kings Coll London, Sch Social Sci & Publ Policy, London, England.
RP Reay, D (reprint author), Kings Coll London, Sch Social Sci & Publ Policy, London, England.
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U1 2
U2 13
PU WILEY-BLACKWELL PUBLISHING, INC
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0038-0261
J9 SOCIOL REV
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PD AUG
PY 2002
VL 50
IS 3
BP 398
EP 418
DI 10.1111/1467-954X.00389
PG 21
WC Sociology
SC Sociology
GA 595EA
UT WOS:000178092800005
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C1 City Univ London, London EC1A 7QN, England.
   Univ Birmingham, Birmingham B15 2TT, W Midlands, England.
   Univ Westminster, London W1R 8AL, England.
RP Reeves, S (reprint author), City Univ London, W Smithfield Site, London EC1A 7QN, England.
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PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0142-159X
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WC Education, Scientific Disciplines; Health Care Sciences & Services
SC Education & Educational Research; Health Care Sciences & Services
GA 577LR
UT WOS:000177062800002
PM 12193315
ER

PT J
AU Osborne, J
   Simon, S
   Christodoulou, A
   Howell-Richardson, C
   Richardson, K
AF Osborne, Jonathan
   Simon, Shirley
   Christodoulou, Andri
   Howell-Richardson, Christina
   Richardson, Katherine
TI Learning to argue: A study of four schools and their attempt to develop
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SO JOURNAL OF RESEARCH IN SCIENCE TEACHING
LA English
DT Review
DE teacher professional development; argumentation; dialogic teaching;
   student engagement; epistemic learning
ID PROFESSIONAL-DEVELOPMENT; ELEMENTARY SCIENCE; SCIENTIFIC EXPLANATIONS;
   INTERVENTION; ACHIEVEMENT; CURRICULUM; CLASSROOM; KNOWLEDGE; THINKING;
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AB This article reports the outcomes of a project in which teachers' sought to develop their ability to use instructional practices associated with argumentation in the teaching of sciencein particular, the use of more dialogic approach based on small group work and the consideration of ideas, evidence, and argument. The project worked with four secondary school science departments over 2 years with the aim of developing a more dialogic approach to the teaching of science as a common instructional practice within the school. To achieve this goal, two lead teachers in each school worked to improve the use of argumentation as an instructional practice by embedding activities in the school science curriculum and to develop their colleague's expertise across the curriculum for 11- to 16-year-old students. This research sought to identify: (a) whether such an approach using minimal support and professional development could lead to measurable difference in student outcomes, and (b) what changes in teachers' practice were achieved (reported elsewhere). To assess the effects on student learning and engagement, data were collected of students' conceptual understanding, reasoning, and attitudes toward science from both the experimental schools and a comparison sample using a set of standard instruments. Results show that few significant changes were found in students compared to the comparison sample. In this article, we report the findings and discuss what we argue are salient implications for teacher professional development and teacher learning. (c) 2013 Wiley Periodicals, Inc. J Res Sci Teach 50:315347, 2013
C1 [Osborne, Jonathan] Stanford Univ, Grad Sch Educ, Stanford, CA 94305 USA.
   [Simon, Shirley; Richardson, Katherine] Univ London, Inst Educ, London WC1N 1AZ, England.
   [Christodoulou, Andri] Univ Southampton, Southampton, Hants, England.
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RP Osborne, J (reprint author), Stanford Univ, Grad Sch Educ, 485 Lasuen Mall, Stanford, CA 94305 USA.
EM osbornej@stanford.edu
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NR 124
TC 22
Z9 22
U1 7
U2 68
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0022-4308
J9 J RES SCI TEACH
JI J. Res. Sci. Teach.
PD MAR
PY 2013
VL 50
IS 3
BP 315
EP 347
DI 10.1002/tea.21073
PG 33
WC Education & Educational Research
SC Education & Educational Research
GA 090MU
UT WOS:000314984000003
ER

PT B
AU Coalter, F
AF Coalter, F
TI Sport for Development: What Game are We Playing?
SO SPORT FOR DEVELOPMENT: WHAT GAME ARE WE PLAYING?
LA English
DT Book
ID SELF-EFFICACY SCALE; PHYSICAL-ACTIVITY; PEER EDUCATION; HIV PREVENTION;
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NR 250
TC 22
Z9 22
U1 0
U2 0
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-415-56703-9; 978-0-203-86125-7; 978-0-415-56702-2
PY 2013
BP 1
EP 208
PG 208
WC Hospitality, Leisure, Sport & Tourism; International Relations
SC Social Sciences - Other Topics; International Relations
GA BHL78
UT WOS:000325808300010
ER

PT J
AU Florian, L
   Spratt, J
AF Florian, Lani
   Spratt, Jennifer
TI Enacting inclusion: a framework for interrogating inclusive practice
SO EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION
LA English
DT Article
DE inclusion; inclusive education; inclusive pedagogy; teacher education;
   teacher professional development
ID PREPARING TEACHERS; PRACTICE PROJECT; EDUCATION; PEDAGOGY; CLASSROOMS;
   ABILITY; REFORM
AB This study reports on the development and use of an analytical framework for interrogating the practice of newly qualified mainstream teachers recently graduated from a one-year Professional Graduate Diploma in Education (PGDE) that was informed by a concept of inclusive pedagogy. Inclusive pedagogy is an approach to teaching and learning that supports teachers to respond to individual differences between learners but avoids the marginalisation that can occur when some students are treated differently. The analytical framework was based on the principles of inclusive pedagogy, which were linked to the core themes of Aberdeen University's PGDE course. Its purpose was to provide a robust and coherent framework for documenting inclusive pedagogy in action. This study describes how the framework was developed and used with new teachers in order to further understanding of how reforms of initial teacher education can impact inclusive teaching and learning. The framework was initially designed in the context of a teacher education project but has wider applicability as a research tool for exploring inclusive pedagogy in action. This is particularly relevant to the study of inclusive education in the practical setting of the classroom where there is little guidance to support systematic research on how inclusive education is enacted.
C1 [Florian, Lani] Univ Edinburgh, Moray House Sch Educ, Edinburgh, Midlothian, Scotland.
   [Spratt, Jennifer] Univ Aberdeen, Sch Educ, Aberdeen, Scotland.
RP Florian, L (reprint author), Univ Edinburgh, Moray House Sch Educ, Edinburgh, Midlothian, Scotland.
EM Lani.Florian@ed.ac.uk
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NR 38
TC 22
Z9 22
U1 1
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0885-6257
EI 1469-591X
J9 EUR J SPEC NEEDS EDU
JI Eur. J. Spec. Needs Educ.
PY 2013
VL 28
IS 2
SI SI
BP 119
EP 135
DI 10.1080/08856257.2013.778111
PG 17
WC Education, Special
SC Education & Educational Research
GA AR5AZ
UT WOS:000343598700002
ER

PT J
AU Slavich, GM
   Zimbardo, PG
AF Slavich, George M.
   Zimbardo, Philip G.
TI Transformational Teaching: Theoretical Underpinnings, Basic Principles,
   and Core Methods
SO EDUCATIONAL PSYCHOLOGY REVIEW
LA English
DT Review
DE Constructivism; Self-efficacy; Expectations; Modeling; Mastery;
   Collaborative learning; Experiential lessons; Leadership; Shared vision;
   Personal growth
ID SELF-EFFICACY BELIEFS; INTRODUCTORY BIOLOGY; PHYSICAL-ACTIVITY; PEER
   INSTRUCTION; DEVELOPMENTAL-PSYCHOLOGY; ACHIEVEMENT EMOTIONS;
   ACADEMIC-ACHIEVEMENT; COLLECTIVE EFFICACY; JOB-SATISFACTION; STUDENTS
AB Approaches to classroom instruction have evolved considerably over the past 50 years. This progress has been spurred by the development of several learning principles and methods of instruction, including active learning, student-centered learning, collaborative learning, experiential learning, and problem-based learning. In the present paper, we suggest that these seemingly different strategies share important underlying characteristics and can be viewed as complimentary components of a broader approach to classroom instruction called transformational teaching. Transformational teaching involves creating dynamic relationships between teachers, students, and a shared body of knowledge to promote student learning and personal growth. From this perspective, instructors are intellectual coaches who create teams of students who collaborate with each other and with their teacher to master bodies of information. Teachers assume the traditional role of facilitating students' acquisition of key course concepts, but do so while enhancing students' personal development and attitudes toward learning. They accomplish these goals by establishing a shared vision for a course, providing modeling and mastery experiences, challenging and encouraging students, personalizing attention and feedback, creating experiential lessons that transcend the boundaries of the classroom, and promoting ample opportunities for preflection and reflection. We propose that these methods are synergistically related and, when used together, maximize students' potential for intellectual and personal growth.
C1 [Slavich, George M.] Univ Calif Los Angeles, Cousins Ctr Psychoneuroimmunol, Los Angeles, CA 90095 USA.
   [Slavich, George M.] Univ Calif Los Angeles, Dept Psychiat & Behav Sci, Los Angeles, CA 90095 USA.
   [Zimbardo, Philip G.] Stanford Univ, Dept Psychol, Stanford, CA 94305 USA.
RP Slavich, GM (reprint author), Univ Calif Los Angeles, Cousins Ctr Psychoneuroimmunol, UCLA Med Plaza 300,Room 3156, Los Angeles, CA 90095 USA.
EM gslavich@mednet.ucla.edu
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   Zimmerman BJ, 2011, EDUC PSYCHOL HANDB, P1
NR 234
TC 22
Z9 22
U1 12
U2 112
PU SPRINGER/PLENUM PUBLISHERS
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 1040-726X
EI 1573-336X
J9 EDUC PSYCHOL REV
JI Educ. Psychol. Rev.
PD DEC
PY 2012
VL 24
IS 4
BP 569
EP 608
DI 10.1007/s10648-012-9199-6
PG 40
WC Psychology, Educational
SC Psychology
GA 026XZ
UT WOS:000310317700003
ER

PT J
AU Myhill, DA
   Jones, SM
   Lines, H
   Watson, A
AF Myhill, Debra A.
   Jones, Susan M.
   Lines, Helen
   Watson, Annabel
TI Re-thinking grammar: the impact of embedded grammar teaching on
   students' writing and students' metalinguistic understanding
SO RESEARCH PAPERS IN EDUCATION
LA English
DT Article
DE grammar; writing; metalinguistic knowledge
ID EDUCATION; REVISION; ENGLISH
AB This paper reports on a national study, involving a mixed-method research design comprising a randomised controlled trial (RCT), text analysis, student and teacher interviews and lesson observations. It set out to investigate whether contextualised teaching of grammar, linked to the teaching of writing, would improve student outcomes in writing and in metalinguistic understanding. The RCT involved 744 students in 31 schools in the south-west and the Midlands of England, and was a blind randomisation study. Classes were randomly allocated to either a comparison or intervention group, after the sample had been matched for teacher linguistic subject knowledge (LSK). The statistical data were complemented by three interviews per teacher and three interviews with a focus student in each class, plus three lesson observations in each class, giving a data-set of 93 teacher interviews, 93 student interviews and 93 lesson observations. In addition, the final pieces of writing produced for each scheme of work were collected. The statistical results indicate a significant positive effect for the intervention, but they also indicate that this benefit was experienced more strongly by the more able writers in the sample. The regression modelling also indicates that teacher LSK was a significant mediating factor in the success of the intervention. The qualitative data provide further evidence of the impact of teacher knowledge on how the intervention was implemented and on students' metalinguistic learning. It also reveals that teachers found the explicitness, the use of discussion and the emphasis on playful experimentation to be the most salient features of the intervention. The study is significant in providing robust evidence for the first time of a positive benefit derived from the teaching of grammar, and signals the potential of a pedagogy for a writing which includes a theorised role for grammar.
C1 [Myhill, Debra A.; Jones, Susan M.; Lines, Helen; Watson, Annabel] Univ Exeter, Sch Educ, Exeter EX4 4RJ, Devon, England.
   [Myhill, Debra A.; Jones, Susan M.; Lines, Helen; Watson, Annabel] Univ Exeter, Grad Sch Educ, Exeter EX4 4RJ, Devon, England.
RP Myhill, DA (reprint author), Univ Exeter, Sch Educ, Exeter EX4 4RJ, Devon, England.
EM d.a.myhill@ex.ac.uk
OI Myhill, Debra/0000-0002-3207-3859
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NR 57
TC 22
Z9 22
U1 6
U2 21
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0267-1522
J9 RES PAP EDUC
JI Res. Pap. Educ.
PY 2012
VL 27
IS 2
BP 139
EP 166
DI 10.1080/02671522.2011.637640
PG 28
WC Education & Educational Research
SC Education & Educational Research
GA 963RF
UT WOS:000305640600001
ER

PT J
AU Lahlou, S
AF Lahlou, Saadi
TI How can we capture the subject's perspective? An evidence-based approach
   for the social scientist
SO SOCIAL SCIENCE INFORMATION SUR LES SCIENCES SOCIALES
LA English
DT Article
DE abduction; activity theory; cognition; debrief; emic; entheaty; etic;
   experience; goals; interpretation; interpretation bias;
   inter-subjectivity; observation; phenomenology; self-confrontation;
   subcam; subjectivity; video
ID MOUNTED VIDEO CAMERA; DECISION-MAKING; PREMOTOR CORTEX; VERBAL REPORTS;
   VERBALIZATIONS; ENVIRONMENTS; RECOGNITION; PSYCHOLOGY; FRAMEWORK;
   HISTORY
AB This paper addresses the methodological gap that impedes the collection of empirical data on subjective experience. It describes a new family of methods for social science research (Subjective Evidence-Based Ethnography: SEBE). The methods are based on: first-person audio-visual recording with a miniature video-camera worn at eye-level ('subcam'); confronting subjects with these first-person recordings to collect their subjective experience; formulating the findings and discussing the final interpretation with the subjects. These procedures enable subjects to reconstruct and describe their psychological state at the moment of action, especially their goals, by reviewing films of their own activity recorded from their own perspective with subcams. These films provide situated records of actual activity in natural environments, without the need of an external observer. This approach, by providing both detailed records of actual activity and evidence-based accounts of the subject's own mental processes, supports grounded progress in ethnography, psychology, ergonomics, sociology and the social sciences in general. There are also applications for training and cross-cultural contacts. The techniques are described in sufficient detail for the reader to make use of them. Examples of applications are provided and limitations are discussed.
C1 [Lahlou, Saadi] LSE, London, England.
RP Lahlou, S (reprint author), Univ London London Sch Econ & Polit Sci, Inst Social Psychol, St Clements Bldg,Houghton St, London WC2A 2AE, England.
EM s.lahlou@lse.ac.uk
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NR 150
TC 22
Z9 22
U1 0
U2 20
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 0539-0184
J9 SOC SCI INFORM
JI Soc. Sci. Inf. Sci. Soc.
PD SEP-DEC
PY 2011
VL 50
IS 3-4
SI SI
BP 607
EP 655
DI 10.1177/0539018411411033
PG 49
WC Information Science & Library Science; Social Sciences,
   Interdisciplinary
SC Information Science & Library Science; Social Sciences - Other Topics
GA 890PB
UT WOS:000300155600020
ER

