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71.
72.
Carol Vincent 《British Journal of Sociology of Education》1997,18(2):271-283
This paper outlines the theoretical and empirical starting‐points for a research project addressing the role of parents’ organisations in the education system. It argues that a study of relationships conducted between homes, schools and parents’ groups and organisations has the potential to illuminate key concepts in education, considering as examples ‘citizenship’ and ‘community’. The paper is divided into three main sections. The first briefly describes the study's background, its scope and methodology. The second section considers the use of some of Antonio Gramsci's work in providing a theoretical starting‐point with which to explore the construction and maintenance of hegemonic discourses surrounding parenting. The concluding section of the paper widens the discussion to consider two key concepts, community and citizenship. It is argued that the discursive positioning of these concepts, in other words, how they are understood and defined, influences the ways in which relationships between parents and the education system are perceived and construed. This is illustrated with reference to readings of'citizenship’ and ‘community’ which emphasise, not consensus and homogeneity as in traditional definitions, but conflict, difference and multiplicity. The paper concludes that there is a continued need for empirical data focusing on everyday citizen and citizen‐state interactions which reveal how individuals live within, and understand and experience these relationships. 相似文献
73.
Kerry Vincent 《Critical Studies in Education》2016,57(1):55-69
Pregnant and mothering schoolgirls have been identified as an educationally vulnerable group. Many are not welcomed in their mainstream schools and as a consequence, access a range of educational alternatives. This article presents the views and experiences of 14 young women in the English Midlands, who became pregnant while still of statutory school age, 12 of whom spent time in alternative educational settings. It is based on data gathered from repeat interviews over an 18-month period and shows that all who attended the educational alternatives rated them highly and benefitted from what they had to offer. Using the concept of ‘difference’ as a central analytic theme, the article examines how and why this was the case. The analysis shows that it was through recognising some differences but not others that the educational alternatives were successful in supporting young women’s learning and well-being. Importantly, those that were recognised were done so in non-stigmatising ways. The research also highlights some limitations of the alternatives, alongside the ways in which gender and class continue to impact the educational outcomes and career trajectories of this particular group of students. 相似文献
74.
OBJECTIVE: Little information is available about the contribution of multiple adverse childhood experiences (ACEs) to the likelihood of reporting hallucinations. We used data from the ACE study to assess this relationship. METHODS: We conducted a survey about childhood abuse and household dysfunction while growing up, with questions about health behaviors and outcomes in adulthood, which was completed by 17,337 adult HMO members in order to assess the independent relationship of 8 adverse childhood experiences and the total number of ACEs (ACE score) to experiencing hallucinations. We used logistic regression to assess the relationship of the ACE score to self-reported hallucinations. RESULTS: We found a statistically significant and graded relationship between histories of childhood trauma and histories of hallucinations that was independent of a history of substance abuse. Compared to persons with 0 ACEs, those with 7 or more ACEs had a five-fold increase in the risk of reporting hallucinations. CONCLUSION: These findings suggest that a history of childhood trauma should be looked for among persons with a history of hallucinations. 相似文献
75.
Florence Gabriel Frédéric Coché Dénes Szucs Vincent Carette Bernard Rey Alain Content 《Mind, Brain, and Education》2012,6(3):137-146
Fractions constitute a stumbling block in mathematics education. To improve children's understanding of fractions, we designed an intervention based on learning‐by‐doing activities, which focused on the representation of the magnitude of fractions. Participants were 292 Grade 4 and 5 children. Half of the classes received experimental instruction, while the other half pursued their usual lessons. For 10 weeks, they played five different games using cards representing fractions (e.g., Memory and Blackjack). Wooden disks helped them represent and manipulate fractions while playing games. Our results showed an improvement in the conceptual understanding of fractions. The findings confirmed that the usual practice in teaching fractions is largely based on procedural knowledge and provides only minimal opportunities for children to conceptualize the meaning and magnitude of fractional notations. Furthermore, our results demonstrate that a short intervention inducing children to manipulate, compare, and evaluate fractions improves their ability to associate fractional notations with numerical magnitude. 相似文献
76.
We investigate how the social working environment predicts beginning teachers’ self-efficacy and feelings of depression. Two quantitative studies are presented. The results show that the goal structure of the school culture (mastery or performance orientation) predicts both outcomes. Frequent collaborative interactions with colleagues are related to higher self-efficacy only when the novices are experiencing few difficulties or work in an environment oriented towards mastery goals. The mere occurrence of mentoring and meetings with the principal is not related to the outcomes, but the quality of these activities predicts them significantly. Conditions increasing the effectiveness of these support activities are discussed. 相似文献
77.
Petrill S Logan J Hart S Vincent P Thompson L Kovas Y Plomin R 《Journal of learning disabilities》2012,45(4):371-381
The authors examined whether math fluency was independent from untimed math and from reading using 314 pairs of school-aged twins drawn from the Western Reserve Reading and Math Projects. Twins were assessed through a 90-min home visit at approximately age 10 and were reassessed in their homes approximately 1 year later. Results suggested that the shared environment and genetics influenced the covariance among math fluency, untimed math measures, and reading measures. However, roughly two thirds of the variance in math fluency was independent from untimed math measures and reading, including reading fluency. The majority of this independent variance was the result of genetic factors that were longitudinally stable across two measurement occasions. These results suggest that math fluency, although related to other math measures, may also be a genetically distinct dimension of mathematics performance. 相似文献
78.
David Vincent 《比较教育学》2014,50(3):266-281
This article examines the invention of counting literacy on a national basis in nineteenth-century Britain. Through an analysis of Registrar Generals' reports, it describes how the early statisticians wrestled with the implications of their new-found capacity to describe a nation's communications skills in a single table and how they were unable to escape their model of a society of isolated individuals divided into the literate and illiterate. The continuing influence of this approach is traced in the recent report from the Organisation for Economic Co-operation and Development's (OECD) Programme for the International Assessment of Adult Competencies (PIACC). 相似文献
79.
Over the past few decades, the figure of the market has clearly made its way into the field of education. For some authors, it represents an alternative to regulation by the public authorities, a different form of co-ordination which is better able to meet the objectives of the education systems. Through a secondary analysis of the PISA 2006 database, we test this hypothesis, as well as an alternative one which suggests that the quasi-market, rather than being linked positively to effectiveness of the education systems, would be associated with the students’ achievement dependence on their socio-economic and cultural background and on the social composition of the school they are enrolled in. Our findings suggest that the quasi-market regulation (school autonomy and competition for student recruitment) (1) is not linked to effectiveness and (2) tends to be associated with a stronger link between schools’ social composition and student achievement. 相似文献
80.
John Dunning's Tune in Yesterday: The Ultimate Encyclopedia of Old-Time Radio, 1925-1976 (Englewood Cliffs, N.J.: Prentice-Hall, 1976---$14.95 until January 1st, and then $17.95) Vincent Terrace's The Complete Encyclopedia of Television Programs, 1947-1976 (South Brunswick, N.J.: A.S. Barnes, 1976---$29.95, two volumes) 相似文献