Results for 'Exclusive Pupils'

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  1.  5
    Maarten Simons & Jan Masschelein.Exclusive Pupils - 2005 - In Shelley Tremain (ed.), Foucault and the Government of Disability. University of Michigan Press. pp. 208.
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  2. Inclusive Education for Exclusive Pupils: A Critical Analysis of the Government of the Exceptional.Maarten Simons & Jan Masschelein - 2005 - In Shelley Tremain (ed.), Foucault and the Government of Disability. University of Michigan Press. pp. 208--28.
     
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  3.  7
    Principles of the Exclusive Muddle.Elizabeth Coppock & David I. Beaver - 2014 - Journal of Semantics 31 (3):fft007.
    Next SectionThis paper provides a lexical entry schema for exclusives covering the adverbs only, just, exclusively, merely, purely, solely, simply, and the adjectives only, sole, pure, exclusive and alone. We argue, on the basis of inter-paraphrasability relations among these exclusives and entailments involving at least and at most, that all of these items make an at-issue contribution of an upper bound on the viable answers to the current question under discussion (expressible with at most), and signal that a lower (...)
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  4.  2
    Inclusive and Exclusive Social Preferences: A Deweyan Framework to Explain Governance Heterogeneity.Silvia Sacchetti - 2015 - Journal of Business Ethics 126 (3):473-485.
    This paper wishes to problematize the foundations of production governance and offer an analytical perspective on the interrelation between agents’ preferences, strategic choice, and the public sphere . The value is in the idea of preferences being social in nature and in the application both to the internal stakeholders of the organisation and its impacts on people outside. Using the concept of ‘strategic failure’ we suggest that social preferences reflected in deliberative social praxis can reduce false beliefs and increase individual (...)
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  5.  66
    Exclusive Disjunctivism – Presentness Without Simultaneity in Special Relativity.Nihel Jhou - 2017 - Analysis 77 (3):541-550.
    A-theoretic presentness is commonly regarded as non-solipsist and non-relative. The non-solipsism of a non-relative, A-theoretic presentness requires at least two space-like separated things to be present simpliciter together – this co-presentness further implies the global, non-relative, non-conventional simultaneity of them. Yet, this implication clashes with the general view that there is no global, non-relative, non-conventional simultaneity in Minkowski space-time. In order to resolve this conflict, this paper explores the possibility that the non-solipsism of a non-relative, A-theoretic presentness does not require (...)
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  6.  7
    The Peer Relationships of Primary School Pupils with Poor Attendance Records.H. C. M. Carroll - 2011 - Educational Studies 37 (2):197-206.
    The research study presented in this article was conducted because of the surprising paucity of research findings on the effect of significant absence from primary school on peer relationships. Participants in the study were Year 6 pupils, 140 of whom had attendance records of 80% or less in both Years 2 and 6. Of the 140, 133 were matched with those with better attendance records in the same class, of the same gender and born in the same season of (...)
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  7.  59
    Feminism, Religion, and Shared Reasons: A Defense of Exclusive Public Reason.Christie Hartley & Lori Watson - 2009 - Law and Philosophy 28 (5):493 - 536.
    The idea of public reason is central to political liberalism's aim to provide an account of the possibility of a just and stable democratic society comprised of free and equal citizens who nonetheless are deeply divided over fundamental values. This commitment to the idea of public reason reflects the normative core of political liberalism which is rooted in the principle of democratic legitimacy and the idea of reciprocity among citizens. Yet both critics and defenders of political liberalism disagree over whether (...)
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  8. Exclusive Disjunction and the Biconditional: An Even-Odd Relationship.Joseph S. Fulda - 1993 - Mathematics Magazine 66 (2):124.
    Proves two simple identities relating the biconditional and exclusive disjunction. -/- The PDF has been made available gratis by the publisher.
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  9.  2
    The Views of Primary Pupils on School Attendance at Key Stage 2 in Wales.Ken Reid, Caroline Challoner, Ann Lancett, Glenda Jones, Gwion Ap Rhysiart & Sally Challoner - 2010 - Educational Studies 36 (5):465-479.