PT J
AU Nicklas, TA
   Qu, HY
   Hughes, SO
   He, MY
   Wagner, SE
   Foushee, HR
   Shewchuk, RM
AF Nicklas, Theresa A.
   Qu, Haiyan
   Hughes, Sheryl O.
   He, Mengying
   Wagner, Sara E.
   Foushee, Herman R.
   Shewchuk, Richard M.
TI Self-perceived lactose intolerance results in lower intakes of calcium
   and dairy foods and is associated with hypertension and diabetes in
   adults
SO AMERICAN JOURNAL OF CLINICAL NUTRITION
LA English
DT Article
ID BONE-MINERAL CONTENT; DIETARY CALCIUM; BLOOD-PRESSURE; VITAMIN-D;
   PRODUCT CONSUMPTION; COLORECTAL-CANCER; MILK INTOLERANCE; RISK;
   METAANALYSIS; MALABSORPTION
AB Background: Self-perceived lactose intolerance may result in adverse dietary modifications; thus, more studies are needed to understand the prevalence of self-perceived lactose intolerance and how it relates to calcium intake and selected health conditions.
   Objective: The objective was to examine the effects of self-perceived lactose intolerance as it relates to calcium intake and specific health problems that have been attributed to reduced intakes of calcium and dairy foods in a nationally representative multiethnic sample of adults.
   Design: This was a cross-sectional study in a national sample of 3452 adults. The relation between self-perceived lactose intolerance, calcium intakes, and physician-diagnosed health conditions was analyzed by using linear regression analyses.
   Results: Of the total sample, 12.3% of respondents perceived themselves to be lactose intolerant. The age-adjusted prevalence of self-perceived lactose intolerance was 7.8% for non-Hispanic whites, 20.1% for non-Hispanic blacks, and 8.8% for Hispanics. Respondents with self-perceived lactose intolerance had significantly lower (P < 0.05) average daily calcium intakes from dairy foods than did those without self-perceived lactose intolerance. A significantly higher (P < 0.05) percentage of respondents with self-perceived lactose intolerance than of respondents without self-perceived lactose intolerance reported having physician-diagnosed diabetes and hypertension. The odds of self-reported physician-diagnosed diabetes or hypertension decreased by factors of 0.70 and 0.60, respectively, for a 1000-mg increase in calcium intake from dairy foods per day.
   Conclusions: Self-perceived lactose-intolerant respondents had a significantly lower calcium intake from dairy foods and reported having a significantly higher rate of physician-diagnosed diabetes and hypertension. Am J Clin Nutr 2011;94:191-8.
C1 [Nicklas, Theresa A.] Baylor Coll Med, USDA, ARS, Childrens Nutr Res Ctr,Dept Pediat, Houston, TX 77030 USA.
   [Qu, Haiyan; Wagner, Sara E.; Foushee, Herman R.] Univ Alabama, Ctr Study Community Hlth, Survey Res Unit, Birmingham, AL USA.
   [He, Mengying; Shewchuk, Richard M.] Univ Alabama, Dept Hlth Serv Adm, Birmingham, AL USA.
RP Nicklas, TA (reprint author), Baylor Coll Med, USDA, ARS, Childrens Nutr Res Ctr,Dept Pediat, 1100 Bates Ave, Houston, TX 77030 USA.
EM tnicklas@bcm.edu
FU Dairy Research Institute; USDA/Agricultural Research Service
   [58-6250-6-003]
FX Supported by the Dairy Research Institute and USDA/Agricultural Research
   Service specific cooperative agreement 58-6250-6-003.
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NR 46
TC 22
Z9 22
U1 10
U2 29
PU AMER SOC CLINICAL NUTRITION
PI BETHESDA
PA 9650 ROCKVILLE PIKE, SUBSCRIPTIONS, RM L-3300, BETHESDA, MD 20814-3998
   USA
SN 0002-9165
J9 AM J CLIN NUTR
JI Am. J. Clin. Nutr.
PD JUL
PY 2011
VL 94
IS 1
BP 191
EP 198
DI 10.3945/ajcn.110.009860
PG 8
WC Nutrition & Dietetics
SC Nutrition & Dietetics
GA 779QK
UT WOS:000291794800027
PM 21525197
ER

PT B
AU Haw, K
   Hadfield, M
AF Haw, K
   Hadfield, M
TI Video in Social Science Research: Functions and Forms
SO VIDEO IN SOCIAL SCIENCE RESEARCH: FUNCTIONS AND FORMS
LA English
DT Book
ID STIMULATED RECALL; CRIME; RISK; MYTH
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NR 122
TC 22
Z9 22
U1 1
U2 1
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-83911-9
PY 2011
BP 1
EP 196
PG 196
WC Education & Educational Research; Social Sciences, Interdisciplinary
SC Education & Educational Research; Social Sciences - Other Topics
GA BUU67
UT WOS:000290387700010
ER

PT J
AU Lea, MR
   Jones, S
AF Lea, Mary R.
   Jones, Sylvia
TI Digital literacies in higher education: exploring textual and
   technological practice
SO STUDIES IN HIGHER EDUCATION
LA English
DT Article
DE literacies; technologies; reading practices; texts; institutional
   context
ID NATIVES
AB Concerns are frequently raised about undergraduates being so immersed in web-based technologies in their broader lives that they have difficulties engaging in more conventional study practices, such as academic reading and writing essays. The research reported on here examines this issue through a literacies lens. The project findings illustrate the complex interrelationship between literacies and technologies with the potential to disrupt conventional academic literacy practices. However, they also offer strong evidence for students' ongoing reliance on the authority of the institution when it comes to accessing and utilising web-based resources for their assignments. The authors suggest that, in order to understand the changes that are taking place for learners in today's higher education, more attention needs to be paid to textual practice around learning and less to the technologies and their applications.
C1 [Lea, Mary R.; Jones, Sylvia] Open Univ, Inst Educ Technol, Milton Keynes MK7 6AA, Bucks, England.
RP Lea, MR (reprint author), Open Univ, Inst Educ Technol, Walton Hall, Milton Keynes MK7 6AA, Bucks, England.
EM m.r.lea@open.ac.uk
RI YALCIN, Haydar/D-1205-2010
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NR 31
TC 22
Z9 24
U1 4
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0307-5079
J9 STUD HIGH EDUC
JI Stud. High. Educ.
PY 2011
VL 36
IS 4
BP 377
EP 393
DI 10.1080/03075071003664021
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 779QQ
UT WOS:000291795600001
ER

PT J
AU Schnell, T
AF Schnell, Tatjana
TI Existential Indifference: Another Quality of Meaning in Life
SO JOURNAL OF HUMANISTIC PSYCHOLOGY
LA English
DT Article
DE meaning in life; crisis of meaning; meaningfulness; existential
   indifference; SoMe; well-being
ID WELL; QUESTIONNAIRE; EUDAIMONIA; HEALTH
AB Existential indifference is characterized by a state of low meaningfulness that is not associated with a crisis of meaning. In the existentialist tradition, this condition has been generally acknowledged, but quantitative measurement has not been available. By using and combining both the meaningfulness and crisis of meaning scale of the SoMe, the existentially indifferent can be identified empirically. According to data from a representative sample (Study I, N = 603), existential indifference slightly decreases with age and is especially common among singles and unmarried partners. The existentially indifferent show low commitment to all sources of meaning; they demonstrate particular disinterest in self-knowledge, spirituality, explicit religiosity, and generativity. Whereas their mental health (depression, anxiety) is comparable to that of individuals who experience their lives as meaningful, their psychological well-being (positive affect, satisfaction with life) is considerably lower (Study II, N = 135).
C1 Univ Innsbruck, Inst Psychol, A-6020 Innsbruck, Austria.
RP Schnell, T (reprint author), Univ Innsbruck, Inst Psychol, 52 Innrain, A-6020 Innsbruck, Austria.
EM tatjana.schnell@uibk.ac.at
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NR 55
TC 22
Z9 25
U1 1
U2 14
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0022-1678
J9 J HUMANIST PSYCHOL
JI J. Humanist. Psychol.
PD JUL
PY 2010
VL 50
IS 3
BP 351
EP 373
DI 10.1177/0022167809360259
PG 23
WC Psychology, Multidisciplinary
SC Psychology
GA 609IU
UT WOS:000278650700006
ER

PT J
AU Alegre, MA
   Ferrer, G
AF Angel Alegre, Miquel
   Ferrer, Gerard
TI School regimes and education equity: some insights based on PISA 2006
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID SOCIOECONOMIC-STATUS; SEGREGATION MEASURE; SOCIAL-JUSTICE;
   PUBLIC-SCHOOLS; ACHIEVEMENT; CHOICE; MATHEMATICS; COUNTRIES; QUALITY;
   INDEX
AB This paper aims to analyze the effects of certain characteristics of the educational systems on the social composition of schools. After accounting for significant effects of schools' social composition on student outcomes (this is confirmed on the basis of a multilevel analysis), we explore the impacts of distinct components of what we name 'school regimes' on measures of school social segregation (Hutchens indices) across countries and regions. The PISA 2006 database has been used as the main source of information for such measures. Our analysis considers data for 32 OECD educational systems. Certain characteristics of school regimes are specially assessed: the level of institutional differentiation existing in the educational career; the presence of private schools in compulsory education; the level of school autonomy as regards the process of student admission; and the models and criteria defining public regulation of school access processes. Results of the regression analyses suggest that more market-oriented school regimes tend to increase schools' social segregation, whilst those characterised as more comprehensive and publicly regulated tend to reduce it.
C1 [Angel Alegre, Miquel] Univ Autonoma Barcelona, Inst Govern & Polit Publ, Bellaterra 08193, Spain.
RP Alegre, MA (reprint author), Univ Autonoma Barcelona, Inst Govern & Polit Publ, Campus UAB,Parc Recerca,Modul A, Bellaterra 08193, Spain.
EM miguelangel.alegre@uab.cat
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NR 41
TC 22
Z9 26
U1 22
U2 45
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2010
VL 36
IS 3
BP 433
EP 461
AR PII 912484906
DI 10.1080/01411920902989193
PG 29
WC Education & Educational Research
SC Education & Educational Research
GA 597DL
UT WOS:000277736200005
ER

PT J
AU Bourbousson, J
   Poizat, G
   Saury, J
   Seve, C
AF Bourbousson, Jerome
   Poizat, Germain
   Saury, Jacques
   Seve, Carole
TI Team Coordination in Basketball: Description of the Cognitive
   Connections Among Teammates
SO JOURNAL OF APPLIED SPORT PSYCHOLOGY
LA English
DT Article
ID TABLE-TENNIS; SITUATION AWARENESS; PLAYERS ACTIVITY; DECISION-MAKING;
   SYSTEMS; SPORT; PERFORMANCE; CONCEPTUALIZATION; INTERDEPENDENCE;
   COMMUNICATION
AB This study investigated team coordination in basketball using the course-of-action theoretical framework. The focus was on how the players were connected with their teammates' activities. The activity of five French basketball players (17.60 +/- .89 years) was studied during an official match. The data were collected and processed according to a procedure defined for course-of-action analysis. The results were used to characterize the coordination modes among players and the team coordination network that was built. The processes that underlie team coordination are discussed (i.e., mutuality and awareness), and some directions for practical applications are addressed.
C1 [Bourbousson, Jerome; Saury, Jacques; Seve, Carole] Univ Nantes, F-44035 Nantes, France.
   [Poizat, Germain] Univ Burgundy, Dijon, France.
RP Bourbousson, J (reprint author), 4 Rue Larey, F-44100 Nantes, France.
EM Jerome.bourbousson@univ-nantes.fr
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NR 56
TC 22
Z9 25
U1 3
U2 18
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 1041-3200
J9 J APPL SPORT PSYCHOL
JI J. Appl. Sport Psychol.
PY 2010
VL 22
IS 2
BP 150
EP 166
DI 10.1080/10413201003664657
PG 17
WC Hospitality, Leisure, Sport & Tourism; Psychology, Applied; Psychology;
   Sport Sciences
SC Social Sciences - Other Topics; Psychology; Sport Sciences
GA 589MF
UT WOS:000277151600003
ER

PT J
AU Fenwick, TJ
AF Fenwick, Tara J.
TI (un)Doing standards in education with actor-network theory
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
DE actor-network theory; educational standards; STS
ID BODIES
AB Recent critiques have drawn important attention to the depoliticized consensus and empty promises embedded in network discourses of educational policy. While acceding this critique, this discussion argues that some forms of network analysis - specifically those adopting actor-network theory (ANT) approaches - actually offer useful theoretical resources for policy studies. Drawing from ANT-inspired studies of policy processes associated with educational standards, the article shows the ambivalences and contradictions as well as the possibilities that can be illuminated by ANT analysis of standards as networks. The discussion outlines the diverse network conceptions, considerations, and sensibilities afforded by the ANT approaches. Then, it shows four phenomena that have been highlighted by ANT studies of educational standards: ordering (and rupturing) practice through 'immutable mobiles,' local universality, tensions among networks of prescription and networks of negotiation, and different co-existing ontological forms of the same standards. The conclusion suggests some starting points, drawing from these ANT-inspired network analyses, for examining the policy processes associated with educational standards.
C1 Univ British Columbia, Vancouver, BC V6T 1Z4, Canada.
RP Fenwick, TJ (reprint author), Univ British Columbia, 2125 Main Mall, Vancouver, BC V6T 1Z4, Canada.
EM tara.fenwick@ubc.ca
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NR 41
TC 22
Z9 22
U1 4
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0268-0939
EI 1464-5106
J9 J EDUC POLICY
JI J. Educ. Policy
PY 2010
VL 25
IS 2
BP 117
EP 133
AR PII 920714943
DI 10.1080/02680930903314277
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 595BD
UT WOS:000277584800001
ER

