Guest  

 
Search: 
Search By: SubjectAbstractAuthorTitleFull-Text

 

Showing 1 through 5 of 2,175 records.
Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 435 - Next  Jump:
2010 - ASC Annual Meeting Words: 169 words || 
Info
1. van Brakel, Rosamunde. "Pre-Crime, Pre-Emption and Prevention: Social and Ethical Consequences of Pre-Emptive Surveillance of Children" Paper presented at the annual meeting of the ASC Annual Meeting, San Francisco Marriott, San Francisco, California, Nov 16, 2010 <Not Available>. 2019-05-19 <http://citation.allacademic.com/meta/p431467_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: In the last couple of decades British government discourse on crime prevention has placed a growing emphasis on evidence-based prevention and the use of pre-emptive surveillance technologies has increased significantly. One of the applications of this pre-emptive discourse has been the development of (risk-assessment) technologies to predict which children and young people will commit crimes in the future and to intervene before it is too late. An example of this policy discussed in the paper is ONSET, a tool that is used to make an assessment of children aged 8-13 who are referred to the ‘Youth Inclusion and Support Panel’ (YISP) if they are thought to be potential offenders, on the basis of which the child will be referred to a 'diversionary' scheme.
The purpose of this paper is, by using ONSET as a case study, to firstly investigate how this pre-emptive policy has emerged and secondly to address a number of major social, ethical and legal issues that come to light when analyzing crime prevention initiatives such as these.

2007 - American Association of Colleges for Teacher Education Pages: 3 pages || Words: 682 words || 
Info
2. LaBorde, Connie., Callender, Karen., O'Connor,, John. and Basinger, Dawn. "Assessing Louisiana Professional Development Schools (PDSs) on Student Learning, In-service Teachers, and Pre-service Teachers (Pre-Katrina)" Paper presented at the annual meeting of the American Association of Colleges for Teacher Education, Hilton New York, New York, NY, Feb 24, 2007 Online <PDF>. 2019-05-19 <http://citation.allacademic.com/meta/p142542_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The impact of LA PDSs (Pre-Katrina) specific to higher education accountability on P-12 student learning and teacher candidate preparation relative to school performance scores and teacher survey data is addressed.

2009 - North American Chapter of the International Group for the Psychology of Mathematics Education Pages: 8 pages || Words: 3951 words || 
Info
3. Meagher, Michael., Ozgun-Koca, S. Asli. and Edwards, Michael Todd. "Pre-service teachers and technology: interplay between the pre-service classroom and field placements." Paper presented at the annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, OMNI Hotel, Atlanta, GA, Sep 23, 2009 Online <PDF>. 2019-05-19 <http://citation.allacademic.com/meta/p370042_index.html>
Publication Type: Brief Research Report
Review Method: Peer Reviewed
Abstract: This paper reports on a study of a group of pre-service teachers enrolled in a methods course which included a field placement. The class placed considerable emphasis on the use of advanced digital technologies while the field experiences varied in the extent to which technology was used from virtually nil in some classrooms to full implementation in others. The principal conclusion of the study is that there seems to be a crucial, perhaps, decisive effect that modeling of exemplary practice in the field placement has on candidate abilities and attitudes regarding the use of advanced digital technologies in their teaching.

2017 - Association of Teacher Educators Pages: unavailable || Words: unavailable || 
Info
4. Schroeder, Stephanie. "Fostering “Inquiry as Stance” in Pre-Service Elementary Education: Challenges and Opportunities of Pre-Service Teacher Inquiry" Paper presented at the annual meeting of the Association of Teacher Educators, Orlando Caribe Royale, Orlando, Florida, Feb 10, 2017 Online <PDF>. 2019-05-19 <http://citation.allacademic.com/meta/p1164050_index.html>
Publication Type: Emerging Scholars Series
Review Method: Peer Reviewed
Abstract: This paper examines the strengths, weakness, and transformative possibilities of thirty pre-service teachers’ inquiry projects completed during the final semester of their undergraduate program.

2018 - Comparative and International Education Society Conference Words: 595 words || 
Info
5. Jeon, Haram., Kim, Kyung Keun. and Shim, Jaehwee. "Does school type in pre-primary education matter for learning outcomes? Inequalities in pre-primary education and academic achievement in Korea" Paper presented at the annual meeting of the Comparative and International Education Society Conference, Hilton Mexico City Reforma Hotel, Mexico City, Mexico, <Not Available>. 2019-05-19 <http://citation.allacademic.com/meta/p1354897_index.html>
Publication Type: Panel Paper
Abstract: Inequality in the opportunity to access pre-primary education has been importantly addressed to explain the mechanisms of social stratification by education and policy targeting educational inequality (e.g., the Head Start program). Pre-primary education can be strategically used for upper-class parents to establish a different starting line from other groups prior to beginning public schooling, because they can expend their socio-economic resources on their children’s education at the pre-primary level. Even though the impact on educational inequality at primary and secondary levels of unequal access to pre-primary education as determined by family socio-economic status is worrying, however, there is little empirical evidence on that impact using large-scale national or international data sets in Korea. In Korea where to the extent to which the opportunity to access to pre-primary education is open to most children regardless of their family background, the more serious concern related to educational inequality has become the type of pre-primary education that children can access. Especially, private schools at pre-primary education level that function as an effective tool to facilitate social reproduction among upper-class parents. The purpose of this study, therefore, is to clarify the complex associations among family socio-economic status, pre-primary education school type and academic achievement in Korea. Since Korea is a country where the public education system is well established and covers primary to upper-secondary levels, a study of unequal access to pre-primary education should reveal mechanism of underrepresentation for educational inequality.

In order to examine the associations of socio-economic status, pre-primary school type, and academic achievement among 15-year-old students in Korea, this study uses the Programme for International Student Assessment (PISA) 2015 data sets. The dependent variables are reading and math test scores provided as 10 plausible values, and the independent variables are school types of pre-primary education and family socio-economic status. Pre-primary education school type is categorized as ‘none’, ‘public management and mainly public funding’, ‘private management and mainly public funding’, and ‘private management and mainly private funding.’ Family socio-economic status is a single composite score created from parental education, parental occupational status and home possessions related with wealth. As a main analytical strategy, two regressions are employed to show unequal access to pre-primary education by family socio-economic status and its impact on learning outcomes among 15-year-old Korean students. First, a multinomial regression examines the association between school types of pre-primary education and family socio-economic status; second, an ordinary least squares (OLS) regression examines which type of pre-primary education matters for academic achievement, after controlling for family socio-economic status and other covariates.

Primarily, family socio-economic status is indeed found to significantly correlate with pre-primary education choice prior to elementary school entry. Compared to other groups, students at privately managed and mainly privately funded pre-primary schools showed the highest level of family socio-economic status. Then, after controlling for family socio-economic status, the hypothesis that pre-primary education in general matters for academic achievement among 15-year-old Korean students is found not to be supported, whereas private pre-primary education (i.e., private managed and mainly privately funded schools) does appear to have a positive effect on academic achievement.

This research has theoretical and policy implications. Theoretically, it confirms educational inequality prior to the commencement of public schooling and its impact on academic achievement at secondary level of education. The Korean case indicates that school choice at pre-primary education level differs by family socio-economic status and that private kindergartens can benefit academic achievement even where public schooling is highly equalized and widespread. Finally, therefore, on the basis of this theoretical implication, Korean national policy attempts related to relieving inequalities in pre-primary education are addressed.

Pages: Previous - 1 2 3 4 5 6 7 8 9 10 11 12 13 ... 435 - Next  Jump:

©2019 All Academic, Inc.   |   All Academic Privacy Policy