    This paper provides new empirical evidence on primary pupils’ views on school attendance in Wales at Key Stage 2. The research was conducted as part of the specific evidence commissioned by the Welsh Assembly Government for the National Behaviour and Attendance Review in Wales which was chaired by the lead author. The findings indicate that nearly every child and young person who participated in the specially convened focus groups, in practically every setting, had a good awareness of the benefits (...)
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  10. The Epistemological Limits of Experience-Based Exclusive Religious Belief.Erik Baldwin & Michael Thune - 2008 - Religious Studies 44 (4):445-455.
    Alvin Plantinga and other philosophers have argued that exclusive religious belief can be rationally held in response to certain experiences – independently of inference to other beliefs, evidence, arguments, and the like – and thus can be 'properly basic'. We think that this is possible only until the believer acquires the defeater we develop in this paper, a defeater which arises from an awareness of certain salient features of religious pluralism. We argue that, as a consequence of this defeater, (...)
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  11.  14
    Are Market Norms and Intrinsic Valuation Mutually Exclusive?A. Walsh - 2001 - Australasian Journal of Philosophy 79 (4):525 – 543.
    Are market norms and intrinsic valuation mutually exclusive? Many philosophers have endorsed the thought that market institutions necessarily evacuate non-instrumental value and hence the market and the realm of intrinsic worth are mutually exclusive. Indeed the evacuation of value by the market has been a recurrent theme of much moral and political thinking about the morality of commercial exchange. Consider the following passage from Marx: "Money debases all the gods of man and turns them into commodities. Money is (...)
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  12.  14
    Factors Which Influence the Well-Being of Pupils in Flemish Secondary Schools.Nadine Engels, Antonia Aelterman, Karen Van Petegem & Annemie Schepens - 2004 - Educational Studies 30 (2):127-143.
    The Flemish government considers well-being of pupils as an important output indicator for the quality of education. The education inspectorate needed an instrument to measure this well-being in a school context, an instrument that should also be a basis for actions plans aimed at enhancing pupils' well-being. The development of this instrument is described in this article. A total of 342 pupils were interviewed. The material from these interviews was used for construction of—mainly Likert-type—items for a questionnaire. (...)
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  13.  9
    Associations Between Secondary School Pupils' Definitions of Bullying, Attitudes Towards Bullying, and Tendencies to Engage in Bullying: Age and Sex Differences.Michael J. Boulton, Mark Trueman & Ian Flemington - 2002 - Educational Studies 28 (4):353-370.
    A self-report questionnaire about involvement in different types of bullying, what behaviours were regarded as bullying, and attitudes towards bullying, bullies and victims was completed by pupils in Year 7 (aged 11/12) through to Year 10 (aged 14/15) ( n = 170). Overall, direct verbal assault was the most commonly reported, and stealing the least frequently reported, type of bullying. For six specific types of bullying investigated, and for a composite measure of all types of bullying, significantly fewer Year (...)
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  14.  2
    The Relative Effectiveness of Various Incentives and Deterrents as Judged by Pupils and Teachers.Robert B. Burns - 1978 - Educational Studies 4 (3):229-243.
    (1978). The Relative Effectiveness of Various Incentives and Deterrents as Judged by Pupils and Teachers. Educational Studies: Vol. 4, No. 3, pp. 229-243.
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  15.  6
    School Subject Preferences of Pupils in Single Sex and Co‐Educational Secondary Schools.Ann Colley, Chris Comber & David J. Hargreaves - 1994 - Educational Studies 20 (3):379-385.
    Rankings of school subject preferences were obtained from 321 male and 327 female pupils aged 11‐12 years, and 245 male and 240 female pupils aged 15‐16 years, from both single sex and co‐educational secondary schools. Overall rank orders showed an effect of school type for younger pupils only, in which evidence for less gender stereotyping of school subjects in single sex schools was found. The rankings of the older pupils, while not affected by school type, did (...)
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  16.  3
    Gender Differences in Approaches to Studying for the GCSE Among High‐Achieving Pupils.Lynne Rogers & Sue Hallam - 2006 - Educational Studies 32 (1):59-71.
