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Audrey Stephenson 《Prospects》1977,7(4):528-539
The age for starting school varies throughout the world, but is usually between the ages of 5 and 7 although nursery education is sometimes provided before then. For the purposes of this article, however, pre-school children are considered to be those up to the age of 5, which is the age at which schooling begins in the United Kingdom.Wherever an age is mentioned, in relation to a suitable toy, it is intended only as a general guide, for children vary to some extent in their rates of development. The differing economic situations, customs, cultures and environments of every country must also affect rates of growth, physical, mental and emotional.Toy designer, Member of the Industrial Society for Artists and Designers. Presenter and adviser on BBC television programmesMaking Toys andParents and Children. Free-lance lecturer and visiting lecturer to Southwark College, on play, toys and toy-making. 相似文献
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Audrey Addi-Raccah 《Educational studies》2004,30(2):145-158
A major shortcoming of macro-spatial research undertaken to date in Israel pertains to the neglect of state investment-related measures and the extent to which they mediate unequal opportunities to learn (OTL) and educational opportunities between localities. In the present study, OTL refer to class size and high-school tracking patterns. Educational opportunities refer to two measures: the school system's holding power and access to educational credentials. Two specific questions were raised in this respect: first, we looked into the extent to which the size and ethnic stratification of Israeli localities, and their differential dependence on state financial schemes, affect available OTL and educational opportunities. Second, we examined how a locality's OTL affect educational opportunities. The data on which the present study is based are aggregated at locality level and refer to 89 localities, of which 21 were Arab and 78 were Jewish. Bentler's EQS Structural Equation Modeling (SEM) program was applied to test the research questions. The findings suggest that locality characteristics and dependence on state finance directly affect both OTL and educational opportunities. However, the school system's holding power and access to educational credentials is affected by differential mechanisms. On the one hand, locality-level variables and average class size significantly affect the school system's holding power. On the other hand, access to educational credentials is affected primarily by a locality's ethnic affiliation and its dependence on state funding. The implications of these findings for educational policy and reform are then discussed. 相似文献
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Edward Sloat Audrey Amrein-Beardsley Jessica Holloway 《Educational Assessment, Evaluation and Accountability》2018,30(4):367-397
In this study, researchers compared the concordance of teacher-level effectiveness ratings derived via six common generalized value-added model (VAM) approaches including a (1) student growth percentile (SGP) model, (2) value-added linear regression model (VALRM), (3) value-added hierarchical linear model (VAHLM), (4) simple difference (gain) score model, (5) rubric-based performance level (growth) model, and (6) simple criterion (percent passing) model. The study sample included fourth to sixth grade teachers employed in a large, suburban school district who taught the same sets of students, at the same time, and for whom a consistent set of achievement measures and background variables were available. Findings indicate that ratings significantly and substantively differed depending upon the methodological approach used. Findings, accordingly, bring into question the validity of the inferences based on such estimates, especially when high-stakes decisions are made about teachers as based on estimates measured via different, albeit popular methods across different school districts and states. 相似文献
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Audrey Osler 《Gender and education》2006,18(6):571-589
School exclusion and violence are defined with boys as the reference point and relatively little attention is given to the various forms of exclusion—disciplinary exclusion, self‐exclusion and withdrawal from learning—to which girls are subject. Girls in difficulty at school receive less attention than their male peers from policy‐makers, teachers and researchers. They find it more difficult to access resources. The concept of exclusion needs to be expanded to encompass girls’ experiences. This paper explores the policy context in which girls’ exclusion occurs and examines contributory factors, arguing that together they constitute systemic violence. Forms of violence include verbal abuse, psychological violence and the everyday “incivilities” which often go unchallenged in school cultures. The paper draws on research which privileged student voices and considered them alongside those of service providers, to analyse girls’ school experiences, examining violence and exclusion at interpersonal, institutional and structural levels. Issues such as bullying, self‐exclusion, learning difficulties, peer relationships, teacher–student relationships and student pregnancies are considered. 相似文献
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Maria J. Grant Penny Bonnett Anthea Sutton Audrey Marshall Jeannette Murphy Hannah Spring 《Health information and libraries journal》2016,33(1):1-6
Academic writing can seem a daunting prospect although with the right support and information it can be more achievable than you think. In this first set of editorial comments of 2016, editors from all sections of the Health Information and Libraries Journal outline the origins of the individual section of the journal which they oversee and highlight some of the things you might want to consider when thinking of submitting your writing for publication. 相似文献
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Magali Brunet Audrey Cochard Christophe Deshayes Chantal Brouca-Cabarrecq Luc Robbiola Jean-Marc Olivier 《文物保护研究》2020,65(2):103-117
ABSTRACTIn many countries, collections of historic aircraft, conserved in Air and Space museums or local associations, reflect the importance of a national or local history. Mostly parked outdoors, aircraft suffer from significant corrosion requiring conservation operations. During renovation, metallic parts are often replaced by association members. This can lead to a major loss of information since industrial archives dealing with materials and processes do not always survive. However, if these elements can be considered, they could be a fundamental source of information on the materials originally used and of the technical history of aeronautics. This work reports a thorough study of aluminium-based alloy parts collected on a Breguet aeroplane dating from the 1950s, during its recent renovation. Thanks to an approach coupling multi-scale material characterisation and research in archives, information on the industrial knowledge is revealed. Several historic grades of aluminium-based alloys were found, namely A-U4G, A-U4G1, and A-U3G, depending on the role of the part. Similarly, different protective coatings were identified (anodic oxidation, primers, and paintings), depending on the role of the metallic part and its location in the plane. Knowledge of the materials from bulk metal to the coated surface is necessary for good conservation practices regarding aeronautical heritage artefacts. Related documents and archives also fundamentally help in understanding such complex artefacts. 相似文献
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Audrey J. Jaeger Stephany Brett Dunstan Karrie Gibson Dixon 《Peabody Journal of Education》2015,90(5):615-635
Students from rural areas face additional burdens, such as affordability, academic preparation, and lack of college-going resources that make seeking, enrolling, and attending college more difficult. Community colleges offer hope to achieve a college degree for many rural students, and well-developed articulation agreements can be one way of improving access for these students. 相似文献