Number of Judges when Scaling Attitude Items

Sjödahl, L. 1974. Number of Judges when Scaling Attitude Items. Scand. J. educ. Res. 18, 183‐197. When constructing attitude scales for measuring patient‐centering among student nurses the author has carried out a series of studies of the method of attitude scale formation. The article presents one of several methodological studies published by the same author in Ped. psyk. problem (nr. 184). Scale values, interquartile range, interval position and the selection of items for the final scale are studied as dependent variables when varying the size of the judging group. The results show that correlations between series of scale values from judging groups of varying sizes can be very high but that we can still get quite a different selection of items for the final scale, depending upon which judging group we use in the scaling procedure. The stability of the interval placements of the statements is shown to vary with the intervals along the scale.     

Can Quality of Family Day Care Provision in England Be Assessed Accurately Using the Family Day Care Rating Scale? A report on reliability

The Family Day Care Rating Scale (FDCRS; Harms & Clifford, 1989) was developed in the USA. The scale attempts to define quality in family day care for pre‐schoolers and to provide a standardised way of assessing it. The FDCRS has been shown to have good reliability and validity in the USA and Canada. However, the rating scale has never been used to assess quality of family day care in the UK. This paper describes data collected from 104 family day care providers (childminders) in England using the FDCRS. It reports on the internal consistency of the FDCRS subscales and the validity of aggregating the subscales to derive one single measure of quality. Analyses suggest that the scale may provide a useful global measure of quality. However, not all subscales yielded good internal consistency. Recommendations are made as to how the FDCRS could be modified for effective use as a research tool in England.     

Professional development in international schools; issues of inclusion identified by a group of international school teaching assistants

With the growth in numbers of teaching assistants (TAs) in the UK, it has been identified through research carried out on behalf of the Council of British International Schools (COBIS) research that TAs in British international schools have specific and unmet training needs. Following the development of a course for TAs in international contexts, COBIS and the University of Northampton provided a Professional Development Programme for TAs working in British international schools. The 2‐day event took place in a European city, with participants from three further European cities. The impact of this training on subsequent professional practice was investigated. An initial questionnaire was completed at the conference, and follow‐up questionnaires were distributed at 6 weeks, post‐event. Responses came from participants and from head teachers of the British international schools in which they worked. This paper focuses upon issues of inclusion, which arose from the feedback received, both during the event and afterwards. Group discussions during the event revealed concern among the group that they had insufficient knowledge to provide the level of inclusion support that they felt should be available. Data from the questionnaires provided more detail about these issues and allowed some first conclusions to be drawn, providing further focus and direction for subsequent training for international school TAs.     

清末变法修律的历史思考

清末变法修律是中国历史上的一次大规模的法律移植活动。实证表明，清末变法修律虽然是我国法制史上浓墨重彩的一笔，但它毕竟是一次不成功的法律移植活动，给我们留下了深刻的历史教训，这对我国法律现代化有重要意义。     

Supporting school improvement: the development of a scale for assessing pupils' emotional and behavioural development

This paper reports the construction of a teacher rating instrument designed to monitor the social and emotional development of school age children and young people (4–17 years). The instrument was developed by reviewing previously implemented checklists to build an extensive list of behavioural and emotional criteria and through the use of focus groups to establish the views of key stakeholders. The criteria were categorized according to three areas: conduct, emotion and learning. The initial instrument of 21 items was piloted and amended accordingly. The final trial of the instrument was carried out on a sample of 7285 pupils from a cross‐section of UK schools. A principal component factor analysis confirmed the division of the scale into three factors. The instrument was supported by trends showing that the distributions were different for different types of schools and between males and females. The final version of the instrument was amended to include 15 items, five in each category (conduct, emotion, learning), all expressed positively on a six‐point scale. The scale is a useful tool for providing a basis for a strategic discourse between staff in planning approaches to the emotional and behavioural development of students in school.     

英国圈地运动对我国创新农业经营体制的启示

圈地运动是英国资本原始积累的重要手段,它是英国历史上影响深远的历史事件。圈地运动改变了英国当时的生产关系和产业结构,促进了英国资本主义的产生和发展。它对农民的影响表现为：一方面是一批农民流离失所的祸首,另一方面是一部分农民翻身的机遇。2013年中央一号文件聚焦＂三农＂问题,核心是鼓励土地使用权有序流转,创新农业生产经营体制,实现规模经营。圈地运动时期的英国虽与我国在历史条件、社会形态、社会环境等方面有较大不同,但其土地制度改革的经验教训,对我国实行新型农业生产经营体制、实现规模经营和农业现代化有一定积极意义。     

Parental Choice and Schooling: some factors influencing Muslim mothers’ decisions about the education of their daughters