PT J
AU Power, S
   Frandji, D
AF Power, Sally
   Frandji, Daniel
TI Education markets, the new politics of recognition and the increasing
   fatalism towards inequality
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
DE education markets; social justice; politics of recognition; educational
   inequalities; league tables
ID RAISING SCHOOL PERFORMANCE; LEAGUE TABLES; ENGLAND; FRANCE
AB This paper explores the complex ways in which the marketisation of education and the associated publication of performance data have contributed to the emergence of a new politics of recognition which has paradoxically served further to naturalise educational inequalities. Of all the reforms associated with subjecting education to market forces, it is the publication of 'league tables' of raw performance data which has sparked the most controversy. These tables have provoked a range of criticisms from educational professionals and practitioners concerning their reductionist nature, their misleading attribution of outcomes to institutional processes rather than intake variables and their potentially damaging side-effects. These league tables can be said to constitute a form of cultural injustice. In order to counter this injustice, a new politics of recognition has emerged which seeks to valorise the performance of disadvantaged schools and which can be seen in the development of alternative and 'value-added' league tables. This paper argues that there are a number of difficulties and dangers inherent within this new politics of recognition. These relate to the impossibility of separating a school from its context, the displacement of a politics of redistribution and the increasing naturalisation of inequalities.
C1 [Power, Sally] Cardiff Univ, Sch Social Sci, Cardiff CF10 3WT, S Glam, Wales.
   [Frandji, Daniel] Inst Natl Rech Pedag, Ctr Alain Savary, F-69347 Lyon 07, France.
RP Power, S (reprint author), Cardiff Univ, Sch Social Sci, Glamorgan Bldg,King Edward VII Ave, Cardiff CF10 3WT, S Glam, Wales.
EM powers3@cf.ac.uk
OI Power, Sally/0000-0003-3287-0003
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NR 47
TC 22
Z9 23
U1 1
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0268-0939
J9 J EDUC POLICY
JI J. Educ. Policy
PY 2010
VL 25
IS 3
BP 385
EP 396
AR PII 921524977
DI 10.1080/02680930903576404
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 595BE
UT WOS:000277584900006
ER

PT J
AU Strand, S
AF Strand, Steve
TI Do some schools narrow the gap? Differential school effectiveness by
   ethnicity, gender, poverty, and prior achievement
SO SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
LA English
DT Article
DE differential effectiveness; ethnicity; deprivation; underachievement;
   progress; school effects
ID RACE; END
AB This study analyses the educational progress of an entire national cohort of over 530,000 pupils in England between age 7 in 2000 and age 11 in 2004. The results show that Black Caribbean boys not entitled to free school meals, and particularly the more able pupils, made significantly less progress than their White British peers. There is no evidence that the gap results from Black Caribbean pupils attending less effective schools. There is also no evidence of differential effectiveness in relation to ethnic group; schools that were strong in facilitating the progress of White British pupils were equally strong in facilitating the progress of Black Caribbean pupils. There was some evidence of differential school effectiveness by pupil prior achievement, gender, and poverty, but the absolute sizes of the effects were small. The results suggest the poor progress of Black Caribbean pupils reflects a systemic issue rather than the influence of a small number of olow qualityo schools.
C1 Univ Warwick, Inst Educ, Coventry CV4 7AL, W Midlands, England.
RP Strand, S (reprint author), Univ Warwick, Inst Educ, Coventry CV4 7AL, W Midlands, England.
EM steve.strand@warwick.ac.uk
RI Strand, Steve/A-5557-2008
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NR 43
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U1 4
U2 16
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0924-3453
J9 SCH EFF SCH IMPROV
JI Sch. Eff. Sch. Improv.
PY 2010
VL 21
IS 3
BP 289
EP 314
AR PII 921788193
DI 10.1080/09243451003732651
PG 26
WC Education & Educational Research
SC Education & Educational Research
GA 642PT
UT WOS:000281229000002
ER

PT J
AU Suspitsyna, T
AF Suspitsyna, Tatiana
TI Accountability in American education as a rhetoric and a technology of
   governmentality
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
DE discourse; analysis; actors institutions; accountability; rhetoric
ID NO-CHILD-LEFT; QUALITY ASSURANCE; AUDIT CULTURE; POLICY; MANAGERIALISM;
   UNIVERSITIES; GOVERNANCE; POLITICS; REFORM; SCHOOL
AB Accountability is one of the most advocated and controversial topics in US education. Since the early 2000s, the federal government has produced a vibrant discourse on accountability, which emphasizes quality, efficiency, and equal opportunity in education. As part of the larger phenomenon of new managerialism, the dominant forms of accountability are currently based on the power of the manager and the market rather than the bureaucratic or professional authority. This study draws on classic rhetoric and the Foucaultian concept of governmentality to analyze the rhetorical construction of accountability in the US Department of Education speeches and examine the role of accountability in governing educational institutions and subjects. The author demonstrates how as a rhetoric, accountability in education operates as a 'sacred language' to propagate neoliberal values and how as a technology of governmentality, it works to maintain the neoliberal political rationality, enforce the openness of educational institutions to government oversight, and enable entrepreneurial subjectivities through responsibilization and moralization of consumer-style choice-making. The author argues that centered on the market-oriented forms of accountability, federal education policies have a limited potential for meeting its officially promoted goals, particularly with regard to equalizing opportunity for minority- and low-income students.
C1 Ohio State Univ, Sch Educ Policy & Leadership, Columbus, OH 43210 USA.
RP Suspitsyna, T (reprint author), Ohio State Univ, Sch Educ Policy & Leadership, 301 Ramseyer Hall,29 W Woodruff Ave, Columbus, OH 43210 USA.
EM suspitsyna.1@osu.edu
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NR 101
TC 22
Z9 23
U1 6
U2 26
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0268-0939
J9 J EDUC POLICY
JI J. Educ. Policy
PY 2010
VL 25
IS 5
BP 567
EP 586
AR PII 927670515
DI 10.1080/02680930903548411
PG 20
WC Education & Educational Research
SC Education & Educational Research
GA 660XV
UT WOS:000282682200001
ER

PT J
AU Taras, M
AF Taras, Maddalena
TI Student self-assessment: processes and consequences
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE self-assessment; models; processes; consequences; sectors
AB Empirical research signals that self-assessment is an important factor supporting and engaging students with learning. Despite this, there has been no explicit comparison or evaluation of recent models used across educational sectors or within them. To the uninitiated, self-assessment often appears as an amorphous, unique process. This paper evaluates four basic models used in higher education to permit tutors to compare the different processes, timing and the degree of involvement of learners and tutors (weak and strong models) and discusses how each model could develop expertise in different contexts. It also summarises the main issues which have fuelled debate over half a century. This evaluation will benefit the educational community by providing a concise overview of self-assessment processes thus providing an expedient means of making an informed choice and encourage the take-up by practitioners.
C1 Univ Sunderland, Fac Educ & Soc, Sunderland, England.
RP Taras, M (reprint author), Univ Sunderland, Fac Educ & Soc, Sunderland, England.
EM maddalena.taras@sunderland.ac.uk
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NR 30
TC 22
Z9 23
U1 2
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1356-2517
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PY 2010
VL 15
IS 2
BP 199
EP 209
AR PII 920961651
DI 10.1080/13562511003620027
PG 11
WC Education & Educational Research
SC Education & Educational Research
GA 597LO
UT WOS:000277759000007
ER

PT J
AU Vincent, C
   Ball, SJ
   Braun, A
AF Vincent, Carol
   Ball, Stephen J.
   Braun, Annette
TI Between the estate and the state: struggling to be a 'good' mother
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
DE mothers; mothering; working class; discourse
ID WORKING-CLASS MOTHERS; SOCIAL-CLASS; PAID WORK; CHILD; CARE;
   INVOLVEMENT; EDUCATION; FAMILIES; LONDON; LABOR
AB The paper draws on an ESRC-funded study of 70 families in two London locations. It focuses on a set of contemporary and contradictory political discourses that work on and through the lives of working-class mothers and thereby create tensions and impossibilities within their lives. We illustrate the ways in which these women are positioned by and within these discourses in ways that leave them vulnerable to political and media criticisms.
C1 [Vincent, Carol; Ball, Stephen J.; Braun, Annette] Univ London, Ctr Crit Educ Policy Studies, Inst Educ, London WC1H OAL, England.
RP Vincent, C (reprint author), Univ London, Ctr Crit Educ Policy Studies, Inst Educ, 20 Bedford Way, London WC1H OAL, England.
EM c.vincent@ioe.ac.uk
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NR 54
TC 22
Z9 22
U1 2
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0142-5692
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PY 2010
VL 31
IS 2
BP 123
EP 138
DI 10.1080/01425690903538976
PG 16
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 593NH
UT WOS:000277462200001
ER

PT J
AU Hall, LA
   Burns, LD
AF Hall, Leigh A.
   Burns, Leslie D.
TI Identity Development and Mentoring in Doctoral Education
SO HARVARD EDUCATIONAL REVIEW
LA English
DT Article
ID ACADEMIC IDENTITIES; GRADUATE-STUDENTS; CULTURE; SCHOOL; LITERACY;
   MINORITY; PEDAGOGY; POWER
AB In this essay, Leigh Hall and Leslie Burns use theories of identity to understand mentoring relationships between faculty members and doctoral students who are being prepared as educational researchers. They suggest that becoming a professional researcher requires students to negotiate new identities and reconceptualize themselves both as people and professionals in addition to learning specific skills; however, the success or marginalization that students experience may depend on the extent to which they attempt to enact identities that are valued by their mentors. For this reason, Hall and Burns argue that faculty mentors must learn about and consider identity formation in order to successfully socialize more diverse groups of researchers, and they believe that formal curriculum designs can be used more intentionally to help students and faculty understand the roles identity plays in professional development and to make doctoral education more equitable.
C1 [Hall, Leigh A.] Univ N Carolina, Chapel Hill, NC 27515 USA.
   [Burns, Leslie D.] Univ Kentucky, Lexington, KY 40506 USA.
RP Hall, LA (reprint author), Univ N Carolina, Chapel Hill, NC 27515 USA.
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NR 67
TC 22
Z9 22
U1 3
U2 16
PU HARVARD GRADUATE SCHOOL EDUCATION
PI CAMBRIDGE
PA 8 STORY STREET, 1ST FLOOR, CAMBRIDGE, MA 02138-3752 USA
SN 0017-8055
J9 HARVARD EDUC REV
JI Harv. Educ. Rev.
PD SPR
PY 2009
VL 79
IS 1
BP 49
EP 70
PG 22
WC Education & Educational Research
SC Education & Educational Research
GA 424SU
UT WOS:000264589200003
ER

PT J
AU Dettmers, S
   Trautwein, U
   Ludtke, O
AF Dettmers, Swantje
   Trautwein, Ulrich
   Luedtke, Oliver
TI The relationship between homework time and achievement is not universal:
   evidence from multilevel analyses in 40 countries
SO SCHOOL EFFECTIVENESS AND SCHOOL IMPROVEMENT
LA English
DT Article
DE homework; mathematics achievement; multilevel modeling
ID CROSS-CULTURAL EXAMINATION; 6 SCHOOL SUBJECTS; ACADEMIC-ACHIEVEMENT;
   MOTIVATION; TRACKING; MODEL; MATHEMATICS; STUDENTS
AB Although homework is generally believed to be an important supplement to in-school learning, research has not yet fully clarified the relationship between homework and achievement. This cross-cultural study analyzed the relationship between homework time and mathematics achievement drawing on data from 231,759 students in 9,791 schools and 40 countries who participated in the Programme for International Student Assessment (PISA) 2003. Multilevel analyses found a positive association between school-average homework time and mathematics achievement in almost all countries, but the size of the association decreased considerably once socioeconomic background and school track were controlled. At the student level, no clear-cut relationship was established between homework time and achievement across the 40 countries. The results highlight the need to use multilevel analyses and to control for confounding variables in homework research.
C1 [Trautwein, Ulrich; Luedtke, Oliver] Univ Tubingen, D-72074 Tubingen, Germany.
   [Dettmers, Swantje; Trautwein, Ulrich; Luedtke, Oliver] Max Planck Inst Human Dev, Ctr Educ Res, Berlin, Germany.
EM dettmers@mpib-berlin.mpg.de
RI Trautwein, Ulrich/C-3064-2011
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NR 52
TC 22
Z9 22
U1 4
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0924-3453
J9 SCH EFF SCH IMPROV
JI Sch. Eff. Sch. Improv.
PY 2009
VL 20
IS 4
BP 375
EP 405
AR PII 910798148
DI 10.1080/09243450902904601
PG 31
WC Education & Educational Research
SC Education & Educational Research
GA 524IW
UT WOS:000272138000001
ER

PT J
AU Holmes, K
AF Holmes, Kathryn
TI Planning to teach with digital tools: Introducing the interactive
   whiteboard to pre-service secondary mathematics teachers
SO AUSTRALASIAN JOURNAL OF EDUCATIONAL TECHNOLOGY
LA English
DT Article
AB Teaching is a complex endeavour that requires teachers to meld knowledge about the nature of learners, pedagogical strategies and discipline content. In recent years an increasing variety of educational technologies are finding their way into the school classroom, including the widespread acceptance of interactive whiteboards (IWBs). The emerging literature on IWB use is mixed, with no clear verdict on the merits of this technology in relation to teaching or student learning outcomes. However, as this equipment is fast becoming standard in a growing number of classrooms, it is important for pre-service teachers to be familiar with its features, potential difficulties and to have had experience in developing lesson activities that utilise the technology.
   This study examines the lesson activities developed by a group (n = 13) of final year undergraduate secondary mathematics pre-service teachers. The analysis is guided by the Technological Pedagogical Content Knowledge (TPCK) framework of Mishra and Koehler (2006). The study reveals that the pre-service teachers were able to plan effectively to integrate IWB features within their mathematical lessons and demonstrated developing TPCK as a result. They found that the primary benefits of the technology related to its potential to engage students with varied visual representations and virtual manipulatives which can aid conceptual understanding.
C1 Univ Newcastle, Fac Educ & Arts, Sch Educ, Callaghan, NSW 2308, Australia.
RP Holmes, K (reprint author), Univ Newcastle, Fac Educ & Arts, Sch Educ, Callaghan, NSW 2308, Australia.
EM Kathryn.Holmes@newcastle.edu.au
CR Mishra P, 2006, TEACH COLL REC, V108, P1017, DOI 10.1111/j.1467-9620.2006.00684.x
   Smith F, 2006, BRIT EDUC RES J, V32, P443, DOI 10.1080/01411920600635452
   Brenner ME, 1997, AM EDUC RES J, V34, P663, DOI 10.3102/00028312034004663
   Smith HJ, 2005, J COMPUT ASSIST LEAR, V21, P91, DOI 10.1111/j.1365-2729.2005.00117.x
   Arcavi A., 2003, EDUC STUD MATH, V52, P215, DOI DOI 10.1023/A:1024312321077
   Crisan C., 2007, Technology, Pedagogy and Education, V16, DOI 10.1080/14759390601167991
   Gillen J., 2007, LEARNING MEDIA TECHN, V32, P243, DOI DOI 10.1080/17439880701511099
   Glover D., 2007, LEARNING MEDIA TECHN, V32, P5, DOI 10.1080/17439880601141146
   Glover D., 2005, Technology, Pedagogy and Education, V14, DOI 10.1080/14759390500200199
   Higgins S., 2007, LEARNING MEDIA TECHN, V32, P213, DOI DOI 10.1080/17439880701511040
   Jewitt C., 2007, LEARNING MEDIA TECHN, V32, P303, DOI 10.1080/17439880701511149
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   Kennewell S., 2007, J COMPUTER ASSISTED, V24, P61
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   Reedy GB, 2008, TECHNOLOGY PEDAGOGY, V17, P143, DOI 10.1080/14759390802098623
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NR 24
TC 22
Z9 22
U1 4
U2 18
PU ASCILITE
PI COMO WA
PA UNIT 5, 202 COODE STREET, COMO WA, 6152, AUSTRALIA
SN 1449-3098
J9 AUSTRALAS J EDUC TEC
JI Australas. J. Educ. Technol.
PY 2009
VL 25
IS 3
BP 351
EP 365
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 494PE
UT WOS:000269825200005
ER

