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ABSTRACT This 4‐year longitudinal study measured the self‐esteem, reading and mathematical attainments of four cohorts of children on two occasions‐‐in Year 2 and again in Year 6. All Year 2 children(N = 842) in five randomly selected primary schools within one Local Education Authority (LEA) comprised the sample, of which 588 were present in Year 6. The Lawseq questionnaire (Lawrence, 1982), Mathematics 7 and 11 (NFER, 1987a, b) and the Primary Reading Test Levels 1 and 2 (France, 1981) were administered to this sample. Results showed that Cohorts 3 and 4 had the lowest self‐esteem scores in Year 2 and the highest in Year 6 (significant at the 0.1% level). Attainments in mathematics were stable over the 4 years, but reading comprehension means were significantly higher in Year 6 than Year 2 (at the 0.1% level). Discussion centres on the age effects of self‐esteem responses as well as the effects of context and domain specific factors on self‐esteem. 相似文献
633.
This paper examines New Labour's curriculum policies since its election to office in May 1997. It begins with an overview of the curriculum legacy inherited by New Labour from the previous Conservative government. New Labour's curriculum polices are then analysed in relation to the continuities and disjunctures with those of its predecessor. It is argued that under New Labour ‘standards’ has replaced ‘curriculum’ as the discursive hub of educational policy making. This discursive shift has led to the government imposing greater control over classroom pedagogy in order to meet prespecified educational targets. Moreover, it has engendered policies that substantially erode the principle of a broad and balanced curriculum entitlement, generally regarded one of the redeeming features of the 1988 Education Reform Act. The paper concludes with some tentative suggestions for a conception of curriculum that will more effectively meet the challenges of the 21st century 相似文献
634.
Lynn Davies 《Compare》1999,29(2):127-140
The growth of democratisation reveals tensions associated with the concept and practice of democracy, particularly as applied to education. Such tensions include either suspicions of Western imperialism or—at the other end of the spectrum—the enthusiastic embracing of neo‐liberal market versions. There can be associations both with equity and with anarchy, or the assumption that democracy is only about majority rule. This paper proposes an eight‐point model by which to compare systems: this looks at values, rights, system structures, school processes, learning content, balance, training and outcomes. The paper goes on to outline ways to identify indicators of democracy and adherence to human rights in school structures and processes. Examples are given of the different ways democracy can be interpreted at different levels in a country. The argument is that such comparisons and understandings of language and process are essential if international collaboration towards democracy and development is to be achieved. 相似文献
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Joseph Henson Charlotte L. Edwardson Melanie J. Davies Jason M.R. Gill Liam M. Heaney Kamlesh Khunti 《Journal of sports sciences》2020,38(10):1150-1160
ABSTRACT The aim was to investigate how measurements of the lipidome differ according to the level and intensity of physical activity in a population at high risk of type 2 diabetes (T2DM). A targeted metabolomics platform provided quantitative molecular data on lipid species. Linear regression examined the associations between plasma lipid concentrations, particle size and time spent in objectively measured physical activity intensity domains, in increments of 500 counts per minute (cpm) (up to >4500 cpm (~>5.6METs)). Results are presented as % difference in the concentration (lower/higher) or particle size (smaller/larger) per 10 min of activity within each intensity. Five hundred and nine participants were included. Time spent in the lowest physical activity intensity domain (<500 cpm) was unfavourably associated with VLDL (2%), HDL (?2%) and Apolipoprotein A-1 particle concentrations (?2%) and HDL diameter (?2%). Conversely, time spent in intensities ≥1000 cpm were favourably associated with HDL subclass concentrations; with stronger associations seen at moderate intensities (2000-3999 cpm (~4.5METs)). For Apolipoprotein-B concentration and VLDL particle concentration and size, a negative association was consistently observed at the highest physical activity intensity only. If these associations are causal, HDL subclasses appear sensitive to light-intensities whereas only the high category of physical activity intensity was consistently associated with VLDL subclasses. 相似文献
639.
Stephen P. Fenemor Nicholas D. Gill Stacy T. Sims C. Martyn Beaven Matthew W. Driller 《Measurement in physical education and exercise science》2020,24(1):49-55
ABSTRACTThis study compared criterion to minimally invasive, practical measures of core (Tc) and skin (Tsk) temperature during 30 min of moderate-intensity cycle exercise in a heat chamber (35°C, 60% rH). Tc was monitored using a core temperature pill (Tc(Pill)) and tympanic thermometer (Tc(Tymp)) during rest, exercise, and recovery in 15 participants. Tsk was monitored using hard-wired skin thermistors attached to a data logger (Tsk(T)) and a thermal imaging camera (Tsk(IR)) in 11 participants. Tc measurement resulted in no significant difference (p > 0.05), a mean bias of 0.1°C, coefficient of variation (CV%) of 1.0%, and correlation of r = 0.74 between devices. Tsk measurement resulted in a significant difference (p = 0.01), a mean bias of 0.6°C, CV% of 2.3%, and correlation of r = 0.61 between devices. Tc(Tymp) demonstrated acceptable agreement with Tc(Pill); however, caution is advised when using Tsk(IR) to give accurate measures of Tsk during exercise. 相似文献
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