In recent years parental choice in education has become an important focus of political debate. Muslim demands for the state funding of Islamic schools have attracted a significant amount of media attention, with opposition sometimes coming from those who argue that such schools are likely to offer limited opportunities to pupils, particularly girls. This article reports on a small‐scale research project which examined the attitudes and values of Muslim women in the UK to their daughters’ education, particularly the basis on which they had selected either a private Islamic school or state primary school. It considers whether the concept of parental choice is a valid one for these women     

Engineering and Europe: Insight for young women. The SEFI Insight '89 Event Staged at Humberside College,UK

This article describes the SEFI Insight '89 Event, staged in July 1989 at Humberside College, UK. The features of the event and its organisation are described. The outcome during the various activities are recorded and the event as a whole is evaluated.     

The ‘Dream Scene’: Exploring Participatory Socially Engaged Art Practices through Arts‐Based Educational Research

In this article, I explore ‘the dream scene’, a mode of installation art described by art critic and art historian Claire Bishop to demonstrate how artistic practice can provoke participation and social engagement. I will focus on a concept entitled ‘the crypt’ that emerged in my doctoral research, and one that I continued to explore in a novel way in a collaborative event at Tate Exchange, in Liverpool, UK in March 2018. It is my intention that ‘the crypt’ can provide an example of what ‘a dream scene’ can look like and, more importantly, what a dream scene can do. Finally, I will attend to some of the implications that this type of engagement has for arts‐based educational research.     

The prevalence of childhood victimization experienced outside of the family: Findings from an English prevalence study

There has been little research carried out in the United Kingdom (UK) aimed at providing a holistic exploration of the victim experiences of young people within the school and community environments (extrafamilial victimization). This study therefore examined the prevalence of 24 different types of extrafamilial victimization experienced by a sample of 730 young people, aged 13–16 years (mean 13.8 years), from one county in the UK. The findings show that the vast majority of young people experienced some form of extrafamilial victimization over their lifetime (84.1%) and past year (67.2%). Looking at individual categories of victimization experienced over the lifetime, 7 out of 10 young people witnessed or experienced indirect victimization, 1 in 3 experienced property victimization, more than 1 in 4 physical victimization, almost 1 in 2 experienced bullying, 1 in 28 dating violence and 1 in 7 experienced sexual victimization. The findings also suggest that victimization is not an isolated event; participants experienced an average 2.8 different types of victimization across their lifetime. These research findings are compared to those from national victimization surveys in the USA and UK to compile a picture of the victimization prevalence rates across studies. The findings highlight the importance of adopting a holistic approach to the exploration of extrafamilial victimization in future research, assessment of victim experiences, and prevention of extrafamilial victimization.     

Research and Teaching Revisited: a pre-Humboldtian or post-Humboldtian phenomenon? The cases of France and the UK

The evidence about the relationship between research and teaching at the level of doctoral education is far from conclusive. The focus of this study is to examine how teaching and research are related at doctoral level, especially when students' voices are heard, in two contrasting higher education systems — France and the UK. Models from Schimank and Winnes, and Clark were used to analyse the contrasting research and teaching configurations at institutional level in France and the UK. France has a Pre-Humboltian system of research and teaching, whilst the UK has a Post-Humboltian one. Two empirical studies were then drawn on: to measure teaching, a questionnaire composed of two major dimensions of research training experiences, supervision and research environment, was distributed to full-time doctoral students in Economics & Management and Chemistry in France and was compared to a survey carried out earlier in Education and Chemistry in the UK. To measure research, the result of the CNRS (National Centre of Scientific Research) research classification in France was used. In the UK, the corresponding measurement, RAE score (Research Assessment Exercise) was adopted. Strikingly similar findings were found in the two countries. First, there is little relationship between the departmental research performance and the quality of doctoral education as experienced by PhD students in either country. Next, this lack of significant relationship is found across all three disciplines. Thirdly, more consistent results were observed in France than in the UK. There is in-depth discussion with regard to these findings.     

Learning objects and the e-learning cost dilemma

The creation of quality e-learning material creates a cost dilemma for many institutions, since it has both high variable and high fixed costs. This cost dilemma means that economies of scale are difficult to achieve, which may result in a consequent reduction in the quality of the learning material. Based on the experience of creating a masters level course at the UK Open University, the article suggests that the adoption of learning objects represents one possible resolution to this dilemma. They achieve this through the reduction of the fixed costs by four means: reuse, rapid production, ease of updating and cost-effective pedagogy.     

