School violence,school differences and school discourses

This article highlights one strand of a study which investigated the concept of the violence‐resilient school. In six inner‐city secondary schools, data on violent incidents in school and violent crime in the neighbourhood were gathered, and compared with school practices to minimise violence, accessed through interviews. Some degree of association between the patterns of behaviour and school practices was found: schools with a wider range of well‐connected practices seemed to have less difficult behaviour. Interviews also showed that the different schools had different organisational discourses for construing school violence, its possible causes and the possible solutions. Differences in practices are best understood in connection with differences in these discourses. Some of the features of school discourses are outlined, including their range, their core metaphor and their silences. The authors suggest that organisational discourse is an important concept in explaining school effects and school differences, and that improvement attempts could have clearer regard to this concept.     

Research Resources

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Popular Illustration

Susan E. Meyer's America's Great Illustrators (New York: Harry Abrams, 1978—$35.00)

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Level of deprivation does not affect degree of discounting in pigeons

Two experiments tested the effects of food deprivation on discounting in pigeons. An adjusting-amount procedure was used to estimate the subjective value of food at delays ranging from 1 to 24 s. Experiment 1 compared pigeons’ discounting of delayed food reinforcers at 75 %–80 % and 90 %–95 % of free-feeding weight. Experiment 2 compared discounting under 1- and 23-h food deprivation. In both experiments at both deprivation levels, discounting was well described by the hyperboloid discounting function. No systematic effect of level of deprivation on degree of discounting was observed in either experiment. This finding is consistent with the view that pigeons’ choices are controlled by the relative, rather than the absolute, value of reinforcers.     

悬吊训练对足球运动员变向能力的影响

选取16名二级足球运动员作为实验对象,经过为期6周（三个阶段）的悬吊训练之后,通过对实验组和对照组的八级腹桥成绩、伊利诺兹测试成绩、Nebraska测试成绩以及＂T＂型跑测试成绩进行对比。研究结果表明：八级腹桥经过6周（三个阶段）的悬吊训练的实验组核心区稳定性明显优于没经过悬吊训练的对照组核心区稳定性,实验组伊利诺兹测试成绩、Nebraska测试成绩以及＂T＂型跑测试成绩明显优于没有经过悬吊训练的对照组成绩,说明系统的悬吊训练能加强足球运动员的变向能力。     

What lexical decision and naming tell us about reading

The lexical decision (LD) and naming (NAM) tasks are ubiquitous paradigms that employ printed word identification. They are major tools for investigating how factors like morphology, semantic information, lexical neighborhood and others affect identification. Although use of the tasks is widespread, there has been little research into how performance in LD or NAM relates to reading ability, a deficiency that limits the translation of research with these tasks to the understanding of individual differences in reading. The present research was designed to provide a link from LD and NAM to the specific variables that characterize reading ability (e.g., decoding, sight word recognition, fluency, vocabulary, and comprehension) as well as to important reading-related abilities (phonological awareness and rapid naming). We studied 99 adults with a wide range of reading abilities. LD and NAM strongly predicted individual differences in word identification, less strongly predicted vocabulary size and did not predict comprehension. Fluency was predicted but with differences that depended on the way fluency was defined. Finally, although the tasks did not predict individual differences in rapid naming or phonological awareness, the failures nevertheless assisted in understanding the cognitive mechanisms behind these reading-related abilities. The results demonstrate that LD and NAM are important tools for the study of individual differences in reading.     

Single‐sex schooling and labour market outcomes

One quarter of the 1958 British Birth cohort attended single‐sex secondary schools. This paper asks whether sex‐segregated schooling had any impact on the experience of gender differences in the labour market in mid‐life. We examine outcomes at age 42, allowing for socio‐economic origins and abilities measured in childhood. We find no net impact of single‐sex schooling on the chances of being employed in 2000, nor on the horizontal or social class segregation of mid‐life occupations. But we do find a positive premium (5%) on the wages of women (but not men), of having attended a single‐sex school. This was accounted for by the relatively good performance of girls‐only school students in post‐16 qualifications, not by the wider range of subjects studied by both girls and boys at single‐sex schools. Men’s labour market attainments were more closely related to attending private schools and to parental class, suggesting that the intergenerational transmission of advantage, while not related to coeducation, is related to gender.     

The militant‐moderate agitator: Daniel O'Connell and catholic emancipation in Ireland

An analysis of O'Connell's campaign for Catholic civil rights in the early nineteenth century demonstrates the use of antithetical, militant‐moderate, agitational strategies. By provocation and coercion he induced Parliament to accede to Catholic demands, while at the same time he controlled his turbulent followers with moderate strategies. O'Connell's rhetorical choices were effective because 1) he personified Irish needs and attitudes, and 2) his militancy coincided with English images of Irish disloyalty.     

Continuing professional and career development: the doctoral experience of education alumni at a UK university

This article reports on a study of alumni who completed their doctorates 2, 5 and 10 years ago at a Graduate School of Education in the University of London (n=162). It investigates the circumstances within which these research students started and completed their research and how they have subsequently used their studies, showing the particular place of the Ph.D. and the new Ed.D. in professional development in the field of education internationally. It questions current national proposals to ‘improve’ doctoral ‘training’ in the UK by enhancing students' employability and suggests that policy should be based on the actual employment and other life needs of postgraduate students in different disciplines. It argues that research students are paying for the privilege of satisfying their intellectual curiosity and making an original contribution to knowledge and are as concerned with personal growth as with vocational development.     

浅析我国北方冬季大众休闲体育战略

我国北方冬季大众休闲体育活动的开展对我国社会经济的发展起到重要的促进作用。北方冬季大众休闲体育领域必须对自身的发展趋势及不断变化的情况做出及时准确的反应,才能确保冬季休闲体育活动给人们带来健康和娱乐的收益。