    This study explores gender differences in approaches to studying for GCSE among high?achieving pupils. The sample comprised 310 Year 10 and 11 pupils from two single?sex schools. Pupils completed a self?reported questionnaire designed to assess approaches to studying for GCSE, including statements relating to coursework, examinations, research, study strategies and homework. Boys gained a higher score overall in the questionnaire, indicating a more effective approach to studying for GCSE. Gender differences were found in approaches to examinations and (...)
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  17.  9
    Gender Differences in Subject Preference and Perception of Subject Importance Among Third Year Secondary School Pupils in Single‐Sex and Mixed Comprehensive Schools.T. J. Harvey - 1984 - Educational Studies 10 (3):243-253.
    (1984). Gender Differences in Subject Preference and Perception of Subject Importance among Third Year Secondary School Pupils in Single‐sex and Mixed Comprehensive Schools. Educational Studies: Vol. 10, No. 3, pp. 243-253.
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  18.  2
    An Examination of the Effects of a Short Course Aimed at Enabling Teachers in Infant, Junior and Secondary Schools to Alter the Verbal Feedback Given to Their Pupils.Jeremy Swinson & Alex Harrop - 2005 - Educational Studies 31 (2):115-129.
    Nineteen teachers took part in a brief, one session, in?service course in which they were trained in behavioural techniques with the main aim of helping them increase their rates of approval contingent upon required behaviours from their pupils and to decrease their rates of disapproval. Subsidiary aims were that the teachers would be enabled to alter the balance of approval/disapproval given to academic and social behaviours, to increase the rate of approval given to group behaviours, to increase the rate (...)
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  19.  1
    Modeling the Development Process of Dialogical Critical Thinking in Pupils Aged 10 to 12 Years.Marie-France Daniel, Louise Lafortune, Richard Pallascio, Laurance Splitter, Christina Slade & Teresa de la Garza - unknown
    This research project investigated manifestations of critical thinking in pupils 10 to 12 years of age during their group discussions held in the context of Philosophy for Children Adapted to Mathematics. The objective of the research project was to examine, through the pupils' discussions, the development of dialogical critical thinking processes. The research was conducted during an entire school year. The research method was based on the Grounded Theory approach; the material used consisted of transcripts of verbal exchanges (...)
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  20.  7
    Pupils’ Subject Preferences at Key Stage 3 in South Wales.David Hendley, Sian Stables & Andrew Stables - 1996 - Educational Studies 22 (2):177-186.
    The perceptions of pupils towards the foundation subjects of English, mathematics, science and technology were determined by structured interviews. The pupils were selected by their responses to a Likert‐type attitude scale previously administered; pupils were banded from the results of the scale into one of three bands: those with positive attitudes, neutral attitudes and negative attitudes towards the subjects under study. Approximately 48 pupils per subject were interviewed for each of the subjects, representing 4.5% of the (...)
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  21.  1
    An Analysis of School Pupils’ Perceptions of University, Regarding Programmes of Study.Yvonne J. Moogan - 2011 - Educational Studies 37 (1):1-14.
    Through its “Aim Higher Project” and “Excellence Challenge Programmes”, the UK government is investing large sums of money into widening participation so that more school leavers stay on to study for higher education courses, especially those from lower social classes and ethnic groups. Universities are increasingly developing links with local schools and creating novel ways of enhancing these relationships. Nevertheless, as the costs of attending university rise, it may be difficult to widen access especially amongst those “less wealthy” young people (...)
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  22.  5
    Fifteen Pupils’ Positive Approach to Primary School Science: When Does It Decline?Sarah Turner & Gren Ireson - 2010 - Educational Studies 36 (2):119-141.
    The decline in secondary school pupils’ attitudes towards science is well documented. However, recent research has shown that pupils’ attitudes to science appear to become fixed during their primary school years. This study investigated end of Key Stage 1 ) and end of Key Stage 2 ) pupils’ attitudes to science, using Klopfer’s themes , through a paired activity and interview for Yr 2 pupils and a pre‐ and post‐Test of Science‐Related Attitudes questionnaire for Yr 6 (...)
