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831.
Melissa Schellekens Joseph Ciarrochi Anthony Dillon Baljinder Sahdra Robert Brockman Janet Mooney Philip Parker 《British Educational Research Journal》2022,48(4):730-750
Internationally, there is a gap in high-school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative samples of Australian youth, we explored differences in high-school completion between Australian Indigenous and non-Indigenous rates, and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap is significant, is mostly a function of differences in academic achievement, but varies by socioeconomic status (SES) and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not for Indigenous students. Conversely, rural and poor non-Indigenous students appeared to have dropout rates as large or even larger than similarly poor and rural Indigenous youth. Overall, the results suggest the need for a more nuanced perspective on ‘Indigenous gaps’ in educational attainment. 相似文献
832.
Janet Moles 《Gender and education》2014,26(2):168-179
The narrative of one ethnic minority early childhood student teacher tells of her journey as she (re)constructs her identities as a Cook Island woman and as a pre-service teacher, during a teacher education course in New Zealand. This story conveys her experiences of learning across different pedagogical paradigms. Findings show that teacher education lecturers can significantly enhance the learning experience for ethnic minority pre-service teachers by incorporating existing knowledges and understandings in course content and delivery. 相似文献
833.
All languages employ certain phonetic contrasts when distinguishing words. Infant speech perception is rapidly attuned to these contrasts before many words are learned, thus phonetic attunement is thought to proceed independently of lexical and referential knowledge. Here, evidence to the contrary is provided. Ninety‐eight 9‐month‐old English‐learning infants were trained to perceive a non‐native Cantonese tone contrast. Two object–tone audiovisual pairings were consistently presented, which highlighted the target contrast (Object A with Tone X; Object B with Tone Y). Tone discrimination was then assessed. Results showed improved tone discrimination if object–tone pairings were perceived as being referential word labels, although this effect was modulated by vocabulary size. Results suggest how lexical and referential knowledge could play a role in phonetic attunement. 相似文献
834.
Janet H. Lawrence Sergio Celis Hee Sun Kim Sarah Ketchen Lipson Ximeng Tong 《Higher Education》2014,67(5):511-531
The present study identifies characteristics of individuals and work settings that influence Asian international faculty members’ intentions to continue their employment in US research universities. Given the demand for researchers in science, technology, engineering and mathematics fields (STEM), the higher rate of turnover among untenured faculty, and the replacement costs associated with turnover in STEM, the sample is limited to assistant professors employed in these areas. Multinomial regression analyses are conducted to identify variables that “pull” and “push” uncertain faculty toward intentions stay and leave their current institutions. The results suggest that faculty who are more satisfied with time available for research and those who express stronger organizational commitment are more likely to say they will stay. Those dissatisfied with the fairness of work evaluations and believe tenure decisions are not merit-based, are more likely to say they will leave. 相似文献
835.
836.
The objective of this study is to determine the prevalence and correlates of obesity among youth investigated for maltreatment in the United States. Participants were drawn from the National Survey of Child and Adolescent Well-Being II, a national probability study of 5,873 children aged birth to 17 years under investigation for maltreatment in 2008. From child weight reported by caregivers, we estimated obesity (weight-for-age ≥95th percentile) prevalence among children aged 2 through 17 (n = 2,948). Sex-specific logistic regression models by developmental age were used to identify obesity risk factors, including child age, race/ethnicity, and maltreatment type. Obesity prevalence was 25.4% and was higher among boys than girls (30.0% vs. 20.8%). African American adolescent boys had a lower risk for obesity than white boys (OR = 0.28, 95% CI [0.08, 0.94]). Compared with girls aged 2–5 with a neglect allegation, girls with a sexual abuse allegation were at greater risk for obesity (OR = 3.54, 95% CI [1.01, 12.41]). Compared with adolescent boys with a neglect allegation, boys with a physical abuse allegation had a lower risk for obesity (OR = 0.24, 95% CI [0.06, 0.99]). Adolescent girls with a prior family history of investigation were at greater risk for obesity than those without a history of investigation (OR = 3.97, 95% CI [1.58, 10.02]). Youth investigated for maltreatment have high obesity rates compared with national peers. Opportunities to modify and evaluate related child welfare policies and health care practices should be pursued. 相似文献
837.
