10 results
Search Results
2. Secondary data analysis of British population cohort studies: A practical guide for education researchers.
- Author
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Cave, Sophie Nicole and Stumm, Sophie
- Subjects
EDUCATION research ,ACADEMIC achievement ,SECONDARY education ,PRIMARY education ,SOCIAL sciences ,EFFECTIVE teaching - Abstract
Background: Britain is rich in longitudinal population cohort studies that posit valuable data resources for social science. However, education researchers currently underutilize these resources. Aims: The current paper (1) outlines the power and benefits of secondary data analyses for educational science and (2) provides a practical guide for education researchers on the characteristics, data, and accessibility of British population cohort studies. Methods: We identified eight British population cohort studies from the past 40 years that collected scholastic performance data during primary and secondary schooling, including (1) Avon Longitudinal Study of Parents And Children (ALSPAC), (2) Twins Early Development Study (TEDS), (3) Effective Pre‐School, Primary and Secondary Education Project (EPPSE), (4) Millennium Cohort Study (MCS), (5) Born in Bradford (BiB), (6) Next Steps (LYSPE1), (7) Understanding Society (US), and (8) Our Future (LYSPE2). Participants across these studies were born between 1989 and 2010, and followed up at least once and up to 68 times, over periods of 7 to 29 years. For each study, we summarize here the context and aims, review the assessed variables, and describe the process for accessing the data. Conclusions: We hope this article will encourage and support education researchers to widely utilize existing population cohort studies to further advance education science in Britain and elsewhere. [ABSTRACT FROM AUTHOR]
- Published
- 2021
- Full Text
- View/download PDF
3. What is "shared" in shared decision‐making? Philosophical perspectives, epistemic justice, and implications for health professions education.
- Author
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Thomas, Aliki, Kuper, Ayelet, Chin‐Yee, Benjamin, and Park, Melissa
- Subjects
DECISION making ,PHENOMENOLOGY ,PHILOSOPHY ,SOCIAL justice ,SOCIAL sciences ,TEACHING methods - Abstract
Background: Drawing from the philosophical work of Hans‐Georg Gadamer and the perspectives of theorists Mikhail Bakhtin and Kenneth Burke, the aim of this paper is to critically reflect on the meaning of the word "shared." Method: The authors draw on the concept of epistemic justice, which they argue permeates the clinical encounter, to discuss how various forms of, and claims to, knowledge may influence the attainement of shared decision‐making in health care contexts. The specific objectives are twofold: first, the authors draw key concepts from key Gadamerian, Burkean, and Bakhtinian philosophical perspectives to consider shared decision‐making in relation to two types of epistemic injustice: testimonial and hermeneutic epistemic injustice. Second, building on philosopher Paulo Freire's critical pedagogy, the authors emphasize that major changes in educational structures and systems are required to promote the critical reflexivity required to address issues of epistemic justice, in the broader pursuit of authentic shared decision‐making. Results: They propose three main areas of focus for helath professions education: (a) changes in content (moving from a focus on biomedical knowledge to more content on social sciences) and methods of teaching (more dialogue and the creation of moments of dissonance); (b) a re‐examination of teachers' role in promoting epistemic justice; and (c) inclusion of patients as partners. Conclusions: Without major transformation in what, how, and with whom we teach, future clinicians may be unprepared to enact shared decision‐making in a manner that does justice to the various ways of knowing. [ABSTRACT FROM AUTHOR]
- Published
- 2020
- Full Text
- View/download PDF
4. Parental values in the UK.
- Author
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Baker, William and Barg, Katherin
- Subjects
SOCIAL groups ,FAMILIES ,SOCIAL sciences ,RELIGIOUSNESS ,PARENTING ,EDUCATIONAL equalization - Abstract
This article investigates the extent to which parental values differ between social groups in the UK at the start of the twenty‐first century. The study of parental values is an important area of sociological enquiry that can inform scholarship from across the social sciences concerned with educational inequality and cultural variability in family life. We draw on data from the Millennium Cohort Study to show how parent's social class, religion, religiosity, race and ethnicity, and education are related to the qualities they would like their children to have. Our rank‐ordered regression models show that parents in service class occupations place significantly more importance on 'thinking for self' than 'obey parents' compared to those in routine manual occupations. We also show that although class matters, the relationship between education and parental values is particularly strong. Parenting values also differ by parental racial and ethnic background and by levels of religiosity. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
5. Standing in the shadows of plants.
- Author
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Sanders, Dawn L.