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  23.  19
    DLEAC: A Dialetheic Logic with Exclusive Assumptions and Conclusions.Massimiliano Carrara & Enrico Martino - forthcoming - Topoi:1-10.
    This paper proposes a new dialetheic logic, a Dialetheic Logic with Exclusive Assumptions and Conclusions ), including classical logic as a particular case. In \, exclusivity is expressed via the speech acts of assuming and concluding. In the paper we adopt the semantics of the logic of paradox extended with a generalized notion of model and we modify its proof theory by refining the notions of assumption and conclusion. The paper starts with an explanation of the adopted philosophical perspective, (...)
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  24.  27
    Differentiation: Teachers' Views of the Usefulness of Recommended Strategies in Helping the More Able Pupils in Primary and Secondary Classrooms.Trevor Kerry & Carolle A. Kerry - 1997 - Educational Studies 23 (3):439-457.
    Recent official publications have emphasised the need for differentiation to take place in classrooms in order to ensure that the needs of all pupils, including the more able, are met effectively. These publications list methods of differentiation which are ‘recommended’ for classroom use. This article researches the views of teachers about the value of these recommended methods of differentiation for able pupils in primary and secondary classrooms. It concludes that the teachers are more subtle in their use of (...)
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  25.  11
    Ternary Exclusive Or.Jeff Pelletier - unknown
    Ternary exclusive or is the (two valued) truth function that is true just in case exactly one of its three arguments is true. This is an interesting truth function, not definable in terms of the binary exclusive or alone, although the binary case is definable in terms of the ternary case. This article investigates the types of truth functions that can be defined by ternary exclusive or, and relates these findings to the seminal work of Emil Post.
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  26.  5
    Pupils Talking About Their Learning Mentors: What Can We Learn?Richard Rose & Mary Doveston - 2008 - Educational Studies 34 (2):145-155.
    The use of learning mentors to provide additional support to pupils who experience barriers to learning has become a feature of many schools in recent years. Mentoring places learning within a social context and recognises the necessity to ensure that students feel both comfortable with and in control of the learning process. This paper describes research which sought the views of young people who, having been identified as having social difficulties, had been supported by learning mentors. Their personal interpretation (...)
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  27.  3
    Should Assessment Reflect Only Pupils' Knowledge?Mojca Peček, Milena Valenčič Zuljan, Ivan Čuk & Irena Lesar - 2008 - Educational Studies 34 (2):73-82.
    In order to realise increasingly complex objectives of compulsory education, it is necessary to have in place appropriate teaching concepts as well as assessment and testing guidelines. The question, however, is what should be assessed: levels of acquired knowledge, skills or attitudes? Should assessment be only a measure of the educational process outcomes, or should it also measure the process of knowledge acquisition itself? How should assessment be carried out in order to respect the principle of fairness and justice? In (...)
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  28.  1
    Ternary Exclusive Or.Francis Pelletier - 2008 - Logic Journal of the IGPL 16 (1):75-83.
    Ternary exclusive or is the truth function that is true just in case exactly one of its three arguments is true. This is an interesting truth function, not definable in terms of the binary exclusive or alone, although the binary case is definable in terms of the ternary case. This article investigates the types of truth functions that can be defined by ternary exclusive or, and relates these findings to the seminal work of Emil Post.
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  29.  19
    Should Teachers Enhance Their Pupils' Self‐Esteem?David W. Dewhurst - 1991 - Journal of Moral Education 20 (1):3-11.
    It is often supposed that teachers should help their pupils to acquire self-esteem. It is also regarded as desirable that pupils should be educated in such a way as to form reasonably accurate estimates of their own qualities and capabilities. These two enterprises are not necessarily consistent, given that estimates of oneself are typically comparative as well as highly corrigible. It is suggested that a secure basis for self-esteem is more likely to be found if one distinguishes between (...)
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  30.  18
    Negation, Concession and Refutation in Counter-Argumentative Composition by Pupils From 8 to 12 Years Old and Adults.Dominique Guy Brassart - 1992 - Argumentation 6 (1):77-98.
