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61.
This paper reflects upon the nature of a target‐setting and mentoring scheme in an 11–16 school in England, through a series of retrospective interviews with students who continued into further education. It considers the extent to which the initiative impacted both upon students’ formal academic achievement at 16+ and upon the subsequent longer‐term aspirations of these students. Interviews with students who achieved considerable ‘value‐added’ in their GCSE examinations suggested that the impact of mentoring was strongest amongst those students who came from homes where there was less expectation of them participating in further and higher education, and that this effect was not differentiated according to gender. The paper suggests that longer‐term transformation of students’ aspirations, and the challenging of gendered course and career stereotypes, will only be achieved if schools adopt a more holistic and proactive approach to careers education and to widening participation for their students, and that the absence of such proactivity will limit the longer‐term gains initiated by successful mentoring activities. 相似文献
62.
Drawing from a survey of 1,239 part-time community college faculty, this analysis investigates their views about being involved in departmental and campus-wide decision-making. The adjuncts had somewhat of a voice in instructional decisions pertaining to their area of expertise, but virtually no involvement in personnel or broader organizational matters. In all domains, they expressed desire to have a stronger voice. However, they also noted barriers to inclusion of part-time faculty in decision-making, including schedule constraints, compensation, and respect from their full-time counterparts. 相似文献
63.
Kelly Chandler-Olcott Sharon Dotger Heather Waymouth Michael Crosby Molly Lahr Kathleen Hinchman 《The New Educator》2018,14(3):192-211
This article reports on a multiyear formative experiment of a summer enrichment program that served as literacy enrichment for middle-school students, a field experience for preservice teacher candidates, and a professional development and leadership opportunity for practicing teachers. The analysis focuses on how the design team conceptualized, implemented, and researched inquiry-based, literacy-infused curriculum within the program, which was embedded in a broader university–school partnership. Findings report curriculum-related decisions and adjustments made over two iterations of the program before detailing the data-driven adjustments planned for the program’s third iteration in 2017. Findings reveal that literacy supports were richer when the curriculum with which preservice teacher candidates worked was explicit about the content they must address and well sequenced. Such explicitness left more bandwidth for candidates to focus on literacy and reduced the chances it would get lost in candidates’ other concerns. Implications are discussed for others designing clinical experiences intended to interrupt the status quo in both literacy teacher education and K–12 schooling, with the goal of promoting more equitable outcomes for all. 相似文献
64.
Michael Younger Molly Warrington Jacquetta Williams 《British Journal of Sociology of Education》1999,20(3):325-341
This paper examines the gender gap at GCSE in eight contrasting English secondary schools, and discusses the reality and rhetoric of classroom interactions, focusing on the views of teaching staff, the perspectives of Year 11 students, and observations of teacher-student interactions in the classroom. In an earlier paper (British Journal of Sociology of Education, 17 (3)), the authors examined the extent to which there was less positive teacher-support for the learning of boys than for the learning of girls, and this issue is reviewed in differing school contexts. Research in this broader context suggests that most teachers believe that they give equal treatment to girls and to boys, particularly in support of their learning, but focus group interviews with students and classroom observation suggest that this is rarely achieved; in most schools, boys appear to dominate certain classroom interactions, while girls participate more in teacher-student interactions which support learning. If the underachievement of some boys is to be addressed successfully, these patterns of interaction need to be challenged, to enable boys to begin to develop the very learning strategies which many girls employ effectively to enable them to learn. 相似文献
65.
Annemaree Carroll Molly McCarthy Stephen Houghton Emma Sanders O'Connor 《Psychology in the schools》2020,57(6):851-867
The effectiveness of universal social emotional learning (SEL) programs are dependent on the incorporation of best practice principles, including an evaluative component. In the present study, the effects of a best practice, teacher-led SEL program was examined with 854 children aged 8–12 years. KooLKIDS uses an interactive multimedia format and animated character to help children develop their emotion regulation capacities, social and friendship skills, empathy and compassion for others, and self-esteem. A quasi-experimental waitlist-control design was used to examine the impact of KooLKIDS on social and emotional competence, behavioral and emotional problems, academic achievement and effort. Hierarchical linear modeling demonstrated significant increases in social and emotional competence, and reductions in internalizing and externalizing problems in children post KooLKIDS program in the intervention group. The findings suggest that KooLKIDS has strong potential as a teacher-led, classroom-based, structured program for enhancing children's social and emotional learning. 相似文献
66.
Molly Mullen 《高等教育研究与发展》2016,35(5):1091-1093
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69.
研究目的:探讨了mtDNA D-loop多态性与澳大利亚自行车运动员的VO2max及优异耐力成绩的关系.研究结果:前期研究发现虽然运动员组和对照组VO2max有显著性差异,但mtDNA D-loop的多态性在两组的分布频率没有显著性差异. 相似文献
70.
This article focuses on the differential achievements of girb and boys at GCSE over the four years 1991‐94, in the context of one Suffolk comprehensive school, and attempts to analyse, through questionnaire and interview with students, teachers and parents, some of the factors contributing to such differences. Male attitudes and a paramount concern with image emerge as key factors in affecting how boys respond to the academic and authority structure of the school. Teachers attitudes to masculinity and femininity in turn influence classroom interactions between teacher and learner: students perceived more positive teacher attention and support focused on girls, with teachers prepared to be more lenient and tolerant with girls than with boys. In homework and coursework, girls appear to be more committed and better organised, and to have a more realistic grasp of what is required for success at GCSE. In conclusion, an attempt is made to identify a number of issues which schools might consider in attempting to reduce male underachievement. 相似文献