- Subjects
INSPIRATION ,CLIMATE change ,HUMANITIES ,SOCIAL sciences ,ECOLOGY - Published
- 2019
- Full Text
- View/download PDF
6. Why Distinguish Between Statistics and Mathematical Statistics–The Case of Swedish Academia.
- Author
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Guttorp, Peter and Lindgren, Georg
- Subjects
QUANTITATIVE research ,MATHEMATICAL statistics ,EDUCATION ,SOCIAL sciences ,PHYSICS - Abstract
Summary: A separation between the academic subjects statistics and mathematical statistics has existed in Sweden almost as long as there have been statistics professors. The same distinction has not been maintained in other countries. Why has it been kept for so long in Sweden, and what consequences may it have had? In May 2015, it was 100 years since Mathematical Statistics was formally established as an academic discipline at a Swedish university where Statistics had existed since the turn of the century. We give an account of the debate in Lund and elsewhere about this division during the first decades after 1900 and present two of its leading personalities. The Lund University astronomer (and mathematical statistician) C. V. L. Charlier was a leading proponent for a position in mathematical statistics at the university. Charlier's adversary in the debate was Pontus Fahlbeck, professor in political science and statistics, who reserved the word statistics for 'statistics as a social science'. Charlier not only secured the first academic position in Sweden in mathematical statistics for his former PhD student Sven Wicksell but also demonstrated that a mathematical statistician can be influential in matters of state, finance as well as in different natural sciences. Fahlbeck saw mathematical statistics as a set of tools that sometimes could be useful in his brand of statistics. After a summary of the organisational, educational and scientific growth of the statistical sciences in Sweden that has taken place during the last 50 years, we discuss what effects the Charlier–Fahlbeck divergence might have had on this development. [ABSTRACT FROM AUTHOR]
- Published
- 2019
- Full Text
- View/download PDF
7. Integrating the social sciences to enhance climate literacy.
- Author
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Shwom, Rachael, Isenhour, Cindy, Jordan, Rebecca C, McCright, Aaron M, and Robinson, Jennifer Meta
- Subjects
SOCIAL sciences ,CLIMATE change ,CLIMATE change mitigation ,HUMAN behavior ,LITERACY programs ,EDUCATION - Abstract
The climate literacy movement aspires to help members of the general public understand the global climate system, locate and assess scientifically credible climatic information, communicate about climate change in an educated and objective manner, and make informed and responsible decisions in response to climate-change impacts. When these goals are not met, society will likely be further imperiled by the effects of a changing climate. Climate literacy programs have traditionally promoted education on the biophysical science of the climate system but have largely failed to integrate relevant knowledge from the social sciences. We argue that understanding human behavior and the social drivers of climate change are essential for the public to fully appreciate the climate system, and that this knowledge can inform decision making related to climate-change mitigation and adaptation. Teaching students to evaluate different forms of evidence will also improve climate literacy and lead them to ask how scientists know what they know. Finally, we suggest two new social science principles that could advance interdisciplinary climate literacy goals. [ABSTRACT FROM AUTHOR]
- Published
- 2017
- Full Text
- View/download PDF
8. Production of Social Science in Indonesia: An Incomplete Reform From Above.
- Author
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Achwan, Rochman
- Subjects
SOCIAL sciences ,INDONESIAN politics & government ,EDUCATION ,UNIVERSITIES & colleges ,PUBLIC institutions - Abstract
Copyright of Asian Politics & Policy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2017
- Full Text
- View/download PDF
9. Social influence and bullying behavior: Intervention-based network dynamics of the fairplayer.manual bullying prevention program.
- Author
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Wölfer, Ralf and Scheithauer, Herbert
- Subjects
SOCIAL influence ,BULLYING prevention ,SOCIAL networks ,EDUCATION ,PSYCHOLOGY ,SOCIAL sciences ,SOCIOLOGY - Abstract
Bullying is a social phenomenon and although preventive interventions consequently address social mechanisms, evaluations hardly consider the complexity of peer processes. Therefore, the present study analyzes the efficacy of the fairplayer.manual bullying prevention program from a social network perspective. Within a pretest-posttest control group design, longitudinal data were available from 328 middle-school students ( M
Age = 13.7 years; 51% girls), who provided information on bullying behavior and interaction patterns. The revealed network parameters were utilized to examine the network change (MANCOVA) and the network dynamics (SIENA). Across both forms of analyses, findings revealed the hypothesized intervention-based decrease of bullies' social influence. Hence the present bullying prevention program, as one example of programs that successfully addresses both individual skills and social mechanisms, demonstrates the desired effect of reducing contextual opportunities for the exhibition of bullying behavior. Aggr. Behav. 40:309-319, 2014. © 2014 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]- Published
- 2014
- Full Text
- View/download PDF
10. Measuring ICT use and contributing conditions in primary schools
- Author
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Vanderlinde, Ruben, Aesaert, Koen, and van Braak, Johan
- Subjects
CURRICULUM ,ComputerApplications_MISCELLANEOUS ,Educational Technology ,ComputingMilieux_COMPUTERSANDSOCIETY ,Social Sciences ,TECHNOLOGY ,PRIMARY-EDUCATION ,Data storage ,SCALE ,Education - Abstract
Information and communication technology (ICT) use became of major importance for primary schools across theworld as ICT has the potential to foster teaching and learning processes. ICT use is therefore a central measurement concept (dependent variable) in many ICT integration studies. This data paper presents two datasets (2008 and 2011) that contain measurements on ICT use in primary schools on the one hand and contributing conditions on the other hand. In both datasets, ICT use refers to different types of use: basic ICT use, ICT as a learning tool and ICT as an information tool. The influencing conditions refer to variables situated on the individual teacher level (eg, ICT competences, ICT professional development, etc) and the school organization level (eg, ICT school vision, ICT leadership, etc) that support or hinder the use of ICT for teachingandlearning.
- Published
- 2015
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