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41.
Sonia Ben Jaafar 《Compare》2011,41(5):597-614
It has become a normative practice to include Performance-Based Accountability (PBA) policies in educational reforms to foster school changes that enhance student learning and success. There is considerable variation in PBA models that have an important impact on how they operate in schools. It is, therefore, important to characterize PBA models in different contexts. This article describes and categorizes the Qatari PBA model using a five-dimensional framework previously employed in Canada and the UK. The State of Qatar is a small rich developing country in the Arabian Gulf that introduced a wholesale educational reform in 2004. Although the characteristics of the Qatari PBA model are shared with those of Western systems, the Qatari PBA model does not fit into the previously described categories. Policy inconsistencies surfaced within the Qatar PBA model in terms of structure, consequential intent, and expectations of professional involvement. The tensions are rooted in a PBA model that assumes a high level of professional accountability interacting with the reality of system-wide capacity issues. The implementation of a coherent PBA model in policy and practice will require developing past this early phase of educational reform. 相似文献
42.
D. W. Livingstone 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2000,46(6):491-514
The paper offers an analysis of the results of the first country-wide survey of the informal learning practices of adults in Canada, conducted in 1998. The survey was based on expanded conceptions of both learning (including informal learning and continuing education as well as schooling) and work (including community volunteer work and housework as well as paid employment). Respondents were found to be devoting unprecedented amounts of time to learning activities, including an average of 15 hours per week in informal learning projects. The patterns and interrelations of all of these dimensions of work and learning are summarized. Multiple dimensions of the underemployment of achieved learning in paid employment are briefly identified. The existence of widespread underemployment suggests that we are living in a knowledge society but not yet in a knowledge-based economy. The paper concludes with possible implications of the empirical research findings using these expanded conceptions of learning and work for policy and program initiatives. 相似文献
43.
We report a microfluidic blood-brain barrier model that enables both physiological shear stress and optical transparency throughout the device. Brain endothelial cells grown in an optically transparent membrane-integrated microfluidic device were able to withstand physiological fluid shear stress using a hydrophilized polytetrafluoroethylene nanoporous membrane instead of the more commonly used polyester membrane. A functional three-dimensional microfluidic co-culture model of the neurovascular unit is presented that incorporates astrocytes in a 3D hydrogel and enables physiological shear stress on the membrane-supported endothelial cell layer. 相似文献
44.
Romaguera D Tauler P Bennasar M Pericas J Moreno C Martinez S Aguilo A 《Journal of sports sciences》2011,29(9):989-997
The purpose of the present study was to investigate the socio-demographic and lifestyle determinants of physical activity practice, as well as the motivations for being or not being physically active in Spanish university students. A representative sample of students from a Spanish university (n = 2,051; 42.1% males; mean age 21.9, s = 4.8 years) participated in the present cross-sectional study. A questionnaire including questions regarding lifestyle, dietary habits, parents' characteristics, and physical activity habits was administered to the students. The socio-demographic and lifestyle determinants of physical activity practice were assessed using multivariable logistic regression. 68.4% of men and 48.4% of women reported to practise physical activity in the present sample. Those who practised physical activity consumed more fruits and were less likely to be smokers compared to non-physically active students. Also, physically inactive men spent more time in front of the computer and physically inactive women spent more time in front of the TV and were more likely to be frequent alcohol consumers. Maternal educational level and maternal physical activity habits were also important determinants of physical activity practice among men and women respectively. In conclusion, physically active students tended to engage in other healthy habits in the present population, suggesting the clustering of healthy or unhealthy lifestyle factors among specific subgroups. 相似文献
45.
Sonia Sharp 《Pastoral Care in Education》2001,19(4):21-24
In this paper the reasons for and research on the importance of peer–led approaches to care are explored. Examples of peer–led approaches are explored and these include peer–led pastoral care systems and initiatives such as befriending, circle of friends and peer mediation. Finally the development of resilient schools is discussed and the necessary context of peer–led approaches examined. 相似文献
46.
47.
Graham Linda J. White Sonia L. J. Tancredi Haley A. Snow Pamela C. Cologon Kathy 《Reading and writing》2020,33(8):1895-1923
Reading and Writing - In this longitudinal study, the word-level reading trajectories of 118 children were tracked alongside teachers’ reported concerns and types of support provided through... 相似文献
48.
You Hye Sun Chacko Sonia Mary Kapila Vikram 《Journal of Science Education and Technology》2021,30(4):567-581
Journal of Science Education and Technology - This study describes a professional development (PD) program designed to support middle school teachers in effectively integrating robotics in science... 相似文献
49.
Sonia Livingstone 《The Information Society》2006,22(4):219-230
New media studies are now benefiting from a burgeoning of empirical studies and theoretical analyses from diverse academic disciplines seeking to locate new media, especially the Internet, within longstanding traditions of social science research. By reviewing and reflecting upon findings from UK Children Go Online, a multimethod research project examining the role of the Internet in children's and young people's everyday lives, the present article takes the opportunity to draw out some general conclusions, and associated puzzles, to guide future research. These contribute toward an emerging framework for understanding questions regarding new media access, use, and consequences within the social, cultural, and political parameters of young people's lives. A range of research findings are discussed that illuminate the shifting balance of opportunities and risks posed by the Internet for children, youth, and the family. 相似文献
50.
Globally, access to higher education has increased, but inequalities by socio-economic background remain. This article explores the relationship between early schooling opportunities (and learning) and progression into higher education in four low and middle-income countries. We analyse data from the Young Lives longitudinal study, following cohorts of young people from age 5 to 22 in four country settings: Ethiopia, Peru, Vietnam and India. We reveal wide variability in higher education participation between the four countries, with a common pattern of a very strong association between early learning and later higher education participation, even after allowing for a range of demographic characteristics. Whilst early learning is important in predicting later higher education participation, we also find that significant barriers to higher education participation remain for low socio-economic status groups, even if they initially show good levels of learning. We track the trajectories of children who have initial good levels of learning, and hence arguably the potential to progress to higher education, and assess the extent to which socio-economic background plays a mediating role in these trajectories. Pupils with initially good levels of learning at primary school age, but who are from poor backgrounds, fall back in terms of their relative attainment during secondary schooling years. This implies that socio-economic status continues to be a barrier to educational attainment throughout these children’s lives. We discuss the implications of these findings for policy initiatives aimed at narrowing inequalities in higher education access in poorer countries. 相似文献