    In a theoretical first part we attempt to articulate the notions of concession, refutation and negation for monological linguistic activity, on the basis among other things of Mœschler's work on conversation. We distinguish the illocutionary act of refutation and the complex intervention of refutation, concession-invention, concession-repetition and concession-quotation. In a second part we analyze the place and role of (descriptive) negation in counter-argumentative texts written by 8- to 12-year-old pupils and adults in an artificial situation. We consider phenomena observed (...)
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  31.  5
    Grounding by Attention Simulation in Peripersonal Space: Pupils Dilate to Pinch Grip But Not Big Size Nominal Classifier.Marit Lobben & Agata Bochynska - 2018 - Cognitive Science:1-24.
    Grammatical categories represent implicit knowledge, and it is not known if such abstract linguistic knowledge can be continuously grounded in real-life experiences, nor is it known what types of mental states can be simulated. A former study showed that attention bias in peripersonal space affects reaction times in grammatical congruency judgments of nominal classifiers, suggesting that simulated semantics may include reenactment of attention. In this study, we contrasted a Chinese nominal classifier used with nouns denoting pinch grip objects with a (...)
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  32.  2
    Voices of Disaffected Pupils: Implications for Policy and Practice.Kathryn Riley & Jim Docking - 2004 - British Journal of Educational Studies 52 (2):166-179.
    Although recent government initiatives have drawn attention to the importance of listening to young people, attempts to pay attention to their views about their education experience are rare. Drawing on two studies of disaffected and disadvantaged pupils, this article analyses what can be learned from taking their views into account.
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  33.  22
    Welcoming the Stranger: A Qualitative Analysis of Teachers' Views Regarding the Integration of Refugee Pupils Into Schools in Newcastle Upon Tyne.Ruth Whiteman - 2005 - Educational Studies 31 (4):375-391.
    The arrival of refugee pupils in UK schools has presented significant challenges to staff, pupils and families. The aim of this study was to record and analyse the views of teaching staff regarding their experiences of integrating these pupils into schools in Newcastle upon Tyne. A questionnaire was sent to 53 schools in the city known to have pupils who are refugees or asylum seekers. Questions focused on key issues identified by the Local Education Authority Working (...)
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  34.  19
    Are Liberal Perfectionism and Neutrality Mutually Exclusive?Eldar Sarajlic - 2015 - Canadian Journal of Philosophy 45 (4):515-537.
    In this paper, I question the view that liberal perfectionism and neutrality are mutually exclusive doctrines. I do so by criticizing two claims made by Jonathan Quong. First, I object to his claim that comprehensive anti-perfectionism is incoherent. Second, I criticize his claim that liberal perfectionism cannot avoid a paternalist stance. I argue that Quong’s substantive assumptions about personal autonomy undermine both of his arguments. I use the discussion of Quong to argue that the standard assumption in liberal theory (...)
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  35.  29
    Mutually Exclusive and Exhaustive Quantum States.James L. Park & William Band - 1976 - Foundations of Physics 6 (2):157-172.
    The identification of a set of mutually exclusive and exhaustive propositions concerning the states of quantum systems is a corner stone of the information-theoretic foundations of quantum statistics; but the set which is conventionally adopted is in fact incomplete, and is customarily deduced from numerous misconceptions of basic quantum mechanical principles. This paper exposes and corrects these common misstatements. It then identifies a new set of quantum state propositions which is truly exhaustive and mutually exclusive, and which is (...)
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  36.  7
    Pupils' Views of National Groups.Michael Stanton - 1972 - Journal of Moral Education 1 (2):147-151.
    This study is concerned with two features relating to the contribution of schools to the development of positive community relations: pupils? views of other national groups and pupils? perceptions of influences relating to the formation of these views. It would seem desirable that, in the field under consideration, where opinions or views may be influenced by a variety of sources outside the control of the school, teachers should be aware not only of the trend in pupils? opinions (...)
