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471.
Claire Maxwell Miri Yemini 《Discourse: Studies in the Cultural Politics of Education》2019,40(5):616-632
ABSTRACTIn this study, we explore how different forms of family mobility shape parental education strategies of three middle-class groups (moored Israeli professionals, immigrants from Israel to the UK and global middle class Israeli families). By focusing on families from the same nationality, we show how different practices of mobility differentiate between these middle-class fractions. Building on Andreotti’s framework for ‘global mindedness’ we suggest that orientations to cosmopolitanism also differentiate between these groups – from tourism (moored middle class), to empathy (immigrant middle class), to visiting (global middle class). By drawing on this conceptualisation, it is possible to understand why, despite the considerable uncertainty that constant mobility generates for children’s education and futures, global middle-class parents appear to assuredly navigate processes of securing and transmitting advantage. 相似文献
472.
473.
To cope with the rapidly changing higher education climate, teachers need agency to act proactively in initiating and steering changes in practice. This paper describes an academic development activity in the form of a Change Laboratory, an intervention method based on Cultural-Historical Activity Theory, to facilitate agency among teachers. The results of the study indicate that transformative agency emerges when teachers are given the opportunity to analyse, envision, and redesign their practice collaboratively. This has implications for academic development, suggesting that activities facilitating discussion, analysis, and criticism of current practices are needed to support the development of agency. 相似文献
474.
Learning and Earning: Measuring 'Rates of Return' Among Mature Graduates from Part-time Distance Courses 总被引:2,自引:0,他引:2
This paper develops a method for tracking changes in the earnings of Open University graduates and for examining the extent to which such changes differ from national trends. The preliminary findings suggest that Open University graduates do indeed achieve relative financial gains and some attempts are made to identify where these increases are most commonly found. 相似文献
475.
Sian Bayne Louise Connelly Claire Grover Nicola Osborne Richard Tobin Emily Beswick 《Learning, Media and Technology》2019,44(2):92-107
ABSTRACTThis paper considers the social value of anonymity in online university student communities, through the presentation of research which tracked the final year of life of the social media application Yik Yak. Yik Yak was an anonymous, geosocial mobile application launched in 2013 which, at its peak in 2014, was used by around two million students in the US and UK. The research we report here is significant as a mixed method study tracing the final year of the life of this app in a large UK university between 2016 and 2017. The paper uses computational and ethnographic methods to understand what might be at stake in the loss of anonymity within university student communities in a datafied society. Countering the most common argument made against online anonymity – its association with hate speech and victimisation – the paper draws on recent conceptual work on the social value of anonymity to argue that anonymity online in this context had significant value for the communities that use it. This study of a now-lost social network constitutes a valuable portrait by which we might better understand our current predicament in relation to anonymity, its perceived value and its growing impossibility. 相似文献
476.
Carol Vincent Claire Maxwell 《Discourse: Studies in the Cultural Politics of Education》2016,37(2):269-281
This paper re-examines the purposes of a planned and intentional parenting style – ‘concerted cultivation’ – for different middle-class groups, highlighting that social class fraction, ethnicity, and also individual family disposition, guides understandings of the purposes of enrolling children in particular enrichment activities. We examine how parents and their children engage in extra-curricular activities for instrumental reasons with a view to securing skills, qualities and distinction for the future. Additionally, however, enrichment activities are understood as offering present-day values such as enjoyment, social bonding and purposeful activity. The paper also highlights that current policy and broader commercial discourses call for the increased responsibilisation and intensification of parenting, which means that ‘good’ parents are required to ‘buy into’ extra-curricular activities for their children, with concomitant implications for those whose access to activities is limited by economic circumstance. 相似文献
477.