In this article we report on a study that explored educators’ past and current use of reflective journals and if and how these practices influence their pedagogical use of such journals with their own students. We conducted semi-structured interviews with 8 educators who had kept reflective journals in the past but were no longer doing so; however, they require their own students to keep journals. Several interesting themes emerged including the temporal relevance of using reflective journals in professional practice, the significance of alternative methods of reflection, implications of the “teaching as you’ve been taught” phenomenon, and the importance of lower levels of reflection in development as a professional. 相似文献
838.
Janet E. Dyment Julie M. Davis Diane Nailon Sherridan Emery Seyum Getenet Nadine McCrea 《Environmental Education Research》2014,20(5):660-679
In recent times, Australia has recognised and enacted a range of initiatives at service, system and community levels that seek to embed sustainability into the early childhood sector. This paper explores the impact of a professional development (PD) session that provided opportunities for early childhood educators to learn and share ideas about the theory and practice of sustainability generally and early childhood education for sustainability (ECEfS) specifically. The PD was entitled ‘Living and Learning about Sustainability in the Early Years’ and was offered on three occasions across Tasmania. A total of 99 participants attended the three PD sessions (one 5 hour; two 2 hour). The participants had varying levels of experience and included early childhood teachers, centre based educators and preservice teachers. At the start and end of the PD, participants were invited to complete a questionnaire that contained a series of likert scale questions that explored their content knowledge, level of understanding and confidence in regards to ECEfS. Participants were also asked at the start and end of the PD to ‘list five words you think of when you consider the word sustainability.’ A model of teacher professional growth was used to conceptualise the results related to the changes in knowledge, understanding and confidence (personal domain) as a result of the PD related to ECEfS (external domain). The likert-scale questions on the questionnaire revealed significant positive changes in levels of knowledge, understanding and confidence from the start to the end of the PD. Differences as a function of length of PD, level of experience and role are presented and discussed. The ‘5 words’ question showed that participants widened their understandings of ECEfS from a narrow environmental focus to a broader understanding of the social, political and economic dimensions. The early childhood education and care (ECEC) sector has been characterised as having a pedagogical advantage for EfS suggesting that early childhood educators are well placed to engage with EfS more readily than might educators in other education sectors. This article argues that PD is necessary to develop capability in educators in order to meet the imperatives around sustainability outlined in educational policy and curriculum documents in ECEC. 相似文献
839.
Ann Wales Sarah Bruch Wendy Foster Meg Gorman Janet Peters 《Health information and libraries journal》2014,31(1):79-83
This is the 9th in a series of articles exploring international trends in health science librarianship. The previous article in this series looked at Northern Ireland and the Republic of Ireland. In this issue the focus is Scotland and Wales. There will be three or four more articles this year tracking trends in the Far East, Africa, South Asia and the Middle East. JM 相似文献
840.
Abstract Although the relative age effect has been widely observed in youth sports (Musch & Grondin, 2001), it is unclear whether it generalizes across the lifespan. The purpose of this study was to examine the relative age effect among a population of Masters athletes using archived data. Two successive studies examined the frequency of record-setting achievements (Study 1) and the frequency of participation entries (Study 2) at the US Masters track-and-field and swimming championships as a function of an individual's constituent year within any 5-year age category. Results of Study 1 indicated that the probability of setting a record increased if Masters athletes were in the first year, and decreased if they were in the third, fourth or fifth year, of an age category. Results of Study 2 indicated that the likelihood of participating in the National championships increased if Masters athletes were in the first or second year, and decreased if they were in the fourth or fifth year, of an age category. We highlight and discuss potential advantages afforded to Masters athletes who are relatively younger than their peers in the same 5-year age category. 相似文献