PT J
AU Parker, R
AF Parker, Rachel
TI A learning community approach to doctoral education in the social
   sciences
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
DE doctoral education; learning communities; social sciences
ID PERIPHERAL PARTICIPATION; STUDENTS
AB The paper reports on the findings of a community learning approach to doctoral education involving scholarly writing groups (SWGs) which was developed and implemented in the context of a higher degree research programme within the social sciences in an Australian university. The research evaluated the impact of the teaching intervention on students' perceptions of the community learning experience, their knowledge of scholarly writing and their attitudes towards writing. The findings are suggestive of the advantages of community approaches to learning in higher degree research education as a supplement to independent supervision. The SWGs were associated with improvements in both participants' knowledge of scholarly writing and their attitudes towards writing. However, a variety of characteristics of doctoral education are potential impediments to the creation of ongoing and regular interactions in learning communities such as SWGs. The paper concludes that a flexible approach to the recognition and enhancement of community approaches to learning is required to acknowledge the complex and diverse context of contemporary doctoral education.
C1 Queensland Univ Technol, Sch Management, Brisbane, Qld 4001, Australia.
RP Parker, R (reprint author), Queensland Univ Technol, Sch Management, Brisbane, Qld 4001, Australia.
EM r.parker@qut.edu.au
RI Parker, Rachel/I-9759-2012
OI Parker, Rachel/0000-0003-4961-6714
CR Hasrati M, 2005, STUD HIGH EDUC, V30, P557, DOI 10.1080/03075070500249252
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   Hoban G., 1999, LEARNING COMMUNITIES
   JACOBS C, 2003, HUM RELAT, V58, P115
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   Malfroy J., 2005, HIGHER ED RES DEV, V24, P165, DOI DOI 10.1080/07294360500062961
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   Pearson M., 1999, HIGHER ED RES DEV, V18, P269, DOI DOI 10.1080/0729436990180301
   Pearson M., 2004, STUDIES CONTINUING E, V26, P347, DOI 10.1080/0158037042000265917
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NR 25
TC 22
Z9 23
U1 4
U2 12
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1356-2517
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PY 2009
VL 14
IS 1
BP 43
EP 54
AR PII 907772039
DI 10.1080/13562510802602533
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 394UH
UT WOS:000262475200004
ER

PT J
AU Harlaar, N
   Hayiou-Thomas, ME
   Dale, PS
   Plomin, R
AF Harlaar, Nicole
   Hayiou-Thomas, Marianna E.
   Dale, Philip S.
   Plomin, Robert
TI Why do preschool language abilities correlate with later reading? A twin
   study
SO JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH
LA English
DT Article
DE language; literacy; genetics
ID ENVIRONMENTAL-INFLUENCES; COMMUNICATIVE DEVELOPMENT; SEX-DIFFERENCES;
   FAMILY RISK; CHILDREN; DYSLEXIA; LITERACY; MODEL; COMPREHENSION;
   DISABILITY
AB Purpose: Language acquisition is predictive of successful reading development, but the nature of this link is poorly understood.
   Method: A sample of 7,179 twin pairs was assessed on parent-report measures of syntax and vocabulary at ages 2, 3, and 4 years and on teacher assessments of reading achievement (RA) at ages 7, 9, and 10 years. These measures were used to construct latent factors of early language ability (LA) and RA in structural equation model-fitting analyses.
   Results: The phenotypic correlation between LA and RA (r = .40) was primarily due to shared environmental influences that contribute to familial resemblance. These environmental influences on LA and RA overlapped substantially (r(C) = .62). Genetic influences made a significant but smaller contribution to the phenotypic correlation between LA and RA, and showed moderate overlap (r(A) = .36). There was also evidence for a direct causal influence of LA on RA.
   Conclusions: The association between early language and later reading is underpinned by common environmental and genetic influences. The effects of some risk factors on RA may be mediated by language. The results provide a foundation for more fine-grained studies that examine links between specific measures of language, reading, genes, and environments.
C1 [Harlaar, Nicole; Plomin, Robert] Kings Coll London, London, England.
   [Hayiou-Thomas, Marianna E.] Univ York, York YO10 5DD, N Yorkshire, England.
   [Dale, Philip S.] Univ New Mexico, Albuquerque, NM 87131 USA.
RP Harlaar, N (reprint author), Ohio State Univ, Dept Human Dev & Family Sci, 135 Campbell Hall,1787 Neil Ave, Columbus, OH 43210 USA.
EM nharlaar@ehe.osu.edu
RI Dale, Philip/A-2254-2009; Hayiou-Thomas, Marianna/B-6465-2009; Plomin,
   Robert/B-8911-2008; 
OI Dale, Philip/0000-0002-7697-8510; Plomin, Robert/0000-0002-0756-3629
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NR 63
TC 22
Z9 22
U1 1
U2 10
PU AMER SPEECH-LANGUAGE-HEARING ASSOC
PI ROCKVILLE
PA 10801 ROCKVILLE PIKE, ROCKVILLE, MD 20852-3279 USA
SN 1092-4388
J9 J SPEECH LANG HEAR R
JI J. Speech Lang. Hear. Res.
PD JUN 1
PY 2008
VL 51
IS 3
BP 688
EP 705
DI 10.1044/1092-4388(2008/049)
PG 18
WC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
SC Audiology & Speech-Language Pathology; Linguistics; Rehabilitation
GA 305FU
UT WOS:000256164000010
PM 18506044
ER

PT J
AU Dunne, M
   Gazeley, L
AF Dunne, Mairead
   Gazeley, Louise
TI Teachers, social class and underachievement
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
DE social class; working class underachievement; teacher expectations;
   classroom processes; differentiated practice; educational inequalities
ID SECONDARY-SCHOOL PUPILS; ENGLISH SCHOOLS; GENDER; ACHIEVEMENT;
   ATTAINMENT
AB Addressing the 'the social class attainment gap' in education has become a government priority in England. Despite multiple initiatives, however, little has effectively addressed the underachievement of working-class pupils within the classroom. In order to develop clearer understandings of working-class underachievement at this level, this small research study focused on local social processes by exploring how secondary school teachers identified and addressed underachievement in their classrooms. Our analysis shows how teachers' identifications of underachieving pupils overlapped with, and were informed by, their tacit understanding of pupils' social class position. While many teachers resisted the influence of social class, they used stereotypes to justify their practice and expectations, positioning pupils within educational and occupational hierarchies. This, we conclude, suggests the need for more systematic attention to the micro-social processes that provide the conditions through which working-class underachievement is produced.
C1 [Dunne, Mairead; Gazeley, Louise] Univ Sussex, Sch Educ, Brighton, E Sussex, England.
RP Dunne, M (reprint author), Univ Sussex, Sch Educ, Brighton, E Sussex, England.
EM mairead.dunne@sussex.ac.uk
CR Allard A. A., 2006, CAMB J EDUC, V36, P115, DOI DOI 10.1080/03057640500491021
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NR 46
TC 22
Z9 22
U1 1
U2 22
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0142-5692
EI 1465-3346
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PY 2008
VL 29
IS 5
BP 451
EP 463
DI 10.1080/01425690802263627
PG 13
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 349PV
UT WOS:000259294000003
ER

PT J
AU Sandford, RA
   Duncombe, R
   Armour, KM
AF Sandford, Rachel A.
   Duncombe, Rebecca
   Armour, Kathy M.
TI The role of physical activity/sport in tackling youth disaffection and
   anti-social behaviour
SO EDUCATIONAL REVIEW
LA English
DT Article
DE physical activity; youth disaffection; anti-social behaviour
ID UNDERSERVED YOUTH; SCHOOL SPORT; EDUCATION; PERCEPTIONS; CURRICULUM;
   CHILDREN; TEACHER
AB The purpose of this paper is to examine the existing evidence about the impact of sport/physical activity programmes on positive youth development in the context of education. The issue of youth disaffection is topical and a number of authors and policy makers have acknowledged that physical activity/sport may be an effective way of helping to address the problem. As a result, a number of initiatives aimed at re-engaging disaffected or disadvantaged young people through physical activities have been developed and implemented in schools in the UK. Two such initiatives, the HSBC/Outward Bound project and Youth Sport Trust/BSkyB 'Living For Sport' programme, are discussed within this paper, and key findings from the monitoring and evaluation of each initiative are presented. Over a period of three years, more than 7000 pupils have been engaged in these programmes, and complete data sets have been collated for over 50% and 90% of Sky Living For Sport and HSBC/Outward Bound participants respectively. The findings suggest that both of these projects have had a positive impact on the behaviour and attendance of large numbers of pupils, and that engagement in lessons and relationships with both teachers and peers have improved and can be sustained. The findings also demonstrate, however, that impact is highly individualised and context-specific in many cases, and that positive impact is more likely to be sustained when some or all of the following project features are in place: effective matching of pupil needs with the specific project objectives; locating project activities outside of the 'normal' school context; working closely with pupils to choose activities, set targets and review progress; establishing positive relationships between project leaders/supporters (mentors) and pupils; and giving pupils the opportunity to work with and for others.
C1 [Sandford, Rachel A.; Duncombe, Rebecca; Armour, Kathy M.] Univ Loughborough, Sch Sport & Exercise Sci, Loughborough, Leics, England.
RP Sandford, RA (reprint author), Univ Loughborough, Sch Sport & Exercise Sci, Loughborough, Leics, England.
EM R.A.Sandford@lboro.ac.uk
OI Duncombe, Rebecca/0000-0002-5009-6253
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NR 79
TC 22
Z9 22
U1 4
U2 29
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0013-1911
J9 EDUC REV
JI Educ. Rev.
PY 2008
VL 60
IS 4
BP 419
EP 435
AR PII 906613218
DI 10.1080/00131910802393464
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 383IB
UT WOS:000261666200007
ER

PT J
AU Walshe, N
AF Walshe, Nicola
TI Understanding students' conceptions of sustainability
SO ENVIRONMENTAL EDUCATION RESEARCH
LA English
DT Article
DE sustainability; geography; understanding; children; methodology
AB There has recently been significant emphasis placed on environmental education through, for example, the UN's Decade of Education for Sustainable Development. Despite this, there is still considerable debate within the literature as to how the aims of environmental education can be achieved within schools. It seems likely that if there is a lack of agreement as to what education for sustainable development should include, then this will impact students' understanding of sustainable development. This paper presents findings from research investigating how one class of 12- to 13-year-old geography students in the UK understands the concept of sustainability. The research used concept-mapping and semi-structured interviews to explore the students' understandings of sustainability, within a case study framework. The substantive findings of this research suggest that there is a wide variety of understanding of sustainability among the students, but that generally they allude to three: the nature, purpose and timescale of sustainability. The paper also considers the impact of method on researching students' subject understandings, in particular the use of context when considering abstract concepts, such as sustainability, and the different results obtained when conducting interviews versus concept maps.
C1 Univ Cambridge, Fac Educ, Cambridge, England.
RP Walshe, N (reprint author), Univ Cambridge, Fac Educ, Cambridge, England.
EM nicola.walshe@gmail.com
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NR 58
TC 22
Z9 23
U1 6
U2 18
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1350-4622
J9 ENVIRON EDUC RES
JI Environ. Educ. Res.
PY 2008
VL 14
IS 5
BP 537
EP 558
DI 10.1080/13504620802345958
PG 22
WC Education & Educational Research; Environmental Studies
SC Education & Educational Research; Environmental Sciences & Ecology
GA V10NJ
UT WOS:000207470400003
ER

PT J
AU Thomas, S
   Peng, WJ
   Gray, J
AF Thomas, Sally
   Peng, Wen Jung
   Gray, John
TI Modelling patterns of improvement over time: value added trends in
   English secondary school performance across ten cohorts
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article
ID STABILITY
AB This paper looks at underlying patterns of school effectiveness through analysing a GCSE examination data-set over a period of ten cohorts (1993-2002) in one very large English school district. Both value added and raw score approaches were explored by employing different statistical multilevel models to examine time trends of school and pupil performance from two perspectives: consistent (linear) and inconsistent (non-linear) school improvement. Overall, levels of measured attainment for the vast majority of the schools increased over the decade and the results indicate that one in four schools had significantly higher value added improvement trajectories (linear) than would be expected over the decade-in comparison to the average school. Those schools with a lower value added starting point in 1993 were more likely to make significant improvement. However, underlying these linear improvement trajectories it appears that only one in 16 schools managed to improve continuously for more than four years at some point over the decade in terms of value added.
C1 Univ Bristol, Grad Sch Educ, Bristol BS8 1HH, Avon, England.
   Univ Cambridge, Cambridge CB2 1TN, England.
RP Thomas, S (reprint author), Univ Bristol, Grad Sch Educ, 8-10 Berkeley Sq, Bristol BS8 1HH, Avon, England.
EM s.thomas@bristol.ac.uk
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NR 35
TC 22
Z9 23
U1 1
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-4985
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PD JUL
PY 2007
VL 33
IS 3
BP 261
EP 295
DI 10.1080/03054980701366116
PG 35
WC Education & Educational Research
SC Education & Educational Research
GA 184YF
UT WOS:000247677800001
ER

PT J
AU Brown, G
   Micklewright, J
   Schnepf, SV
   Waldmann, R
AF Brown, Giorgina
   Micklewright, John
   Schnepf, Sylke V.
   Waldmann, Robert
TI International surveys of educational achievement: how robust are the
   findings?
SO JOURNAL OF THE ROYAL STATISTICAL SOCIETY SERIES A-STATISTICS IN SOCIETY
LA English
DT Article
DE educational achievement; International Adult Literacy Survey; Programme
   for International Student Assessment; Progress in International Reading
   Literacy Study; test scores; Trends in International Maths and Science
   Study
ID SURVEY PISA; CAUTIONS
AB International surveys of educational achievement and functional literacy are increasingly common. We consider two aspects of the robustness of their results. First, we compare results from four surveys: the Trends in International Maths and Science Study, the Programme for International Student Assessment, the Progress in International Reading Literacy Study and the International Adult Literacy Survey. This contrasts with the standard approach which is to analyse just one survey in isolation. Second, we investigate whether results are sensitive to the choice of item response model that is used by survey organizers to aggregate respondents' answers into a single score. In both cases we focus on countries' average scores, the within-country differences in scores and on the association between the two.
C1 Univ Southampton, Southampton Stat Sci Res Inst, Southampton SO17 1BJ, Hants, England.
   Ist Nazl Stat, Rome, Italy.
   Univ Roma Tor Vergata, Rome, Italy.
RP Micklewright, J (reprint author), Univ Southampton, Southampton Stat Sci Res Inst, Southampton SO17 1BJ, Hants, England.
EM jm4@soton.ac.uk
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NR 28
TC 22
Z9 22
U1 2
U2 13
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0964-1998
J9 J ROY STAT SOC A STA
JI J. R. Stat. Soc. Ser. A-Stat. Soc.
PY 2007
VL 170
BP 623
EP 646
DI 10.1111/j.1467-985X.2006.00439.x
PN 3
PG 24
WC Social Sciences, Mathematical Methods; Statistics & Probability
SC Mathematical Methods In Social Sciences; Mathematics
GA 189HU
UT WOS:000247980800005
ER

