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261.
Seeking to contribute to recent attempts to rethink the deepest foundations of the field, this paper offers news ways of contemplating time, specifically its relations to self, nihilism, and schooling. We briefly review how some leading Western thinkers have contemplated time before detailing Japanese scholars who have offered divergent, original, and arguably more sophisticated, theoretical accounts. We then illustrate these ideas by sketching how Japan ‘borrowed time’ following the abrupt political rupture of 1868, showing how Linear Time came to be disseminated and diffused, largely through modern schooling. Last, we spotlight the nihilism that has arisen as consequence. Our primary aim is not empirical elaboration, however, but instead disclosure of a complex of relations that the field of comparative education has yet to discuss. We offer both the experience-cum-thought of Japan and this complex itself as reconstructive resources for the field which remains shallow in its parochial presumptions and unwillingness to engage ontologically. 相似文献
262.
Validation of the Wider Outcomes Survey for Teachers (WOST): a measure for assessing the behaviour,relationships and exposure to bullying of children and young people with special educational needs and disabilities (SEND) 下载免费PDF全文
Michael Wigelsworth Jeremy Oldfield Neil Humphrey 《Journal of Research in Special Educational Needs》2015,15(1):3-11
The Wider Outcomes Survey for Teachers (WOST) is a teacher informant‐report questionnaire developed to aid the assessment of behaviour difficulties, quality of relationships and exposure to bullying among students identified with special educational needs and disabilities (SEND). This study examines the psychometric properties of the WOST in a validation sample representing 6164 students with SEND (mean age 12 years) drawn from 481 primary and secondary schools across England. Results showed favourable internal consistency using Cronbach's alpha and acceptable model fit using confirmatory factor analysis, both of which were invariant to broad categorisations of SEND. Practical utility and construct validity were also established by testing two theoretically derived hypotheses. The measure is therefore tentatively supported as a useful tool for assessing the wider outcomes of students with SEND. 相似文献
263.
Jeremy Hodgen Becky Taylor Becky Francis Nicole Craig Nicola Bretscher Antonina Tereshchenko Paul Connolly Anna Mazenod 《British Educational Research Journal》2023,49(2):209-230
Despite extensive research on attainment grouping, the impact of attainment grouping on pupil attainment remains poorly understood and contested. This paper presents evidence from a study conducted with 2944 12–13 year olds, from 76 schools in England, who were allocated to between-class attainment groups (‘setting’) in English and mathematics over the first 2 years of secondary schooling. After controlling for prior attainment, pupils in the top set performed significantly better than pupils in the middle and bottom sets in both English and mathematics. The findings indicate a widening gap in attainment, especially in the case of English. Findings, especially in the case of mathematics, provide more evidence of a relative benefit for pupils placed in top sets than a relative detriment for those in bottom sets. 相似文献
264.
Ann Lewis Ian Davison Jean Ellins Louise Niblett Sarah Parsons Christopher Robertson Jeremy Sharpe 《British Journal of Special Education》2007,34(4):189-195
In this article, Ann Lewis, Professor of Education at the University of Birmingham, and Ian Davison, Jean Ellins, Louise Niblett, Sarah Parsons, Christopher Robertson and Jeremy Sharpe from the research team provide a summary of discussions and selected recommendations arising from four linked projects run between 2004 and 2006. The projects were funded by the Disability Rights Commission (DRC) and looked into the experiences of disabled pupils and their families across England, Scotland and Wales. A central aim of the research was to identify the key concerns and priorities in relation to their experiences of education for children and young people with special educational needs (SEN) or disabilities and their families in the UK. The research encompassed a UK-wide parent survey (N=1776); in-depth case studies of individual children and young people (N=36); group case studies (of, for example, school councils) (N=3); and a series of project advisory groups involving disabled people. Underlying these aspects was an emphasis on the importance and validity of hearing directly from (potentially all) children and young people themselves. Thus the work meshes closely with initiatives worldwide concerning the recognition of children's'voice'in matters that concern them. The authors are not aware of any comparable evidence which focuses in-depth on a wide cross-section of pupils with disabilities or special needs and their families in the UK-wide educational context and which is located alongside concurrent authoritative data concerning the views of parents and carers. 相似文献
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Theoretical analyses within the broad field of social learning research give mixed conclusions on whether the shape of a diffusion
curve can be used to infer that a learned trait increases through social or asocial learning. Here we explore how factors
such as task structure (e.g., multiple-step tasks), task abandonment, subgoal learning, and neophobia affect the shape of
the diffusion curve for both asocially learned and socially learned behavior. We demonstrate that, whereas social learning
increases the likelihood of S-shaped curves, sigmoidal patterns can be generated by entirely asocial processes, and cannot
be reliably interpreted as indicators of social learning. Our findings reinforce the view that diffusion curve analysis is
not a reliable way of detecting social transmission. We also draw attention to the fact that task structure can similarly
confound interpretation of network-based diffusion analyses, and suggest resolutions to this problem. Supplemental materials
for this article may be downloaded from http://lb.psychonomic-journals.org/content/supplemental. 相似文献
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成绩是衡量学生优秀与否的重要标准正如上班族的工资、棒球运动员的击球率、商品的价格一样,学生的成绩是衡量在校表现的一个重要客观指标.本期“直面留学”,我们为您提供了12个得高分的秘诀.希望每位刚踏入大学的读者门门得A. 相似文献
270.
This study examines the extent to which personality traits and intelligence scores predict school level academic performance (AP), (British GCSE: General Certificate of Secondary Education; America Grade 10) in different disciplines. The participant sample consisted of approximately 250 school pupils from three schools in the South East of England. A series of hierarchical regressions were performed with participant discipline-specific subject grades being the criterion variable and demographic, as well and intelligence and personality test scores, the predictor variables. For overall grade intelligence accounted for a fifth of the variance and personality an incremental validity of 8%. Whilst a combination of intelligence, personality and sex accounted for around a quarter of the variance in all four core subjects the pattern was rather different for elected subjects. The results are discussed in terms of the usefulness of psychometric assessments of candidates at selection. 相似文献