scholarly journals ‘Closing the gap’: the conditions under which children in care are most likely to catch up in mainstream schools

2021 ◽  
pp. 1-18
Author(s):  
Ian Sinclair ◽  
John Fletcher ◽  
Aoife O’Higgins ◽  
Nikki Luke ◽  
Sally Thomas
2021 ◽  
Vol 20 ◽  
pp. e021017
Author(s):  
Paulo Henrique Assis Feitosa

Public intervention to support knowledge generation is recognized as a fundamental strategy that enables the closing the gap between latecomers and forerunners economies. Evaluations and academic studies have been conducted on a wide variety of interventions and rapidly expanded what is known about these policies instruments. However, much of the evidence report conflicting results and can lead to misunderstandings about the potential of these interventions. This article offers a systematic review and a critical discussion of what the literature has to say about the effectiveness of these instruments. It is argued that learning about the effectiveness of interventions requires a capacity to seize and interpret its effects. Specifically, two critical factors are emphasized to understand the potential of these policies, which are their sequence of implementation and the context-dependence of interventions. Since none of these issues has been investigated in-depth, some aspects are discussed to guide future evaluations.


2021 ◽  
pp. 1-28
Author(s):  
Keun Lee

Economic catch-up is defined in the literature as the narrowing of a latecomer firm’s or country’s gap vis-à-vis a leading country or firm. However, latecomers do not simply follow the advanced countries’ path of technological development; rather, they sometimes do something new, skip certain stages, or create a new path that is different from those of the forerunners. Although the path-following strategy based on the initial factor–cost advantages helps in the gradual catch-up of late entrants’ market shares, a sharp increase in the latecomers’ market shares is likely to occur when a shift in technologies or demand conditions occurs. Such a shift is utilized by the path creation or stage skipping of latecomers, both of which can be considered a case of leapfrogging. That is, leapfrogging is a latecomer doing something differently from forerunners, often ahead of them. Technological leapfrogging is a precondition for success in technological catch-up or in closing the gap with incumbents in terms of technological capabilities. Then, such technological catch-up in several sectors may lead to economic catch-up in terms of the growth of per capita GDP or economic power. This eventual linkage from technological leapfrogging to economic catch-up via technological catch-up is what we mean by the title of this book. We focus on this main hypothesis with the Chinese experience in this book. One conclusion from this book is that China’s successful rise as a global industrial power has been due to its strategy of technological leapfrogging, which has enabled it to move beyond the middle-income trap and possibly the Thucydides trap, although at a slower speed.


Author(s):  
A. V. Crewe

We have become accustomed to differentiating between the scanning microscope and the conventional transmission microscope according to the resolving power which the two instruments offer. The conventional microscope is capable of a point resolution of a few angstroms and line resolutions of periodic objects of about 1Å. On the other hand, the scanning microscope, in its normal form, is not ordinarily capable of a point resolution better than 100Å. Upon examining reasons for the 100Å limitation, it becomes clear that this is based more on tradition than reason, and in particular, it is a condition imposed upon the microscope by adherence to thermal sources of electrons.


2004 ◽  
Vol 63 (1) ◽  
pp. 17-29 ◽  
Author(s):  
Friedrich Wilkening ◽  
Claudia Martin

Children 6 and 10 years of age and adults were asked how fast a toy car had to be to catch up with another car, the latter moving with a constant speed throughout. The speed change was required either after half of the time (linear condition) or half of the distance (nonlinear condition), and responses were given either on a rating scale (judgment condition) or by actually producing the motion (action condition). In the linear condition, the data patterns for both judgments and actions were in accordance with the normative rule at all ages. This was not true for the nonlinear condition, where children’s and adults’ judgment and also children’s action patterns were linear, and only adults’ action patterns were in line with the nonlinearity principle. Discussing the reasons for the misconceptions and for the action-judgment dissociations, a claim is made for a new view on the development of children’s concepts of time and speed.


Author(s):  
Elizabeth Terry-Humen ◽  
◽  
Jennifer Manlove ◽  
Kristin A. Moore ◽  
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