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  37.  10
    New Techniques of Difference: On Data as School Pupils.Ernst D. Thoutenhoofd - 2017 - Studies in Philosophy and Education 36 (5):517-532.
    Pupils—the learners of both educational thought and of educational practice—exist ever more as data, as do the strictures and goals through which these pupils are pedagogically managed. I elaborate this thought by way of a single example: a particular kind of pupils whose number is reportedly on the increase, namely pupils diagnosed with attention deficit hyperactivity disorder. In my analysis I combine Hacking’s nominalist conception of human kinds and Weber’s instrumental rationalism with recent thinking about the (...)
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  38.  2
    Teachers’ Judgements of Their Pupils: Broad Categories and Multiple Criteria.Derek Blease - 1995 - Educational Studies 21 (2):203-215.
    Twelve secondary school teachers were interviewed using a triadic elicitation technique to identify the most common criteria by which they made day‐to‐day judgements about a single class of 24 year 8 pupils taught by them. Ten common elements were identified from the teachers’ individual bi‐polar constructs to form a common, or average, set of rating criteria. The teachers individually ranked each child against the positive pole of each of the common criteria. Cluster analysis of the teachers’ rankings revealed those (...)
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  39.  13
    Christianity, Paranormal Belief and Personality: A Study Among 13- to 16-Year-Old Pupils in England and Wales.Emyr Williams, Leslie Francis & Mandy Robbins - 2009 - Archive for the Psychology of Religion 31 (3):337-344.
    Studies concerning the changing landscapes of religiosity and spirituality in the lives of young people in England and Wales draw attention to decline in traditional religiosity and to growth in alternative spiritualities. The present study examined whether such alternative spiritualities occupy the same personality space as traditional religiosity. A sample of 2,950 13- to 16-year-old pupils attending 11 secondary schools in England and Wales completed the Francis Scale of Attitude toward Christianity and an index of paranormal belief, alongside the (...)
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  40.  4
    Why Do Pupils Opt Out of Foreign Language Courses? A Pilot Study.Richard Aplin - 1991 - Educational Studies 17 (1):3-13.
    Most young Britons do not continue their foreign language study beyond the age of 14. The National Curriculum will require all pupils to continue to 16. A questionnaire given to those who opted out at an earlier stage of their education sought to establish reasons for their decisions. Pupils described their perceptions of the courses, and certain factors, such as preferred activities, apparent level of difficulty, relationships with teachers and position in option patterns, were cited. Particularly important in (...)
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  41.  2
    Pupils’ Perceptions of Technology in the Secondary School Curriculum: A Case Study.Alun C. McCarthy & Dennis Moss - 1990 - Educational Studies 16 (3):207-216.
    This paper reports a study of pupils attitudes to Craft Design Technology , Technology and Technology A level in a Mid Glamorgan secondary school. Technology is regarded by the pupils as being intellectually demandng and having a high ‘employment value’. This seems to attract more able pupils than would be the case for other CDT subject areas. Pupils perceive CDT: Technology to have the characteristics of Science subjects rather than those of Arts or Crafts. A significant (...)
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  42.  2
    Bullying Among Pupils with and Without Special Needs in Slovenian Primary Schools.A. Kozmus & M. Pšunder - forthcoming - Educational Studies:1-13.
    Bullying and violence pose widespread problems for contemporary society. In this paper, special attention is given to violence against pupils with SN. The empirical research analyses perceptions of peer violence according to differing roles in relation to violent acts among pupils with and without SN, regarding gender and age. We used the School Bullying Scales measuring instrument, translated and adapted for Slovenia. The main findings of the research are as follows: there is no statistically significant difference between (...) with and without SN in terms of the different roles of peer violence in regular Slovenian primary schools. Among specific subgroups of children with SN, pupils with long-term illnesses were statistically significantly less often observers of violent acts compared to other groups of pupils with SN. (shrink)
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  43.  1
    Reducing Troublesome Behaviour in Three Secondary Pupils Through Correspondence Training.Ted Glynn, Frank Merrett & Steve Houghton - 1991 - Educational Studies 17 (3):273-283.