PT J
AU Hall, C
   Thomson, P
   Russell, L
AF Hall, Christine
   Thomson, Pat
   Russell, Lisa
TI Teaching like an artist: the pedagogic identities and practices of
   artists in schools
SO BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION
LA English
DT Article
ID MIDDLE-CLASS; PARTNERSHIPS; KNOWLEDGE
AB This article reports findings from an ethnographic study of the arts curriculum and pedagogy in a British primary school. The policy context for the study is the school's involvement in promoting creative partnerships between teachers and artists. The pedagogies of three different artist-led projects are analysed, using a Bernsteinian framework, and are characterised in relation to notions of 'competence' and 'performance' pedagogies. These characterisations are then used to consider the impact of the artists' pedagogies on teachers in the school, and the extent to which the different pedagogies promote inclusion. Broad conclusions are drawn about the relative difficulty of adopting competence pedagogies in the current educational culture of British schools; more specific conclusions are drawn about the importance of time, text, discourse and interpretation in arts pedagogies.
C1 Univ Nottingham, Sch Educ, Nottingham NG8 1BB, England.
RP Hall, C (reprint author), Univ Nottingham, Sch Educ, Jubilee Campus, Nottingham NG8 1BB, England.
EM Christine.Hall@nottingham.ac.uk
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NR 28
TC 22
Z9 22
U1 5
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0142-5692
J9 BRIT J SOCIOL EDUC
JI Br. J. Sociol. Educ.
PY 2007
VL 28
IS 5
BP 605
EP 619
DI 10.1080/01425690701505466
PG 15
WC Education & Educational Research; Sociology
SC Education & Educational Research; Sociology
GA 210FO
UT WOS:000249442300005
ER

PT J
AU Rees, G
   Baron, S
   Boyask, R
   Taylor, C
AF Rees, Gareth
   Baron, Stephen
   Boyask, Ruth
   Taylor, Chris
TI Research-capacity building, professional learning and the social
   practices of educational research
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
AB There have been numerous attempts in the past few years within education research - and social science research more generally - to alter the character of research practice(s). In particular, there has been a systematic effort to address perceived shortcomings in research practice through a series of 'research-capacity building' initiatives, aimed at the restructuring of professional learning. In this article the authors explore empirically the ways in which different modes of professional learning are implicated in the social practices of education research. These considerations lead to the conclusion that the currently dominant approaches to research-capacity building are based on an underestimation of the difficulties in influencing the professional learning of educational researchers significantly and, thereby, changing the practices of educational research. More realistic expectations of these forms of research- capacity building, in turn, suggest the need to develop alternative approaches that acknowledge the exigencies of the current social organisation of educational research more fully.
C1 Cardiff Univ, Cardiff Sch Social Sci, Cardiff CF10 3WT, Wales.
   Univ Strathclyde, Glasgow G1 1XQ, Lanark, Scotland.
   Univ Plymouth, Plymouth, Devon, England.
RP Rees, G (reprint author), Cardiff Univ, Cardiff Sch Social Sci, Glamorgan Bldg,King Edward VII Ave, Cardiff CF10 3WT, Wales.
EM reesg1@cardiff.ac.uk
OI Taylor, Chris/0000-0002-9146-9167
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NR 50
TC 22
Z9 22
U1 1
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2007
VL 33
IS 5
BP 761
EP 779
DI 10.1080/01411920701582447
PG 19
WC Education & Educational Research
SC Education & Educational Research
GA 222VN
UT WOS:000250325800008
ER

PT J
AU Frankham, J
AF Frankham, Jo
TI Network utopias and alternative entanglements for educational research
   and practice
SO JOURNAL OF EDUCATION POLICY
LA English
DT Article
ID TALK
AB 'The network' has achieved a form of 'institutionalized utopianism' in the recent past and is posited as a neo-liberal solution to social scientific researchers and education practitioners learning with and from one another. This paper first outlines why the metaphor of the network is so persuasive. It goes on to problematize some of the key concepts deployed in the field and to ask what is currently inadequately addressed in the discourse of 'learning networks'. It describes how a series of disconnections may be more helpful in understanding how 'learning networks' might 'work'. The paper concludes with questions about the proliferation of the discourse of networks and the marketization of education and commodification of knowledge.
C1 Univ Manchester, Sch Educ, ESI, Manchester M13 5PN, Lancs, England.
RP Frankham, J (reprint author), Univ Manchester, Sch Educ, ESI, Oxford Rd, Manchester M13 5PN, Lancs, England.
EM jo.frankham@man.ac.uk
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NR 63
TC 22
Z9 22
U1 1
U2 4
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0268-0939
J9 J EDUC POLICY
JI J. Educ. Policy
PD NOV
PY 2006
VL 21
IS 6
BP 661
EP 677
DI 10.1080/02680930600969191
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 098WC
UT WOS:000241552500002
ER

PT J
AU Luyten, H
AF Luyten, Hans
TI An empirical assessment of the absolute effect of schooling:
   regression-discontinuity applied to TIMSS-95
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article
ID ACHIEVEMENT
AB This article provides an illustration of how multilevel modelling, which is the standard method for assessing the 'school effect' in school effectiveness research, can be combined with the regression-discontinuity approach. While multilevel modelling yields only estimates of relative school effects (differences between schools), the regression-discontinuity approach allows the assessment of the absolute effect of schooling (schooling versus no schooling). A combination of both approaches yields an estimate of this absolute effect and its variation between schools. This study applied the method in a secondary analysis of data derived from the Third International Mathematics and Science Study (TIMSS).
C1 Univ Twente, Fac Behav Sci, Dept Educ Org & Management, NL-7500 AE Enschede, Netherlands.
RP Luyten, H (reprint author), Univ Twente, Fac Behav Sci, Dept Educ Org & Management, POB 217, NL-7500 AE Enschede, Netherlands.
EM j.w.luyten@gw.utwente.nl
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NR 28
TC 22
Z9 23
U1 2
U2 10
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0305-4985
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PD JUL
PY 2006
VL 32
IS 3
BP 397
EP 429
DI 10.1080/03054980600776589
PG 33
WC Education & Educational Research
SC Education & Educational Research
GA 064FT
UT WOS:000239075300008
ER

PT J
AU Hennessy, S
   Deaney, R
   Ruthven, K
AF Hennessy, S
   Deaney, R
   Ruthven, K
TI Situated expertise in integrating use of multimedia simulation into
   secondary science teaching
SO INTERNATIONAL JOURNAL OF SCIENCE EDUCATION
LA English
DT Article
ID COMPUTER-SIMULATIONS; CLASSROOM; KNOWLEDGE; CURRICULUM; EDUCATION;
   PEDAGOGY; SUBJECT; INQUIRY; ICT
AB This study explored teachers' pedagogical strategies for using multimedia simulation to structure and support secondary science teaching. Expertise was investigated across a range of classroom settings to analyse how specialist knowledge is situated within and adapted to the teaching and learning context. Analysis of data arising from 10 lesson observations and post-lesson interviews with five teachers and their pupils highlighted significant variation in pedagogical approaches shaping simulation use in three topic areas. Two contrasting case studies involving a "terminal velocity" simulation exemplify this: one was characterized by some "dialogic" whole class interaction and collaborative testing of pupils' own ideas; the other by a more typical, more authoritative, discourse with pupil pairs. Over-structuring of tasks and curricular constraints meant that the rhetoric in the literature and teachers' aspirations concerning pupil experimentation balanced with structured tasks were not borne out. Implications for mode of use and the design of technology-integrated activity are discussed.
C1 Univ Cambridge, Fac Educ, Cambridge CB2 2PQ, England.
RP Hennessy, S (reprint author), Univ Cambridge, Fac Educ, 184 Hills Rd, Cambridge CB2 2PQ, England.
EM sch30@cam.ac.uk
OI Ruthven, Kenneth/0000-0002-5186-6707
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NR 59
TC 22
Z9 23
U1 2
U2 13
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0950-0693
J9 INT J SCI EDUC
JI Int. J. Sci. Educ.
PD JUN 1
PY 2006
VL 28
IS 7
BP 701
EP 732
DI 10.1080/09500690500404656
PG 32
WC Education & Educational Research
SC Education & Educational Research
GA 050PS
UT WOS:000238101000001
ER

PT J
AU O'Sullivan, M
AF O'Sullivan, M
TI Lesson observation and quality in primary education as contextual
   teaching and learning processes
SO INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
LA English
DT Article
DE quality; primary education; lesson observation
ID DEVELOPING-COUNTRIES; SCHOOLS
AB Quality in primary education is currently high on the education agenda in developing countries. What is quality? How can we effectively measure it? How can we achieve it? How can we improve it? The author considers two suggestions to be critical to answering these above questions and engages with them in this article:
   center dot place what is happening in the school and classroom, specifically teaching and learning processes, at the top of the quality agenda; and
   center dot use lesson observation to answer the questions.
   The engagement in the article with the term "quality" highlights that six conceptualisations are used in the literature. However, the author argues that only two subsections of one of the conceptualisations are influencing policy, i.e. the input and output definitions of quality. An exploration of the common indicators of quality supports this and the author uses a political economy perspective to consider the reasons for it. This leads to the main section of the paper which seeks to explore the two suggestions bulleted above. (c) 2005 Elsevier Ltd. All rights reserved.
C1 Univ Limerick, Mary Immaculate Coll, Limerick, Ireland.
RP O'Sullivan, M (reprint author), Univ Limerick, Mary Immaculate Coll, S Circular Rd, Limerick, Ireland.
EM margo.osullivan@mic.ul.ie
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NR 54
TC 22
Z9 22
U1 1
U2 14
PU PERGAMON-ELSEVIER SCIENCE LTD
PI OXFORD
PA THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
SN 0738-0593
J9 INT J EDUC DEV
JI Int. J. Educ. Dev.
PD MAY
PY 2006
VL 26
IS 3
BP 246
EP 260
DI 10.1016/j.ijedudev.2005.07.016
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 037MY
UT WOS:000237152200002
ER

PT J
AU Beghetto, RA
   Plucker, JA
AF Beghetto, Ronald A.
   Plucker, Jonathan A.
BE Kaufman, JC
   Baer, J
TI The Relationship Among Schooling, Learning, and Creativity "All Roads
   Lead to Creativity" or "You Can't Get There from Here"?
SO CREATIVITY AND REASON IN COGNITIVE DEVELOPMENT
LA English
DT Article; Book Chapter
ID CLASSROOM
C1 [Beghetto, Ronald A.] Univ Oregon, Coll Educ, Eugene, OR 97403 USA.
   [Plucker, Jonathan A.] Indiana Univ, Bloomington, IN USA.
RP Beghetto, RA (reprint author), Univ Oregon, Coll Educ, Eugene, OR 97403 USA.
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   Scott CL, 1999, CREATIVITY RES J, V12, P321, DOI 10.1207/s15326934crj1204_10
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NR 47
TC 22
Z9 23
U1 0
U2 0
PU CAMBRIDGE UNIV PRESS
PI CAMBRIDGE
PA THE PITT BUILDING, TRUMPINGTON ST, CAMBRIDGE CB2 1RP, CAMBS, ENGLAND
BN 978-0-52184-385-0
PY 2006
BP 316
EP 332
DI 10.1017/CBO9780511606915.019
D2 10.2277/ 0521605040
PG 17
WC Psychology, Educational
SC Psychology
GA BYF31
UT WOS:000298396800018
ER

PT J
AU Sylva, K
   Pugh, G
AF Sylva, K
   Pugh, G
TI Transforming the early years in England
SO OXFORD REVIEW OF EDUCATION
LA English
DT Article
AB The goal of this paper is to explore the design and implementation of early years educational policy in England in the period 1997-2004. First to be described are the innovations in policy (i.e. the promise), followed by the 'evidence base' for new policy (i.e. the research), the delivery of new services (i.e. the achievement), and finally the tensions and gaps which remain (i.e. the shortfall). The paper will focus on evidence concerning expansion of services and on the benefit of early years education on children's development. It is argued that early years education in England has been transformed through the following: integration of education and care at local and national level, the introduction of the Foundation Stage Curriculum 3-6 years and its birth-3 years supplement, and the firm focus on families as well as children in the delivery of services. There are, however, gaps and tensions to be resolved before the overall vision can be achieved.
C1 Univ Oxford, Dept Educ Studies, Oxford OX2 6PY, England.
   Coram Family, London, England.
RP Sylva, K (reprint author), Univ Oxford, Dept Educ Studies, 15 Norham Gardens, Oxford OX2 6PY, England.
EM kathy.sylva@educational-studies.oxford.ac.uk
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NR 43
TC 22
Z9 22
U1 0
U2 7
PU CARFAX PUBLISHING-TAYLOR & FRANCIS GROUP
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0305-4985
J9 OXFORD REV EDUC
JI Oxf. Rev. Educ.
PD MAR
PY 2005
VL 31
IS 1
BP 11
EP 27
DI 10.1080/0305498042000337165
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 902KK
UT WOS:000227354500002
ER

