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41.
Carl Parsons Ray Godfrey Keith Howlett Carol Hayden & Tim Martin 《Pastoral Care in Education》2001,19(4):4-15
This article reports and discusses a study which followed up, through case records, 726 children excluded permanently, indefinitely or for fixed–term periods in 1993/4 in 10 LEAs. The outcomes at secondary level in 1998/9 were found to be moderately poor with the problems intensifying for half the sample. Forty six per cent had further primary school exclusions and 36 per cent received exclusions in their secondary education. Looked–after children and those with special educational needs fared worse and achieved less. Case studies showed the kinds of commitment and support that can work even with very difficult cases. 相似文献
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Tim McCowan 《British Journal of Religious Education》2017,39(3):269-278
This paper examines research findings from an experiential model of interfaith education called the Building Bridges through Interfaith Dialogue in Schools Programme (BBP). The BBP has been operating continuously in Melbourne, Australia since 2004. In the research, participating students were interviewed and surveyed to assess the effect of this experiential interfaith education programme on their knowledge, attitudes, perspectives and behaviour toward those from different religious and cultural backgrounds to them. Some of the data from those interviews are included in this article. The findings identify that the programme promoted religious literacy, (including improved knowledge, understanding and appreciation for different religious and cultural traditions and their practices), dismantled prejudice from ignorance and overly generalised stereotypes of others, and promoted social inclusion and cohesion. 相似文献
44.
Although there are policy calls for educational research to discover ‘what works’ and thereby inform decision making directly, the research literature argues instead for research to have a ‘conceptual’ impact on practice. Empirical studies also suggest that, when teachers use research, their use is conceptual; research influences the content and the process of their thinking, changing attitudes and perceptions and making educational decision making more intelligent. This study investigates the ways in which educational research has achieved impact on practice from the perspective of the researchers. A sample of highly-rated impact case studies in the UK’s research assessment exercise (REF2014) were subject to content analysis, using qualitative coding techniques. Analysis shows that most research is ‘invisible’ to education practitioners because it is embedded in educational policies, technologies, and services. This ‘invisible use’ is unlikely to realise the conceptual benefits claimed for research utilisation. If educational research is to make educational decision making more intelligent at its point of use, it will be necessary to re-think current notions of quality in research impact. 相似文献
45.
M. Tim Mainhard Mieke BrekelmansPerry den Brok Theo Wubbels 《Contemporary educational psychology》2011,36(3):190-200
In this study the mean stability of classroom social climates during the first months of the school year and the deviation of individual classrooms (N = 48) and students (N = 1208) from this general trend were investigated by taping students’ interpersonal perceptions of their teachers. Multilevel growth modeling was used to identify the average development of the classroom social climate and between classroom and student differences in terms of this development. While significant differences between classrooms and students were found, these differences were rather stable over time. Most classrooms showed a slightly u-shaped trajectory. In only very few classrooms the quality of the social climate had increased at the end of the research period as compared to the very first lesson. Differences in the development between classrooms were associated to the emotional distance between teacher and students during the first lesson of the school year. 相似文献
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Use of dual-task methodology for skill assessment and development: examples from rugby league 总被引:2,自引:1,他引:1
We assessed the attentional demands of drawing and passing in rugby league players and investigated the effects of single-task and dual-task training on the acquisition, retention, and transfer of skill in these athletes. In Study 1, high-skilled and lesser-skilled rugby league players performed a standardized 2-on-1 drill under single-task (primary skill in isolation) and dual-task (primary skill while performing a secondary verbal tone recognition task) conditions. No differences were detected in primary task performance between groups, although the performance of the high-skilled players was more resistant to skill decrement under dual-task conditions. In Study 2, high-performance rugby league players were randomly allocated to either a single-task or dual-task training group. Each group underwent 8 weeks of training between the pre- and post-test sessions. While the mean improvement for draw and pass proficiency under dual-task conditions in the dual-task training group was greater than in the single-task training group (10.0% vs. 2.3%), the differences, while providing a moderate effect size (d = 0.57), were not statistically significant. These results suggest that the attentional demands of drawing and passing are reduced in high-skilled rugby league players compared with their lesser-skilled counterparts. In addition, compared with single-task training, dual-task training appears to improve the ability to perform dual-task draw and pass tasks (possibly through an improvement in time-sharing skills). Further studies are required to verify the efficacy of dual-task training as a training stimulus. 相似文献
48.
Leadership research that examines follower characteristics as a potential moderator of leadership effectiveness is lacking. Within Bass's (1985) transformational leadership framework, we examined follower narcissism as a moderator of the coach behavior-coach effectiveness relationship. Youth athletes (male = 103, female = 106) from the Singapore Sports Academy (mean age = 14.28, SD = 1.40 years) completed the Differentiated Transformational Leadership Inventory (Callow, Smith, Hardy, Arthur, & Hardy, 2009), the Narcissistic Personality Inventory (Raskin & Terry, 1988), and indices of follower effort. Multilevel analyses revealed that athlete narcissism moderated the relationship between fostering acceptance of group goals and athlete effort and between high performance expectations and athlete effort. All the other transformational leader behaviors demonstrated main effects on follower effort, except for inspirational motivation. 相似文献
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50.
Tim Lee 《British Journal of Special Education》1991,18(3):100-102
How LEAs are measuring and allocating resources for special educational needs varies widely. Yet their formulae for doing so are likely to make the difference between enabling pupils with special needs to progress in their learning and, conversely, reducing the support they may need. Tim Lee, research fellow, Centre for the Analysis of Social Policy, Bath University, reports on the latest surveys of LEAs' funding policies. 相似文献