    This exploratory study applied Risley & Hart's correspondence training paradigm to reducing the troublesome behaviour of three 12 to 14 year‐old boys in an inner city high school in the West Midlands. Correspondence training involves negotiating individual reductions in levels of two classes of troublesome behaviour, talking out of turn and hindering other children . The boys were also assisted to collect data on their own behaviour in specific lessons. The school's existing system of rewards was utilised to reinforce the (...)
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  44.  12
    Peter Simons MacColl and Many-Valued Logic: An Exclusive Conjunction.an Exclusive Conjunction - 1998 - Nordic Journal of Philosophical Logic 3 (1):85-90.
  45.  12
    Changes in Perceptions of Studying for the GCSE Among Year 10 and Year 11 Pupils.Lynne Rogers & Susan Hallam - 2010 - Educational Studies 36 (2):153-163.
    This research aimed to explore whether pupils’ perceptions of studying for the General Certificate of Secondary Education altered during the two‐year period of study of this qualification. Six hundred and forty four pupils from eight schools in outer London completed a self‐report questionnaire on two occasions, once in Year 10 and once in Year 11, which elicited their responses to statements about studying. Overall, throughout the course pupils remained anxious about coursework, examinations and homework and the time (...)
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  46.  3
    Development of a Questionnaire to Measure Secondary School Pupils' Attitudes to Computers and Robots.J. L. Moore - 1985 - Educational Studies 11 (1):33-40.
    (1985). Development of a Questionnaire to Measure Secondary School Pupils’ Attitudes to Computers and Robots. Educational Studies: Vol. 11, No. 1, pp. 33-40.
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  47.  18
    Mutual Understanding in Tatarstan?: Teachers and Pupils Attitudes to Tatar and Russian in Tatar and Non-Tatar Gymnasias.Aurora Alvarez Veinguer - 2013 - Pragmatics and Society 4 (2):240-257.
    This paper is based on ethnographic research conducted in Tatarstan between 1997 and 2000, during the process of ethno-national rebirth, when promotion of the Tatar language emerged as a key element of government policy. At this time, the linguistic landscape in Tatarstan was characterized by four distinct features which, far from being complementary, existed in a state of mutual tension: (1) a monolinguistic heritage, due to the historical dominance of Russian; (2) a claimed ‘bilingualism’ following the declaration of Tatarstan’s sovereignty; (...)
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  48.  5
    Resolutions of Moral Dilemmas by Nigerian Secondary School Pupils.Muhammad Maqsud - 1979 - Journal of Moral Education 9 (1):36-44.
    Abstract The study focused on investigating how Nigerian adolescents respond to Bronfenbrenner's and Kohlberg's moral dilemmas. Ninety Hausa Muslim adolescents (60 boys and 30 girls), studying in a day and two boarding secondary schools in Kano City took part in the inquiry. It was found that the subjects tended to resolve Bronfenbrenner's dilemmas in an adult?approved direction. The results also showed that day school pupils? moral reasoning was more advanced than that of boarding school pupils, and subjects? socio?economic (...)
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    Pupils' Humour Directed at Teachers: Its Types and Functions.Klára Šeďová - 2013 - Educational Studies 39 (5):522-534.
    Based on an analysis of 137 texts written by pupils, this paper examines pupils? humour directed at teachers, its types and social functions. The collected data are divided into three categories that describe different modes of teachers as targets of pupils? humour. The first mode describes teachers as unintentionally comical, the second as duped by their pupils and the third as intentional users of humour. The analysis focuses on different functions that pupils? humour directed at (...)
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    Attitudes of Slovene Teachers Towards the Inclusion of Pupils with Different Types of Special Needs in Primary School.Branka Čagran & Majda Schmidt - 2011 - Educational Studies 37 (2):171-195.
    Numerous studies show that a successful implementation of inclusion of children with special needs largely depends on the teachers’ positive attitude towards it. The empirical research that is presented in the main part of the article analyses attitudes of a representative sample of Slovene teachers regarding four domains of impact . In this, we controlled the role of the following two relevant characteristics of the sample: the category of SN and the category of professional expertise of teachers in working with (...)
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