PT J
AU Clegg, S
AF Clegg, S
TI Critical readings: progress files and the production of the autonomous
   learner
SO TEACHING IN HIGHER EDUCATION
LA English
DT Article
ID CONSCIOUS REFLECTION; TEACHER PREPARATION
AB Progress files represent a major policy initiative involving the use of Personal Development Planning (PDP) aimed at the production of autonomous learners who are capable of planning for their own career and personal futures. The paper is organized in three parts and argues for a more critical approach, which locates PDP as part of broader shifts within educational policy and practice. The first part of the paper explores the lack of conceptual clarity associated with the term PDP. It argues that 'evidence' of 'what works' is unlikely to yield useful knowledge for practitioners as long as this evidence is based on untheorized accounts of PDP. The second part of the paper explores the concept of reflection, which underpins PDP, and argues for greater critical engagement with the conditions of reflection and an understanding of the limitations of reflection. The final part of the paper takes up the broader theme of individualization and returns to the major theme of the paper that the sorts of autonomy that are assumed in the practices of PDP are neither neutral nor an accomplished fact.
C1 Sheffield Hallam Univ, Learning & Teaching Inst, Sheffield S1 1WB, S Yorkshire, England.
RP Clegg, S (reprint author), Sheffield Hallam Univ, Learning & Teaching Inst, Sheffield S1 1WB, S Yorkshire, England.
EM s.clegg@shu.ac.uk
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NR 42
TC 22
Z9 22
U1 2
U2 5
PU CARFAX PUBLISHING-TAYLOR & FRANCIS GROUP
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 1356-2517
J9 TEACH HIGH EDUC
JI Teach. High Educ.
PD JUL
PY 2004
VL 9
IS 3
BP 287
EP 298
DI 10.1080/1356251042000216615
PG 12
WC Education & Educational Research
SC Education & Educational Research
GA 901RR
UT WOS:000227300100002
ER

PT J
AU Papadopoulos, TC
   Charalambous, A
   Kanari, A
   Loizou, M
AF Papadopoulos, TC
   Charalambous, A
   Kanari, A
   Loizou, M
TI Kindergarten cognitive intervention for reading difficulties: The PREP
   remediation in Greek
SO EUROPEAN JOURNAL OF PSYCHOLOGY OF EDUCATION
LA English
DT Article
DE at-risk children; cognitive early intervention; phonological skills;
   reading skills
ID PHONOLOGICAL AWARENESS; CHILDREN; DYSLEXIA; SKILLS; PATTERNS; READERS;
   RISK; INTELLIGENCE; ACQUISITION; DISABILITY
AB This study reports two different experiments, as a part of a longitudinal study, that evaluated a cognitive intervention (PREP: PASS Reading Enhancement Program) to enhance early phonological,processing skills, such as odd-word-out, segmenting, and blending, to kindergarten children at-risk for reading difficulties, in order to support the development of subsequent word reading skills. As part of the first experiment, thirty children aged 5.1, matched on the basis of age, gender, parental education levels, Non-verbal and Verbal IQ, were assigned to an experimental and a control group (15 in each group) and compared before and after the four-week intervention on a set of phonological and cognitive (successive and simultaneous processing) measures. The two groups of participants were screened to be significantly different at pre-test on the outcome measures. The results of the first experiment indicated that the experimental group performed equally well with the control group on all the measures of phonological and cognitive processing skills. Subsequent analysis focusing on aptitude-treatment interaction indicated that the PREP program appeared to be optimally successful in improving phonological skills in cases where the cognitive profile of the 5-year-olds matched the emphasis on successive information integration. The follow-up experiment examined them long-term effects of PREP remediation. Results showed that both the experimental and control groups performed equally well on word reading tasks and, more importantly,,on the bridging PREP tasks, requiring knowledge of the alphabet and of letter-sound correspondences, despite that neither of the groups had been previously trained on the latter. Discussion concludes that intervention including inductive training on the distal cognitive processes, namely successive and simultaneous processing, appears to be effective for enhancing early word-reading skills to kindergarten children at-risk for reading difficulties, even in the absence of direct training of these skills in kindergarten.
C1 Univ Cyprus, Dept Psychiat, CY-1678 Nicosia, Cyprus.
RP Papadopoulos, TC (reprint author), Univ Cyprus, Dept Psychiat, POB 20537, CY-1678 Nicosia, Cyprus.
EM tpapadop@ucy.ac.cy
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NR 74
TC 22
Z9 23
U1 4
U2 5
PU SPRINGER
PI NEW YORK
PA 233 SPRING ST, NEW YORK, NY 10013 USA
SN 0256-2928
EI 1878-5174
J9 EUR J PSYCHOL EDUC
JI Eur. J. Psychol. Educ.
PD MAR
PY 2004
VL 19
IS 1
BP 79
EP 105
PG 27
WC Psychology, Educational
SC Psychology
GA 870YY
UT WOS:000225096200006
ER

PT J
AU Brown, M
   Askew, M
   Millett, A
   Rhodes, V
AF Brown, M
   Askew, M
   Millett, A
   Rhodes, V
TI The key role of educational research in the development and evaluation
   of the national numeracy strategy
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
AB The authors contest a politician's claim that the National Numeracy Strategy (NNS) in English primary schools has been an undisputed success with no contribution from educational researchers. First, the key role of researchers and research in the development of the NNS is outlined. Then there is a description of the Leverhulme Numeracy Research Programme, a linked set of research studies combining a large-scale longitudinal survey and qualitative case studies. Results suggest that the NNS had a positive but small effect on numeracy standards, but that there are many schools, children and areas of mathematics for whom the effect has been negligible or negative. The discussion of reasons for this relates to evidence from the Leverhulme Programme and elsewhere about the effects of different factors on attainment. Finally, there is some question of whether government and government agencies are being completely open about the evidence of effectiveness of the NNS.
C1 Kings Coll London, Dept Educ & Profess Studies, London SE1 9NN, England.
RP Brown, M (reprint author), Kings Coll London, Dept Educ & Profess Studies, Franklin Wilkins Bldg,Stamford St, London SE1 9NN, England.
EM margaret.brown@kcl.ac.uk
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NR 43
TC 22
Z9 23
U1 0
U2 3
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 OCT
PY 2003
VL 29
IS 5
BP 655
EP 672
DI 10.1080/0141192032000133677
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 735PT
UT WOS:000186124300004
ER

PT J
AU Roth, WM
AF Roth, WM
TI OP-ED - Scientific literacy as an emergent feature of collective human
   praxis
SO JOURNAL OF CURRICULUM STUDIES
LA English
DT Article
ID SCIENCE; CITIZENSHIP
C1 Univ Victoria, Victoria, BC V8W 3N4, Canada.
RP Roth, WM (reprint author), Univ Victoria, MacLaurin Bldg A548, Victoria, BC V8W 3N4, Canada.
CR American Association for the Advancement of Science, 1993, BENCHM SCI LIT
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NR 26
TC 22
Z9 22
U1 2
U2 6
PU TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND
SN 0022-0272
J9 J CURRICULUM STUD
JI J. Curric. Stud.
PY 2003
VL 35
IS 1
BP 9
EP 23
DI 10.1080/00220270210134600
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 633LN
UT WOS:000180284900002
ER

PT J
AU Balatti, J
   Falk, I
AF Balatti, J
   Falk, I
TI Socioeconomic contributions of adult learning to community: A social
   capital perspective
SO ADULT EDUCATION QUARTERLY
LA English
DT Article; Proceedings Paper
CT European-Society-for-Research on the Education of Adults Research
   Conference
CY SEP 13-16, 2001
CL LISBON, PORTUGAL
SP European Soc Res
ID EDUCATION
AB As an explanatory concept that relates skills and knowledge to economic outcomes, "human capital" has dominated for decades. Skills and knowledge are certainly central attributes of a learning society. Given the limitations of economy as a proxy for social well-being, however, two outstanding questions about the impact of adult learning on community linger: What are the multiple impacts of adult learning on community? How do these occur? To address these questions adequately, the theoretical construct of social capital is proving useful. This article examines the impacts of such a nebulous entity as adult learning on diverse socioeconomic domains, and it looks at how these impacts occur. Outcomes of learning are discussed against the eight Organization for Economic Cooperation and Development indicators of social well-being. Social capital-its networks, trust, and shared values-emerges as the missing link in explaining the integrated role of knowledge and identity resources in generating adult learning benefits.
C1 James Cook Univ N Queensland, Acad Support Div, Smithfield, Qld, Australia.
   No Terr Univ, Darwin, NT, Australia.
RP Balatti, J (reprint author), James Cook Univ N Queensland, Acad Support Div, Smithfield, Qld, Australia.
CR Wall E, 1998, RURAL SOCIOL, V63, P300
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NR 35
TC 22
Z9 22
U1 3
U2 5
PU SAGE PUBLICATIONS INC
PI THOUSAND OAKS
PA 2455 TELLER RD, THOUSAND OAKS, CA 91320 USA
SN 0741-7136
J9 ADULT EDUC QUART
JI Adult Educ. Q.
PD AUG
PY 2002
VL 52
IS 4
BP 281
EP 298
DI 10.1177/074171302400448618
PG 18
WC Education & Educational Research
SC Education & Educational Research
GA 572FW
UT WOS:000176764000003
ER

PT J
AU Gray, J
   Goldstein, H
   Thomas, S
AF Gray, J
   Goldstein, H
   Thomas, S
TI Predicting the future: the role of past performance in determining
   trends in institutional effectiveness at A level
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
AB The analysis demonstrates that the average A/AS level results secured by English institutions from year to year are very stable. When account is taken of intake characteristics, however, correlations decrease substantially. The results show that predicting future 'value added' performance from past trends is unreliable. The implications of these findings for notions of 'continuous improvement' are discussed as well as their consequences for further research on institutional improvement.
C1 Univ Cambridge, Fac Educ, Cambridge CB2 1TN, England.
   Univ London, Inst Educ, London WC1E 7HU, England.
   Univ Bristol, Grad Sch Educ, Bristol BS8 1TH, Avon, England.
RP Gray, J (reprint author), Homerton Coll, Hills Rd, Cambridge CB2 2PH, England.
CR Yang M, 2001, BRIT EDUC RES J, V27, P245
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NR 8
TC 22
Z9 23
U1 0
U2 5
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 SEP
PY 2001
VL 27
IS 4
BP 391
EP 405
DI 10.1080/01411920120071425
PG 15
WC Education & Educational Research
SC Education & Educational Research
GA 461GB
UT WOS:000170355600002
ER

PT J
AU Hammick, M
AF Hammick, M
TI Interprofessional education: evidence from the past to guide the future
SO MEDICAL TEACHER
LA English
DT Article
AB By reflecting on current systematic reviews of the evaluation of interprofessional education (IPE), this paper will consider the potential shape of IPE, for health and social care practitioners, in 2020. The reviews to be presented relate to evaluations of undergraduate, postgraduate and continuing education programmes. The patterns emerging from the data will be extrapolated into a vision of the developmental pathways that IPE might take. This will be done, within the context of, first, policy and practice for professional higher education and, second, strategies to enhance services to patients through closer collaboration.
C1 Oxford Brookes Univ, John Radcliffe Hosp, Sch Hlth Care, Acad Ctr, Oxford OX3 9DU, England.
   Oxford Brookes Univ, Sch Hlth Care, Oxford OX3 0BP, England.
RP Hammick, M (reprint author), Oxford Brookes Univ, John Radcliffe Hosp, Sch Hlth Care, Acad Ctr, Level 4, Oxford OX3 9DU, England.
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NR 28
TC 22
Z9 23
U1 1
U2 2
PU CARFAX PUBLISHING
PI BASINGSTOKE
PA RANKINE RD, BASINGSTOKE RG24 8PR, HANTS, ENGLAND
SN 0142-159X
J9 MED TEACH
JI Med. Teach.
PD SEP
PY 2000
VL 22
IS 5
BP 461
EP 467
DI 10.1080/01421590050110713
PG 7
WC Education, Scientific Disciplines; Health Care Sciences & Services
SC Education & Educational Research; Health Care Sciences & Services
GA 344WD
UT WOS:000088781700006
PM 21271957
ER

PT J
AU Pearce, KE
   Rice, RE
AF Pearce, Katy E.
   Rice, Ronald E.
TI Digital Divides From Access to Activities: Comparing Mobile and Personal
   Computer Internet Users
SO JOURNAL OF COMMUNICATION
LA English
DT Article
ID WEB; EXTENSION; KNOWLEDGE; USAGE
AB Digital inequality can take many forms. Four forms studied here are access to Internet, use of different devices, extent of usage, and engagement in different Internet activities. However, it is not clear whether sociodemographic factors, or devices, are more influential in usage and activities. Results from an unfamiliar context show that there are significant sociodemographic influences on access, device, usage, and activities, and differences in activities by device type and usage. While sociodemographic differences are more influential, device type can increase likelihood of use for some "capital enhancing" activities, but only for a computer. Thus, although mobile Internet is available for those on the wrong side of the digital divide, these users do not engage in many activities, decreasing potential benefits.
C1 [Pearce, Katy E.] Univ Washington, Dept Commun, Seattle, WA 98195 USA.
   [Rice, Ronald E.] Univ Calif Santa Barbara, Dept Commun, Santa Barbara, CA 93106 USA.
RP Pearce, KE (reprint author), Univ Washington, Dept Commun, Seattle, WA 98195 USA.
EM kepearce@uw.edu
OI Pearce, Katy/0000-0002-3837-5305
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NR 68
TC 21
Z9 21
U1 7
U2 54
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0021-9916
EI 1460-2466
J9 J COMMUN
JI J. Commun.
PD AUG
PY 2013
VL 63
IS 4
BP 721
EP 744
DI 10.1111/jcom.12045
PG 24
WC Communication
SC Communication
GA 194NG
UT WOS:000322639400008
ER