Claire F. Smith Gabrielle M. Finn Catherine Hennessy Ciara Luscombe Jane Stewart Stephen McHanwell 《Anatomical sciences education》2019,12(5):494-506
“What do students studying medicine need to know” is an important question for curriculum planners, anatomy educators and students. The Core Regional Anatomy Syllabus (CRAS), published by the Anatomical Society in 2016, contains 156 learning outcomes (LOs) and has informed “what needs to be known.” This project explored how CRAS had impacted undergraduate anatomy and anatomists in the United Kingdom. A cross-sectional study was designed in two phases. Phase 1, involved a survey of students in clinical years (N = 164). Phase 2 included a survey of anatomist’s views (n = 50) and focus groups of anatomy educators (N = 16). The students’ perspective showed that specific regions of CRAS are deemed less relevant. These were also the body areas where students perceived their anatomical knowledge to be more deficient. Only 46% (n = 75) of students estimated that they knew over 50% (n = 78) of the LOs. Phase two revealed that all anatomists were aware of the syllabus and 48% (n = 24) had checked the CRAS against their own institutional LOs. Anatomists had shared CRAS with colleagues 64% (n = 32) and students at 34% (n = 17), respectively. Forty-six percent (n = 23) of anatomists reported having changed their teaching in some way because of CRAS. The focus groups generated four key themes: “support for CRAS,” “standardization and validation,” “professional identity,” and “limitations and leverage.” Overall CRAS has been well received and is establishing itself within the anatomical community as the new standard for anatomy teaching for medical students. 相似文献
478.
The genetic and environmental origins of learning abilities and disabilities in the early school years 总被引:3,自引:0,他引:3
Kovas Y Haworth CM Dale PS Plomin R 《Monographs of the Society for Research in Child Development》2007,72(3):vii, 1-vii144
Despite the importance of learning abilities and disabilities in education and child development, little is known about their genetic and environmental origins in the early school years. We report results for English (which includes reading, writing, and speaking), mathematics, and science as well as general cognitive ability in a large and representative sample of U.K. twins studied at 7, 9, and 10 years of age. Although preliminary reports of some of these data have been published, the purpose of this monograph is to present new univariate, multivariate, and longitudinal analyses that systematically examine genetic and environmental influences for the entire sample at all ages for all measures for both the low extremes (disabilities) and the entire sample (abilities). English, mathematics, and science yielded similarly high heritabilities and modest shared environmental influences at 7, 9, and 10 years despite major changes in content across these years. We draw three conclusions that go beyond estimating heritability. First, the abnormal is normal: Low performance is the quantitative extreme of the same genetic and environmental influences that operate throughout the normal distribution. Second, continuity is genetic and change is environmental: Longitudinal analyses suggest that age-to-age stability is primarily mediated genetically, whereas the environment contributes to change from age to age. Third, genes are generalists and environments are specialists: Multivariate analyses indicate that genes largely contribute to similarity in performance within and between the three domains--and with general cognitive ability--whereas the environment contributes to differences in performance. These conclusions have far-reaching implications for education and child development as well as for molecular genetics and neuroscience. 相似文献
479.
Despite rapidly growing research on parental influences on children's executive function (EF), the uniqueness and specificity of parental predictors and links between adult EF and parenting remain unexamined. This 13-month longitudinal study of 117 parent–child dyads (60 boys; Mage at Time 1 = 3.94 years, SD = 0.53) included detailed observational coding of parent–child interactions and assessed adult and child EF and child verbal ability (VA). Supporting a differentiated view of parental influence, negative parent–child interactions and parental scaffolding showed unique and specific associations with child EF, whereas the home learning environment and parental language measures showed global associations with children's EF and VA. 相似文献
480.
Debbie Gooch Claire Sears Harriet Maydew George Vamvakas Courtenay F. Norbury 《Child development》2019,90(5):e565-e583
The causal role of speed of processing (SOP) in developmental language disorder (DLD) is unclear given that SOP has been implicated in other neurodevelopmental disorders such as attention-deficit/hyperactivity disorder. This study investigated associations between SOP, language, and inattention/hyperactivity in a U.K. epidemiological cohort (N = 528). Monolingual children from a range of socioeconomic backgrounds were assessed longitudinally; at ages 5–6 (2012/2013) and 7–8 years (2014/2015). Persistent weaknesses in SOP characterized children with DLD but did not predict language longitudinally. Ratings of inattention/hyperactivity moderated the association between SOP and language, indicating that SOP deficits are particularly detrimental for language when coupled with poor attention/hyperactivity. SOP may be a shared risk factor for DLD and inattention/hyperactivity or a general marker of neurodevelopmental disorder. 相似文献