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731.
Emma Armstrong-Carter Jonas G. Miller Liam J. B. Hill Benjamin W. Domingue 《Child development》2021,92(4):1509-1522
Children raised in neighborhoods with low socioeconomic status (SES) are at risk for low academic achievement. Identifying factors that help children from disadvantaged neighborhoods thrive is critical for reducing inequalities. We investigated whether children’s prosocial behavior buffers concurrent and subsequent academic risk in disadvantaged neighborhoods in Bradford, UK. Diverse children (N = 1,175) were followed until age seven, with measurements taken at four times. We used governmental indices of neighborhood-level SES, teacher observations of prosocial behaviors, and direct assessments of academic achievement. Neighborhood SES was positively associated with academic achievement among children with low levels of prosocial behavior, but not among children with high levels of prosocial behavior. Prosocial behavior may mitigate academic risk across early childhood. 相似文献
732.
Journal of Science Education and Technology - In this paper, I briefly review the concept of the Post-Scientific Society and then present some of the confirming evidence for the aptness of the... 相似文献
733.
Geraldine Mooney Simmie Joanne Moles Emmanuel O’Grady 《Critical Studies in Education》2019,60(1):55-72
This paper examines ‘good teaching’ within a policy ensemble where teachers’ subjectification and practices are underpinned by new modes of evaluation and enforcement. Although the paper is written with specific concern for teachers in the Republic of Ireland, the literature demonstrates that concerns raised resonate internationally. Theoretical frameworks are drawn from Bernstein’s pedagogic device and ‘rules of evaluation’ (2000, p. 34) and the tyranny of number, networks and superstructures found in policy research. The study includes a limited analysis of the policy ensemble in ‘Austerity Ireland’ and contextual understandings and perspectives of a purposive sample of experienced teachers (n = 54). Critical analysis generated three themes: multiple perspectives about ‘good teaching’, a strongly perceived pedagogy of oppression and low ethical trust in reported interactions at some schools and with the state inspectorate. Conclusions position ‘good teaching’ within the super-complexity of a messy narrative of change and flows enacted with a diversity of inquirers and institutions. The study questions the role of state inspectors as arbiters of ‘good teaching’ and challenges the academy of teacher education in assuring productive discursive gaps for education as a social responsibility for public-interest values. 相似文献
734.
Richard Hill 《The Information Society》1997,13(1):33-41
There is increasing interest in the use of the Internet in general, and the World Wide Web (WWW) in particular, as mechanisms for promoting electronic commerce. The French experience with Minitel and the international experience with electronic data interchange (EDI) hold some lessons for the future use of Internet as a mechanism for enabling the creation and maintenance of relationships with remote customers. 相似文献
735.
Charalambos?Y.?CharalambousEmail author Heather?C.?Hill Deborah?L.?Ball 《Journal of Mathematics Teacher Education》2011,14(6):441-463
Several studies have documented prospective teachers’ (PSTs) difficulties in offering instructional explanations. However,
less is known about PSTs’ learning to provide explanations. To address this gap, we trace changes in the explanations offered
by a purposeful sample of PSTs before and after a mathematics content/methods course sequence. Consistent with prior research,
our study reveals the limitations in PSTs’ explanations at their entrance to the course sequence. It also documents PSTs’
progress in providing explanations, thus providing existence proof that this practice is learnable. Using evidence from multiple
sources, we also propose a component entailed in this learning—learning how to unpack one’s thinking through the use of representations
as explanatory tools—and four factors associated with it, including PSTs’ subject-matter knowledge, active and deliberate
reflection on practice, productive images for engaging in this work, and productive dispositions about engaging in this practice.
We discuss the implications of our findings for teacher education and offer directions for future research. 相似文献
736.
737.
Lori Diane Hill 《British Journal of Sociology of Education》2016,37(4):520-547
This study investigates the links between race, school choice and educational stratification in South Africa. It focuses on racial differences in families’ efforts to take advantage of choice by transferring to opportunity (i.e., transferring to a school perceived to offer students better access to educational opportunity than their current school) and explores the implications of those transfers for emerging patterns of racial stratification in access to high quality schools. Findings reveal significant racial variation in transfers to opportunity and suggest a complex link between race and the ways in which historically disadvantaged groups have engaged with the post-apartheid educational opportunity structure. 相似文献
738.
School attachment is a robust predictor of adjustment in children and youth. Previous research has demonstrated effects of school context on student attachment, but individual‐level contributions have not been explored. Our study examined the role of affiliative orientation in school attachment and aggressive behavior in children and youth from Grades 3 through 12. A total of 834 students in three school districts completed self‐report measures of affiliative motivation, attachment to school, and frequency of physically and relationally aggressive acts. Results supported the hypothesis that students high in affiliative orientation reported higher levels of school attachment and lower levels of physical and relational aggression. Path analysis indicated that the relation of affiliative orientation to aggression was mediated by school attachment, but that the mediational effect was moderated by sex. Male students, and students of both sexes with low affiliative motivation, may receive special benefit from practices designed to increase school attachment. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 231–246, 2006. 相似文献
739.
C. Russell Hill 《Economics of Education Review》1981,1(4):403-420
An optimistic review of the relation between education and earnings is provided, even after nonschooling influences (family background and environmental and personal characteristics) are considered. The article reviews issues such as the distinction between quality and quantity of education, the effect of “ability” on the education-earnings relationship, and the “screening” hypothesis. 相似文献
740.
The relative preferences of four rhesus monkeys for reward probability versus reward amount when they were maintained on a low-protein (3.35%) diet were compared with those demonstrated when they were fed an adequate (13.4%) protein diet. Four stimulus objects, each signifying a different combination of reward frequency and amount (100%-one piece, 50%-2 pieces, 33%-three pieces, or 25%-four pieces), were presented in pairs, one pair per daily session, with trial schedules providing the same amount of reward within each set of 12 trials. Selections of the more frequently rewarded objects, but with lesser amounts per trial, were significantly higher during the low-protein phase than during either the preceding or the following normal-diet phases. Protein deprivation produces a changed motivational state making these animals less tolerant of infrequent or postponed reinforcement. 相似文献