PT J
AU Grant, SP
   Mayo-Wilson, E
   Melendez-Torres, GJ
   Montgomery, P
AF Grant, Sean P.
   Mayo-Wilson, Evan
   Melendez-Torres, G. J.
   Montgomery, Paul
TI Reporting Quality of Social and Psychological Intervention Trials: A
   Systematic Review of Reporting Guidelines and Trial Publications
SO PLOS ONE
LA English
DT Review
ID RANDOMIZED CONTROLLED-TRIALS; CONSORT STATEMENT; HEALTH INTERVENTIONS;
   CLINICAL-TRIALS; EXTENSION; IMPLEMENTATION; CHALLENGES; QUESTIONS;
   STANDARDS; EDUCATION
AB Background: Previous reviews show that reporting guidelines have improved the quality of trial reports in medicine, yet existing guidelines may not be fully suited for social and psychological intervention trials.
   Objective/Design: We conducted a two-part study that reviewed (1) reporting guidelines for and (2) the reporting quality of social and psychological intervention trials.
   Data Sources: (1) To identify reporting guidelines, we systematically searched multiple electronic databases and reporting guideline registries. (2) To identify trials, we hand-searched 40 journals with the 10 highest impact factors in clinical psychology, criminology, education, and social work.
   Eligibility: (1) Reporting guidelines consisted of articles introducing a checklist of reporting standards relevant to social and psychological intervention trials. (2) Trials reported randomised experiments of complex interventions with psychological, social, or health outcomes.
   Results: (1) We identified 19 reporting guidelines that yielded 147 reporting standards relevant to social and psychological interventions. Social and behavioural science guidelines included 89 standards not found in CONSORT guidelines. However, CONSORT guidelines used more recommended techniques for development and dissemination compared to other guidelines. (2) Our review of trials (n = 239) revealed that many standards were poorly reported, such as identification as a randomised trial in titles (20% reported the information) and abstracts (55%); information about blinding (15%), sequence generation (23%), and allocation concealment (17%); and details about actual delivery of experimental (43%) and control interventions (34%), participant uptake (25%), and service environment (28%). Only 11 of 40 journals referenced reporting guidelines in "Instructions to Authors."
   Conclusion: Existing reporting guidelines have important limitations in content, development, and/or dissemination. Important details are routinely missing from trial publications; most leading journals in social and behavioural sciences do not ask authors to follow reporting standards. Findings demonstrate a need to develop a CONSORT extension with updated standards for social and psychological intervention trials.
C1 [Grant, Sean P.; Melendez-Torres, G. J.; Montgomery, Paul] Univ Oxford, Ctr Evidence Based Intervent, Oxford, England.
   [Mayo-Wilson, Evan] UCL, Res Dept Clin Educ & Hlth Psychol, Ctr Outcomes Res & Effectiveness, London, England.
RP Grant, SP (reprint author), Univ Oxford, Ctr Evidence Based Intervent, Oxford, England.
EM sean.grant@spi.ox.ac.uk
OI Mayo-Wilson, Evan/0000-0001-6126-2459
FU Clarendon Fund-Green Templeton College Annual Fund Scholarship; Economic
   and Social Research Council (ESRC); Marshall Scholarship
FX SG holds a linked Clarendon Fund-Green Templeton College Annual Fund
   Scholarship to support his studies and research. EMW and PM have
   accepted a grant (no reference number assigned at time of submission)
   from the Economic and Social Research Council (ESRC;
   http://www.esrc.ac.uk/) to develop a CONSORT extension for complex
   psychological and social interventions. GJMT holds a Marshall
   Scholarship to support his studies and research. The authors thank the
   Centre for Evidence Based Intervention (Oxford), the Centre for Outcomes
   Research and Effectiveness (UCL), and the National Collaborating Centre
   for Mental Health (NCCMH) for internal support. The funders had no role
   in study design, data collection and analysis, decision to publish, or
   preparation of the manuscript.
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NR 54
TC 21
Z9 21
U1 2
U2 14
PU PUBLIC LIBRARY SCIENCE
PI SAN FRANCISCO
PA 1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA
SN 1932-6203
J9 PLOS ONE
JI PLoS One
PD MAY 29
PY 2013
VL 8
IS 5
AR e65442
DI 10.1371/journal.pone.0065442
PG 11
WC Multidisciplinary Sciences
SC Science & Technology - Other Topics
GA 155DJ
UT WOS:000319725500010
PM 23734256
ER

PT J
AU Hong, JY
AF Hong, Ji Y.
TI Why do some beginning teachers leave the school, and others stay?
   Understanding teacher resilience through psychological lenses
SO TEACHERS AND TEACHING
LA English
DT Article
DE teacher attrition; resilience; professional identity; emotions;
   self-efficacy; beliefs and value
ID SELF-EFFICACY; PRESERVICE TEACHERS; 1ST-YEAR TEACHERS; RETENTION;
   BELIEFS; COMMITMENT; EDUCATION; SATISFACTION; RECRUITMENT; IDENTITIES
AB With the increasing concern about the high attrition rate among beginning teachers, it is essential that we come to a better understanding of why teachers leave the profession. This study explored differences between leavers and stayers in terms of the process of their resilience responses. Major psychological factors such as value, self-efficacy, beliefs and emotions were foregrounded to understand how leavers and stayers are similar or different in negotiating and interpreting external environments. This study employed semi-structured interviews for seven leavers and seven stayers who had teaching experiences of less than five years. The findings of this study showed that both leavers and stayers had intrinsic interests in working as a teacher. Also, both groups identified similar challenges of working as a teacher, such as classroom management and effective delivery of lessons. However, leavers showed weaker self-efficacy beliefs than stayers, who tended to get more support and help from school administrators. In addition, leavers held beliefs that imposed heavy burdens on themselves, which may have created stress and emotional burnout. Unlike leavers, stayers often reported their strategies to prevent them from being burned out by setting boundaries establishing relationship with students. Given the high attrition rate of beginning teachers, the current study provides meaningful insight about challenges beginning teachers' face, their needs and better ways to prepare and train them.
C1 Univ Oklahoma, Dept Educ Psychol, Norman, OK 73019 USA.
RP Hong, JY (reprint author), Univ Oklahoma, Dept Educ Psychol, Norman, OK 73019 USA.
EM jyhong@ou.edu
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NR 119
TC 21
Z9 21
U1 7
U2 53
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1354-0602
J9 TEACH TEACH
JI Teach. Teach.
PY 2012
VL 18
IS 4
BP 417
EP 440
DI 10.1080/13540602.2012.696044
PG 24
WC Education & Educational Research
SC Education & Educational Research
GA 973RT
UT WOS:000306378200003
ER

PT J
AU Blake-Beard, S
   Bayne, ML
   Crosby, FJ
   Muller, CB
AF Blake-Beard, Stacy
   Bayne, Melissa L.
   Crosby, Faye J.
   Muller, Carol B.
TI Matching by Race and Gender in Mentoring Relationships: Keeping our Eyes
   on the Prize
SO JOURNAL OF SOCIAL ISSUES
LA English
DT Article
ID ROLE-MODELS; DEVELOPMENTAL RELATIONSHIPS; RACIAL SIMILARITY; WOMEN;
   PSYCHOLOGY; STUDENTS; SCIENCE; FACULTY; MENTORSHIP; DIVERSITY
AB This study examined the extent to which science, technology, engineering, and math (STEM) students reported having had mentors of their own race and gender and the extent to which they have adopted the idea that matching by race and gender matters. The study also documented the effects of race and gender matching on three academic outcomes, self-reported grade point average, efficacy, and confidence, based on data collected from 1,013 undergraduate and graduate students and postdoctoral scholars actively participating in MentorNet's online community. Analyses indicated that having a mentor of one's own gender or race was felt to be important by many students, especially women and students of Color. Students who had a mentor of their own gender or race reported receiving more help, but matching by race or gender did not affect academic outcomes. Key findings are discussed in terms of implications for future research and mentoring in the STEM fields.
C1 [Blake-Beard, Stacy] Simmons Coll, Sch Management, Boston, MA 02115 USA.
   [Bayne, Melissa L.; Crosby, Faye J.] Univ Calif Santa Cruz, Santa Cruz, CA 95064 USA.
   [Muller, Carol B.] Stanford Univ, Stanford, CA 94305 USA.
RP Blake-Beard, S (reprint author), Simmons Coll, Sch Management, 300 Fenway, Boston, MA 02115 USA.
EM stacy.blakebeard@simmons.edu
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NR 57
TC 21
Z9 21
U1 0
U2 24
PU WILEY-BLACKWELL
PI MALDEN
PA COMMERCE PLACE, 350 MAIN ST, MALDEN 02148, MA USA
SN 0022-4537
J9 J SOC ISSUES
JI J. Soc. Issues
PY 2011
VL 67
IS 3
BP 622
EP 643
DI 10.1111/j.1540-4560.2011.01717
PG 22
WC Social Issues; Psychology, Social
SC Social Issues; Psychology
GA 823AK
UT WOS:000295093000011
ER

PT B
AU Budgeon, S
AF Budgeon, S
TI Third Wave Feminism and the Politics of Gender in Late Modernity
SO THIRD WAVE FEMINISM AND THE POLITICS OF GENDER IN LATE MODERNITY
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DT Book
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   BUTLER,JUDITH; CHOICE; GRRRL; INTERSECTIONALITY
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NR 234
TC 21
Z9 21
U1 0
U2 2
PU PALGRAVE
PI BASINGSTOKE
PA HOUNDMILLS, BASINGSTOKE RG21 6XS, ENGLAND
BN 978-0-230-31987-5
PY 2011
BP 1
EP 208
DI 10.1057/9780230319875
PG 208
WC Women's Studies
SC Women's Studies
GA BBP30
UT WOS:000307791600009
ER

PT J
AU McCormack, M
AF McCormack, M.
TI The declining significance of homohysteria for male students in three
   sixth forms in the south of England
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID HEGEMONIC MASCULINITY; GAY; ACCOUNTS; WORK
AB English schools have traditionally been institutions with high levels of homophobia. This is attributed to the need that heterosexual boys have to maintain a heteromasculine identity. However, by drawing on 44 in-depth interviews and 12 months of participant observation across three sixth forms, I detail the ways in which homophobia holds little cultural sway with the heterosexual male students in these settings. Here, the majority of students intellectualise pro-gay attitudes, maintain friendships with openly gay students and are physically tactile with each other. Homophobic discourse is rarely heard and it is even stigmatised in two of the settings. Homosexually-themed language that I call 'gay discourse' replaces it. This discourse maintains socio-negative effect, but it is also used by openly gay students to bond with their heterosexual peers. Accordingly, this research shows that cultural homophobia maintains less significance than has been documented in previous studies.
C1 Univ Bath, Bath BA2 7AY, Avon, England.
RP McCormack, M (reprint author), Univ Bath, Bath BA2 7AY, Avon, England.
EM ma2mrm@bath.ac.uk
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   Anderson E., 2005, GAME
   ANDERSON E, 2000, TRAILBLAZING
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NR 49
TC 21
Z9 21
U1 4
U2 8
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2011
VL 37
IS 2
BP 337
EP 353
DI 10.1080/01411921003653357
PG 17
WC Education & Educational Research
SC Education & Educational Research
GA 731NK
UT WOS:000288115400007
ER

PT J
AU Howard, CS
   Munro, KJ
   Plack, CJ
AF Howard, Clare S.
   Munro, Kevin J.
   Plack, Christopher J.
TI Listening effort at signal-to-noise ratios that are typical of the
   school classroom
SO INTERNATIONAL JOURNAL OF AUDIOLOGY
LA English
DT Article
DE Listening effort; Dual task; Signal to noise ratio; Children; Cognitive
   resources; Top down processing; Multitasking
ID WORD RECOGNITION; AIRCRAFT NOISE; NORMAL-HEARING; CHILDREN; SKILLS; AGE
AB The aim of the study was to measure listening effort at typical classroom signal-to-noise ratios (SNRs). Listening effort was measured using a dual task paradigm. Participants repeated monosyllabic words presented in a background of children's chatter (primary task) at SNRs that are considered typical of the school classroom environment (quiet, +4, 0, -4 dB) while simultaneously rehearsing sets of five digits for recall (secondary task). High listening effort requires greater cognitive resources and is associated with reduced performance on the secondary task. The study sample consisted of 31 normal-hearing children (9-12 years). Performance was generally maintained on the listening task when multitasking; however, performance decreased on the secondary recall task, especially at the more negative SNRs. This demonstrates that considerable listening effort is required when listening at SNRs that are typical of the school classroom.
C1 [Howard, Clare S.] Cambridge Univ Hosp NHS Fdn Trust, Cambridge CB2 0QQ, England.
   [Munro, Kevin J.; Plack, Christopher J.] Univ Manchester, Human Commun & Deafness Div, Manchester M13 9PL, Lancs, England.
RP Howard, CS (reprint author), Cambridge Univ Hosp NHS Fdn Trust, Box 94,Hills Rd, Cambridge CB2 0QQ, England.
EM clare.howard@addenbrookes.nhs.uk
RI munro, kevin/A-2899-2015; 
OI munro, kevin/0000-0001-6543-9098; Plack, Christopher/0000-0002-2987-5332
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NR 19
TC 21
Z9 23
U1 5
U2 17
PU INFORMA HEALTHCARE
PI LONDON
PA TELEPHONE HOUSE, 69-77 PAUL STREET, LONDON EC2A 4LQ, ENGLAND
SN 1499-2027
J9 INT J AUDIOL
JI Int. J. Audiol.
PD DEC
PY 2010
VL 49
IS 12
BP 928
EP 932
DI 10.3109/14992027.2010.520036
PG 5
WC Audiology & Speech-Language Pathology; Otorhinolaryngology
SC Audiology & Speech-Language Pathology; Otorhinolaryngology
GA 678XI
UT WOS:000284116400008
PM 21047295
ER

PT J
AU Mercer, N
   Warwick, P
   Kershner, R
   Staarman, JK
AF Mercer, Neil
   Warwick, Paul
   Kershner, Ruth
   Staarman, Judith Kleine
TI Can the interactive whiteboard help to provide 'dialogic space' for
   children's collaborative activity?
SO LANGUAGE AND EDUCATION
LA English
DT Article
DE classroom dialogue; collaboration; exploratory talk; interactive
   communications technology; primary school education
ID CLASSROOM; SCIENCE
AB This paper is based on a project investigating the use of interactive whiteboards (IWBs) as tools for children's group-based learning in primary science. A series of science activities were designed with participating teachers, in which groups of three or four children used the IWB to access information, consider options, plan actions and make joint decisions. Of particular interest in this paper is whether the IWB helps to provide a shared 'dialogic space' for reasoned discussion, within which children are able to jointly access relevant information, share different points of view and achieve collective solutions to science-based problems. Our analysis is framed by notions of 'dialogic teaching', in which the relationship between the guiding role of the teacher and children's active involvement in their own learning is highlighted. We offer some conclusions about the value of IWB technology for supporting children's talk and collaborative activity, which may assist its use and development.
C1 [Mercer, Neil; Warwick, Paul; Kershner, Ruth] Univ Cambridge, Fac Educ, Cambridge, England.
   [Staarman, Judith Kleine] Univ Exeter, Grad Sch Educ, Exeter, Devon, England.
RP Mercer, N (reprint author), Univ Cambridge, Fac Educ, Cambridge, England.
EM nmm31@cam.ac.uk
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NR 31
TC 21
Z9 21
U1 10
U2 30
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0950-0782
J9 LANG EDUC-UK
JI Lang. Educ.
PY 2010
VL 24
IS 5
BP 367
EP 384
DI 10.1080/09500781003642460
PG 18
WC Education & Educational Research; Linguistics; Language & Linguistics
SC Education & Educational Research; Linguistics
GA 652TL
UT WOS:000282032700002
ER

PT J
AU Clarke, M
AF Clarke, Matthew
TI The Ethico-politics of Teacher Identity
SO EDUCATIONAL PHILOSOPHY AND THEORY
LA English
DT Article
DE identity; ethics; politics; agency; teacher education
ID CONSTRUCTION; FOUCAULT; SELVES
AB Identity is a contemporary buzzword in education, referencing the individual and the social, the personal and the political, self and other. Following Maggie MacLure, we can think of identity in terms of teachers 'arguing for themselves', or giving an account of themselves. Yet in the wake of poststructuralism's radical de-centering of the subject and its highlighting of a number of impediments to agency, we might well ask how teachers are to give an account of themselves? This paper offers reading of identity that recognizes its paradoxical aspects, yet also contains scope for ethical agency. The latter is explored via a 'diagram' that utilizes Foucault's four axes of ethics to elaborate a framework for thinking about teacher identity as ethical self-formation and for engaging in what I refer to here as 'identity work'. This approach to thinking about teacher identity recognizes our discursive determination, yet also offers scope for recognizing and building ethical agency.
C1 Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China.
RP Clarke, M (reprint author), Univ Hong Kong, Fac Educ, Hong Kong, Hong Kong, Peoples R China.
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NR 69
TC 21
Z9 22
U1 1
U2 9
PU WILEY-BLACKWELL
PI HOBOKEN
PA 111 RIVER ST, HOBOKEN 07030-5774, NJ USA
SN 0013-1857
J9 EDUC PHILOS THEORY
JI Educ. Philos. Theory
PD APR
PY 2009
VL 41
IS 2
SI SI
BP 185
EP 200
DI 10.1111/j.1469-5812.2008.00420.x
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA V17UK
UT WOS:000207961900007
ER