When Drinking Makes It Worse: The Malevolence Assumption,Appraisals, and Communication Goals

This investigation examined the influence of perceived alcohol consumption on appraisals of and communicative goals for problematic events in college students' dating relationships. We suggested that problematic events during which the offender was drinking would lessen offender judgments of responsibility and severity, as well as the likelihood that the offender would consider accepting fault for the event to be an important goal. We also posited that the importance of the goals to maintain the relationship and to manage positive face would vary as a function of who was drinking during the problematic behavior. Using a questionnaire, respondents (N = 228) were asked to imagine that they were an offender in one of two problematic event scenarios that described one of four offender-partner drinking conditions. Respondents then completed measures assessing their appraisals of and communicative intentions for the situation. The results indicated a pattern opposite of what was predicted in several cases, yet highlight unique implications for appraisals and communicative goals based on who was drinking during the problematic event.     

Situational influences upon children's beliefs about global warming and energy

This paper explores children's beliefs about global warming and energy sources from a psychological perspective, focusing upon situational influences upon subjective beliefs, including perceived self‐efficacy. The context of the research is one of growing concern at the potential impacts of global warming, yet demonstrably low levels of self‐efficacy amongst both adults and children to effectively respond to this large‐scale environmental problem. Empirical research was conducted on a sample of 198 UK children and adults to explore the influence of a cooperative learning environment upon children's beliefs about global warming and energy. A comparative design was adopted, contrasting 9–12 year old members of the Woodcraft Folk educational organisation with non‐members of similar age and with adult members of the same organisation. Results indicate that cooperative learning environments can have a significant and positive effect upon children's beliefs about large‐scale environmental problems. In particular, Woodcraft folk children reported significantly higher levels of personal awareness and perceived self‐efficacy in relation to global warming in comparison to their peers. Secondly, unexpected differences were identified between levels of perceived self‐efficacy in children and adult Woodcraft folk. The implications of these differences for the design of educational programmes seeking to empower children to respond to global warming are discussed.     

Independent learning – what we do when you’re not there

Independent learning is one of the cornerstones of UK higher education yet it is poorly understood by students and is seen by politicians as a poor substitute for face to face teaching. This paper explores students’ understandings, approaches and experiences of independent learning and how they may become more effective independent learners. This large scale qualitative study, funded by the HEA, included students-as-researchers, independent learning diaries, and student-led interviews. Findings suggest that students initially use low level reinforcing and organising skills and in later stages of their courses develop higher level extending and applying skills. Clearer guidance, clearer tasks and in-course support are amongst the students’ recommendations for enhancing independent learning. However the most powerful influence on their independent learning was the support, collaboration and advice of other (more experienced) students in non-assessed scenarios. These findings have implications for staff involved in induction, student support, curriculum design and for staff and officers in Students’ Unions.     

Teaching science to students with developmental disabilities using the Early Science curriculum

There is a large science attainment gap between students with and without special educational needs, and many students with developmental disabilities (DD) struggle to access the mainstream science programmes of study. The purpose of the present project was to pilot the use of the Early Science (ES) curriculum over a six week period with nine students with moderate to severe DD in a special education setting in the UK. Staff members indicated positive experiences of using the curriculum, especially the use of the structured teaching methodology as a helpful tool. Evaluation data suggested that all nine pupils improved their science knowledge over the course of the intervention. Some suggestions are made to improve the delivery of the ES curriculum in UK special education settings, and the need for larger scale evaluation research.     

大众传媒与学术转向——以张竞生为例

1923年因北大教授潭熙鸿续弦事件引发了《晨报副刊》上关于爱情问题的广泛讨论,由于新闻媒体的报道和编辑孙伏园的运作．不仅使得这一事件成为窥视五四前后两代人婚恋观的极佳途径,更促使张竞生毅然将学术方向由哲学转为性学研究,并利用现代传媒手段开展广泛的风俗调查和个人性史的搜集工作。张竟生从学术方向到学术方法的转向都受益于中国现代大众传媒的发展,其性学研究的失败也在很大程度上要归咎于大众传媒诞生初期的幼稚与不规范。     

How the experience of assessed collaborative writing impacts on undergraduate students’ perceptions of assessed group work

A time-series analysis was used to investigate Arabic undergraduate students’ (n = 50) perceptions of assessed group work in a major government institution of higher education in Qatar. A longitudinal mixed methods approach was employed. Likert scale questionnaires were completed over the duration of a collaborative writing event. Additionally, open-ended questionnaires were administered after the students received their grade for their term paper. This study found that the participants’ perceptions were positive towards assessed group work throughout the duration of the event, changed in a statistically significant way after the submission of the first piece of formally assessed work, and are temporal and liable to change depending on what is experienced. The results of this study suggest that: assessed collaborative writing is a feasible pedagogical tool within higher education; undergraduate learners place value on group work as it enables them to collaboratively generate, share and develop their ideas; and researchers who investigate perceptual or attitudinal changes should consider whether their study requires time-sensitive methodology.