An improved Secondary Surveillance Radar system which will overcome many of the present defects in today's SSR has been developed by Cossor Electronics Limited working in…
Abstract
An improved Secondary Surveillance Radar system which will overcome many of the present defects in today's SSR has been developed by Cossor Electronics Limited working in conjunction with the Royal Signals and Radar Establishment (RSRE) and the Civil Aviation Authority.
The significant contribution and relevance of Comparative and International Education (CIE) mainly depends on how closely it studies the interplay between society and education…
Abstract
The significant contribution and relevance of Comparative and International Education (CIE) mainly depends on how closely it studies the interplay between society and education, considering what is dubbed as the global and the local. Many CIE studies including critical reviews seems to dwell on the topic, purpose, conceptual, and methodological aspects of the field, magnifying what appears to be the global. Our understanding of the role particular sociocultural, economic, and political contexts play in education seems inconclusive. Using appropriate analytical frameworks that delineate society–education dynamics, this study further problematizes the comparative and international elements of CIE area studies, with a focus on context analysis. The critical review considers area studies published over the last seven years in leading CIE journals and answers this question: How and to what extent do CIE area studies operationalize context analysis? The aim is not so much to bring consensus but to further highlight tensions and issues in conducting context-sensitive comparative and international education studies. The findings indicate that CIE research over the last seven years does not seem to live up to the expectation of producing meaningfully contextualized knowledge. The role of context analysis in CIE research seems ill defined and practiced. Alternative explanations for this and considerations for further scholarship are discussed.
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Judith M. Harackiewicz, Yoi Tibbetts, Elizabeth Canning and Janet S. Hyde
We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in…
Abstract
Purpose
We review the interventions that promote motivation in academic contexts, with a focus on two primary questions: How can we motivate students to take more STEM courses? Once in those STEM courses, how can we keep students motivated and promote their academic achievement?
Design/methodology/approach
We have approached these two motivational questions from several perspectives, examining the theoretical issues with basic laboratory research, conducting longitudinal questionnaire studies in classrooms, and developing interventions implemented in different STEM contexts. Our research is grounded in three theories that we believe are complementary: expectancy-value theory (Eccles & Wigfield, 2002), interest theory (Hidi & Renninger, 2006), and self-affirmation theory (Steele, 1988). As social psychologists, we have focused on motivational theory and used experimental methods, with an emphasis on values – students’ perceptions of the value of academic tasks and students’ personal values that shape their experiences in academic contexts.
Findings
We review the experimental field studies in high-school science and college psychology classes, in which utility-value interventions promoted interest and performance for high-school students in science classes and for undergraduate students in psychology courses. We also review a randomized intervention in which parents received information about the utility value of math and science for their teens in high school; this intervention led students to take nearly one semester more of science and mathematics, compared with the control group. Finally, we review an experimental study of values affirmation in a college biology course and found that the intervention improved performance and retention for first-generation college students, closing the social-class achievement gap by 50%. We conclude by discussing the mechanisms through which these interventions work.
Originality/value
These interventions are exciting for their broad applicability in improving students’ academic choices and performance, they are also exciting regarding their potential for contributions to basic science. The combination of laboratory experiments and field experiments is advancing our understanding of the motivational principles and almost certainly will continue to do so. At the same time, interventions may benefit from becoming increasingly targeted at specific motivational processes that are effective with particular groups or in particular contexts.
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Jill Manthorpe, Martin Stevens, Stephen Martineau and Caroline Norrie
Being able to speak in private to an adult about whom there is a safeguarding concern is central to English local authorities’ duty under the Care Act 2014 to make enquiries in…
Abstract
Purpose
Being able to speak in private to an adult about whom there is a safeguarding concern is central to English local authorities’ duty under the Care Act 2014 to make enquiries in such cases. While there has been an on-going debate about whether social workers or others should have new powers to effect these enquiries, it has been unclear how common obstructive behaviour by third parties is and how often this causes serious problems or is unresolved. The purpose of this paper is to address this knowledge gap.
Design/methodology/approach
A survey of local authority adult safeguarding managers was conducted in 2016 and interviews were undertaken with managers and social workers in three local authorities. Data were analysed descriptively.
Findings
Estimates of numbers and frequency of cases of obstruction varied widely. Most survey respondents and interview participants described situations where there had been some problems in accessing an adult at risk. Those that were serious and long-standing problems of access were few in number, but were time consuming and often distressing for the professionals involved.
Research limitations/implications
Further survey research on the prevalence of obstructive behaviour of third parties may not command greater response rates unless there is a specific policy proposal or a case that has “hit the headlines”. Other forms of data collection and reporting may be worth considering. Interview data likewise potentially suffer from problems of recall and definition.
Practical implications
At times professionals will hear of, or encounter, difficulties in accessing an adult at risk about whom there is concern. Support from supervisors and managers is needed by practitioners as such cases can be distressing. Localities may wish to collect and reflect upon such cases so that there is learning from practice about possible resolution and outcomes.
Social implications
There is no evidence of large numbers of cases where access is denied or very difficult. Those cases where there are problems are memorable to practitioners. Small numbers of cases, however, do not necessarily mean that the problem of gaining access is insignificant.
Originality/value
This study addressed a question which is topical in England and provides evidence about the frequency of the problem of gaining access to adults at risk. There has been no comparable study in England.
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Emily J. Solari, Nancy S. McIntyre, Jaclyn M. Dynia and Alyssa Henry
Academic outcomes for individuals with autism spectrum disorder (ASD) remain poor, especially in the area of reading, in particular, reading comprehension. In recent years…
Abstract
Academic outcomes for individuals with autism spectrum disorder (ASD) remain poor, especially in the area of reading, in particular, reading comprehension. In recent years, researchers have begun to investigate subcomponent skills of reading comprehension for children with ASD in order to better understand its development and potential interventions to enhance outcomes. This chapter highlights the current knowledge in the field in regards to the key cognitive and language skills associated with reading development for individuals with ASD. These include emergent-literacy skills, word-reading and decoding, reading fluency, oral language, and social cognition. Additionally, the chapter makes suggestions for future research in this area, in particular the need to conduct research to establish evidence-based practices to better support the syndrome-specific reading needs for this population.
This is the fourth comprehensive register of current research in marketing to appear in this Journal. It is hoped that it will prove useful as a source of information to all those…
Abstract
This is the fourth comprehensive register of current research in marketing to appear in this Journal. It is hoped that it will prove useful as a source of information to all those with interests in the subject. The projects listed do not include research work undertaken by commercial organisations or studies conducted in educational institutions where the results are not intended to be generally available. Otherwise, every effort has been made to obtain basic information from research workers willing to discuss their efforts with other interested individuals.