PT B
AU Withnall, A
AF Withnall, A
TI Improving Learning in Later Life
SO IMPROVING LEARNING IN LATER LIFE
SE Improving Learning TLRP
LA English
DT Book
ID OLDER-ADULTS; EDUCATIONAL GERONTOLOGY; EUROPEAN-UNION; PERSPECTIVE;
   EXPERIENCES; POLICIES
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NR 152
TC 21
Z9 21
U1 0
U2 0
PU ROUTLEDGE
PI LONDON
PA 11 NEW FETTER LANE, LONDON EC4P 4EE, ENGLAND
BN 978-0-203-87253-6
J9 IMPROV LEARN TLRP
PY 2009
BP 1
EP 155
PG 155
WC Education & Educational Research
SC Education & Educational Research
GA BNE49
UT WOS:000274268900010
ER

PT J
AU Sandelowski, M
AF Sandelowski, Margarete
TI Reading, writing and systematic review
SO JOURNAL OF ADVANCED NURSING
LA English
DT Review
DE bias; qualitative research; quantitative research; research methods;
   resisting reader; systematic review; textual practices
ID QUALITATIVE RESEARCH; MEDICINE; WORK; CARE
AB Aim. This paper offers a discussion of the reading and writing practices that define systematic review.
   Background. Although increasingly popular, systematic review has engendered a critique of the claims made for it as a more objective method for summing up research findings than other kinds of reviews.
   Discussion. An alternative understanding of systematic review is as a highly subjective, albeit disciplined, engagement between resisting readers and resistant texts. Reviewers of research exemplify the resisting reader when they exclude reports on grounds of relevance, quality, or methodological difference. Research reports exemplify resistant texts as they do not simply yield their findings, but rather must be made docile to review. These acts of resistance make systematic review possible, but challenge claims of its greater capacity to control bias.
   Conclusion. An understanding of the reading and writing practices that define systematic review still holds truth and objectivity as regulative ideals, but is aware of the reading and writing practices that both enable and challenge those ideals.
C1 Univ N Carolina, Sch Nursing, Chapel Hill, NC 27514 USA.
RP Sandelowski, M (reprint author), Univ N Carolina, Sch Nursing, Chapel Hill, NC 27514 USA.
EM msandelo@email.unc.edu
FU National Institute of Nursing Research; National Institutes of Health
   [5R01NR004907]
FX This paper was made possible by a grant from the National Institute of
   Nursing Research, National Institutes of Health (5R01NR004907, June 3,
   2005-March 31, 2010) to develop methods for 'Integrating qualitative and
   quantitative research findings'.
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NR 36
TC 21
Z9 22
U1 2
U2 12
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0309-2402
J9 J ADV NURS
JI J. Adv. Nurs.
PD OCT
PY 2008
VL 64
IS 1
BP 104
EP 110
DI 10.1111/j.1365-2648.2008.04813.x
PG 7
WC Nursing
SC Nursing
GA 350IN
UT WOS:000259346100011
PM 18721156
ER

PT J
AU Ziv, M
   Solomon, A
   Frye, D
AF Ziv, Margalit
   Solomon, Ayelet
   Frye, Douglas
TI Young children's recognition of the intentionality of teaching
SO CHILD DEVELOPMENT
LA English
DT Article
ID KNOWLEDGE; PRESCHOOLERS; BELIEF; MIND; IGNORANT; SPEAKERS; DESIRES
AB Two studies examined the role of intention in preschoolers' understanding of teaching. Three- to 5-year-olds judged stories in which there was an intention to teach or not (teaching vs. imitation) for 4 different learning outcomes (successful, partial, failed, and unknown). They also judged 2 stories with embedded instructional intent (e.g., guided discovery learning) and several standard theory of mind tasks. There was an age-related change in the understanding of teaching. Five-year-olds distinguished teaching from imitation and recognized guided discovery learning. Understanding of imitation and false belief was related. The findings indicate that theory of mind is relevant to other means of knowledge acquisition besides perceptual access and that understanding intention could help young children to recognize instruction and identify its different forms.
C1 [Ziv, Margalit; Solomon, Ayelet] Tel Aviv Univ, Sch Educ, IL-69978 Tel Aviv, Israel.
   [Frye, Douglas] Univ Penn, Philadelphia, PA 19104 USA.
RP Ziv, M (reprint author), Tel Aviv Univ, Sch Educ, IL-69978 Tel Aviv, Israel.
EM mziv@post.tau.ac.il; dfrye@gse.upenn.edu
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NR 48
TC 21
Z9 21
U1 0
U2 0
PU BLACKWELL PUBLISHING
PI OXFORD
PA 9600 GARSINGTON RD, OXFORD OX4 2DQ, OXON, ENGLAND
SN 0009-3920
J9 CHILD DEV
JI Child Dev.
PD SEP-OCT
PY 2008
VL 79
IS 5
BP 1237
EP 1256
DI 10.1111/j.1467-8624.2008.01186.x
PG 20
WC Psychology, Educational; Psychology, Developmental
SC Psychology
GA 349GV
UT WOS:000259270200003
PM 18826523
ER

PT J
AU Macaro, E
   Erler, L
AF Macaro, Ernesto
   Erler, Lynn
TI Raising the achievement of young-beginner readers of french through
   strategy instruction
SO APPLIED LINGUISTICS
LA English
DT Article
ID READING-COMPREHENSION; FOREIGN-LANGUAGE; INDIVIDUAL-DIFFERENCES;
   LEARNING-STRATEGIES; PRIOR KNOWLEDGE; 2ND-LANGUAGE; LEARNERS; SKILLS
AB This article reports on an intervention study of reading comprehension among young-beginner learners of French as a foreign language (L2) in England. A number of factors are currently contributing to low achievement in reading among this population of learners. Although research into reading strategies is extensive, and there is some evidence of success in reading strategy instruction, very few studies have focused on beginner readers and there are no examples of longitudinal interventions such as this one. A sample of 62, 1112 year olds underwent a programme of reading strategy instruction lasting 14 months. Measures were taken of French reading comprehension, reading strategy use and attitudes towards French before and after the intervention and findings compared with a group of 54 students not receiving the intervention. Results suggest that strategy instruction improved comprehension of both simple and more elaborate texts, brought about changes in strategy use, and improved attitudes towards reading.
C1 [Macaro, Ernesto; Erler, Lynn] Univ Oxford, Dept Educ, Oxford OX2 6PY, England.
RP Macaro, E (reprint author), Univ Oxford, Dept Educ, 15 Norham Gardens, Oxford OX2 6PY, England.
EM Ernesto.macaro@edstud.ox.ac.uk; lynn.erler@edstud.ox.ac.uk
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NR 81
TC 21
Z9 22
U1 1
U2 5
PU OXFORD UNIV PRESS
PI OXFORD
PA GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND
SN 0142-6001
J9 APPL LINGUIST
JI Appl. Lingusit
PD MAR
PY 2008
VL 29
IS 1
BP 90
EP 119
DI 10.1093/applin/amm023
PG 30
WC Linguistics
SC Linguistics
GA 270US
UT WOS:000253746300005
ER

PT J
AU Burnard, P
   White, J
AF Burnard, Pamela
   White, Julie
TI Creativity and performativity: counterpoints in British and Australian
   education
SO BRITISH EDUCATIONAL RESEARCH JOURNAL
LA English
DT Article
ID PEDAGOGY
AB This article explores the complex interplay of power between performativity and creativity agendas-a mutual tension that resides in British and Australian education. Accountability constraints and conflicting policy debates are problematised against the wider imperatives of similar government agendas. This 'counterpoint' of freedom and control has significant implications for pedagogy and, through accommodating performativity, teacher agency and professionalism are under threat. The authors propose a 'rebalancing' where pedagogy transforms from a site of struggle for control, to one where a higher trust is placed in teacher professionalism. The idea of 'rebalancing pedagogy' offers a way for teachers to navigate and be supported through the opposing demands of performativity and creativity. It acknowledges the importance of teacher agency and where teaching is judged against the characteristics of a systemic approach that facilitates the building of creative learning communities capable of supporting any curricula or content-focused programmes in and beyond schools.
C1 [Burnard, Pamela] Univ Cambridge, Fac Educ, Cambridge CB2 2PQ, England.
   [White, Julie] La Trobe Univ, Melbourne, Vic, Australia.
RP Burnard, P (reprint author), Univ Cambridge, Fac Educ, 184 Hills Rd, Cambridge CB2 2PQ, England.
EM pab61@cam.ac.uk
OI White, Julie/0000-0001-7468-4650
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NR 85
TC 21
Z9 21
U1 1
U2 5
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 0141-1926
J9 BRIT EDUC RES J
JI Br. Educ. Res. J.
PY 2008
VL 34
IS 5
BP 667
EP 682
DI 10.1080/01411920802224238
PG 16
WC Education & Educational Research
SC Education & Educational Research
GA 332NV
UT WOS:000258090600007
ER

PT J
AU Crozier, G
   Davies, J
AF Crozier, Gill
   Davies, Jane
TI 'The trouble is they don't mix': self-segregation or enforced exclusion?
SO RACE ETHNICITY AND EDUCATION
LA English
DT Article
DE South Asian youth; secondary school experience; exclusion; othering;
   racism
ID BANGLADESHI
AB This article draws on a two-year study funded by the Economic and Social Research Council (ESRC) of South Asian parents and their children's views on the school experience (Parents, Children and the School Experience: Asian Families' Perspectives - Grant Reference: R000239671). The article focuses on an aspect of the young people's school experience and reports that teachers constructed the students' behaviour in terms of 'Asian gang culture'. Teachers frequently criticised the South Asian students for not mixing with their white peers, not going on school trips, and not participating in extra-curricular activities. The authors discuss this in relation to notions of integration, teachers' perceptions of gendered and ethnic differences and issues of symbolic violence. The emphasis was on the students integrating into the dominant culture: in terms of conforming and knowing their place. In this sense the young people do not see a place for themselves. Ethnocentrism together with racist harassment serves to relegate the young people to the margins, where they have little choice but to remain, not least for fear of their safety.
C1 [Crozier, Gill; Davies, Jane] Univ Sunderland, Sch Educ & Lifelong Learning, Sunderland SR2 7EE, Durham, England.
RP Crozier, G (reprint author), Univ Sunderland, Sch Educ & Lifelong Learning, Sunderland SR2 7EE, Durham, England.
EM gill.crozier@sunderland.ac.uk
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NR 32
TC 21
Z9 21
U1 0
U2 9
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1361-3324
J9 RACE ETHN EDUC
JI Race Ethn. Educ.
PY 2008
VL 11
IS 3
BP 285
EP 301
DI 10.1080/13613320802291173
PG 17
WC Education & Educational Research; Ethnic Studies
SC Education & Educational Research; Ethnic Studies
GA 483VU
UT WOS:000268999300005
ER

PT J
AU Warwick, P
   Kershner, R
AF Warwick, Paul
   Kershner, Ruth
TI Primary teachers' understanding of the interactive whiteboard as a tool
   for children's collaborative learning and knowledge-building
SO LEARNING MEDIA AND TECHNOLOGY
LA English
DT Article
DE collaborative learning; interactive whiteboard; knowledge-building;
   teacher knowledge; primary classroom
AB This paper reports on the second phase of a joint teacher/researcher project that explored teachers' understandings of the potential of the interactive whiteboard (IWB) as a tool for primary school children's collaborative group work. By examining teachers' written analyses and discussions of work carried out in their own classrooms, the paper seeks to contribute to the debate about the ways in which the use of IWBs can contribute to changes in pedagogy. It highlights the interrelationships between collaborative learning and factors identified as important in the research carried out by teachers, amongst them the children's technical skills and confidence, the mediating role of the teacher, the IWB affordances for knowledge-building and the teachers' own knowledge, attitudes and professional development. The paper also provides an account of how participation by the teachers in a course with Faculty staff, focused on the collaborative co-construction of knowledge related to learning and to classroom research grounded in the values and principles of socio-cultural theory, supported changes in pedagogic practice.
C1 [Warwick, Paul; Kershner, Ruth] Univ Cambridge, Fac Educ, Cambridge, England.
RP Warwick, P (reprint author), Univ Cambridge, Fac Educ, Cambridge, England.
EM ptw21@cam.ac.uk
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NR 44
TC 21
Z9 21
U1 3
U2 19
PU ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
PI ABINGDON
PA 4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND
SN 1743-9892
J9 LEARN MEDIA TECHNOL
JI Learn. Media Technol.
PY 2008
VL 33
IS 4
BP 269
EP 287
DI 10.1080/17439880802496935
PG 19
WC Education & Educational Research
SC Education & Educational Research
GA V12LL
UT WOS:000207600600001
ER

PT J
AU Freidberg, S
AF Freidberg, Susanne
TI Supermarkets and imperial knowledge
SO CULTURAL GEOGRAPHIES
LA English
DT Review
DE food production; imperial governance; supermarket
ID FRESH VEGETABLES; FOOD; GOVERNANCE; PARADOXES; TYRANNY; AFRICA; TRADE;
   UK
AB Supermarkets employ codes of standards to assure the Uniform safety, quality and 'ethical' content of their food products. These standards represent a form of epistemic knowledge, intended to override the kinds of practical, local knowledge long employed in food production and trade. This form of food governance by standards bears a striking resemblance to other forms of imperial governance. This article explores the historical parallels and inherent contradictions of supermarket rule.
C1 Dartmouth Coll, Dept Geog, Hanover, NH 03755 USA.
RP Freidberg, S (reprint author), Dartmouth Coll, Dept Geog, Hanover, NH 03755 USA.
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NR 99
TC 21
Z9 22
U1 4
U2 12
PU SAGE PUBLICATIONS LTD
PI LONDON
PA 1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND
SN 1474-4740
J9 CULT GEOGR
JI Cult. Geogr.
PD JUL
PY 2007
VL 14
IS 3
BP 321
EP 342
DI 10.1177/1474474007078203
PG 22
WC Environmental Studies; Geography
SC Environmental Sciences & Ecology; Geography
GA 198QR
UT WOS:000248643100001
ER

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