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61.
Carmen Luke 《British Journal of Sociology of Education》1994,15(2):211-230
This paper examines women's voice and silence in the academy. It begins with a discussion of the theoretical underpinnings of feminine voice and silence, and then analyses the gendered production of girls'/women's voices throughout their schooling careers from the primary to university classroom. This is followed by a discussion of the contradictory politics of voice when differences clash among women (students) of colour. I argue here that ‘granting’ spaces for women's speech may be pedagogically desirable but has potentially silencing effects. In closing, I consider some pedagogical strategies that can potentially enable women to better partake in the management of their own academic, social, and political interests. 相似文献
62.
Carmen Armenti 《Cambridge Journal of Education》2004,34(1):65-83
This research explores the problems that women professors encounter when combining the pursuit of tenure with having and raising children. In‐depth interviews were conducted with 19 women academics at one Canadian university. These women believe that engaging in childbearing/childrearing practices prior to obtaining tenure is detrimental to their career progression. 相似文献
63.
64.
Ricardo Trumper 《Asia-Pacific Journal of Teacher Education》1998,26(1):7-25
Do students in preservice training programmes for elementary‐school teachers hold the correct scientific views which will eventually allow them to plan and implement instructional strategies which, in turn, will lead their future pupils to achieve a scientific concept of force? The results of a cross‐college age study dealing with this issue are discussed. The force conceptions of the students were analysed by means of a two‐part written questionnaire which was presented to them during the first week of the second semester. The most important findings of this study will be of interest to many elementary‐school teacher educators. 相似文献
65.
Teaching assessment at higher education level is required in order to improve the quality of teaching in universities. As both teaching staff and students are equally involved in the teaching/learning process, the views of both must be taken into account when determining the quality of teaching. Basically, a self‐evaluation process has two aspects. On the one hand, there is the source of information, the teacher in this particular case. He or she has the opportunity to reflect upon the actual teaching situation by evoking his or her own point of view in regard to his or her vision of reality even if it might be judged as a complementary view as opposed to other views. On the other hand, the objective of the process might be one either of providing a means of checking (process evaluation) or of improving (result evaluation). A detailed analysis of the two characteristics will enable us to appreciate properly their inter‐connectedness. This analysis, as well as the prior experience of the authors in the domain of teaching assessment within their university, enables them to present a model of self‐evaluation applicable to the context in which they are working. 相似文献
66.
Miguel Moreno Antonio Muñoz Mari Carmen Vacas 《European Journal of Psychology of Education - EJPE》1999,14(3):439-450
This article describes the procedure and methodology for a vocational guidance programme framed within the most recent conceptualised
as a systematic process of intervention, that gradually optimise the subjects’ vocational conduct. The programme was applied
to a population of 192 subjects located in seven secondary schools in the city of Granada, with proven effectiveness of the
interventions. The three objectives of the programmes applied concentrated on the increase in the optimisation of self-awareness
and self-concept for the subjects, training in strategies for searching for information, and training in decision-making. 相似文献
67.
Gracia-Marco L Tomas C Vicente-Rodriguez G Jimenez-Pavon D Rey-Lopez JP Ortega FB Lanza-Saiz R Moreno LA 《Journal of sports sciences》2010,28(13):1383-1389
The aims of this study were to identify differences between the sexes in extra-curricular participation in sports and to determine its association with body fat and socio-demographic factors in Spanish adolescents. A total of 2165 adolescents (1124 males and 1041 females) aged 13.0-18.5 years from the AVENA Study participated. Participants filled in an ad hoc questionnaire for extra-curricular participation in sports, which was the dependent variable. Independent variables were: age, percent body fat, and father's and mother's educational level and occupation. Chi-square tests and logistic regression were applied. Bivariate analysis showed for male adolescents that age and father's occupation were related to extra-curricular participation in sports. In addition, body fat and mother's education and occupation (all P?0.05) were related to extra-curricular participation of in sports for female adolescents. Logistic regression analysis showed that the likelihood of involvement in extra-curricular participation in sports was 5.3-fold (3.86-7.38) higher for males than females. Age and father's education in both males and females were independently associated with extra-curricular participation in sports. In summary, Spanish male adolescents were shown to engage in more extra-curricular sports than females. In addition, age and father's education (in both sexes) were associated with the participation of their offspring in extra-curricular sports during adolescence. 相似文献
68.
69.
Carmen F. Salazar 《International journal for the advancement of counseling》2009,31(3):181-198
This qualitative study investigated the survival and coping strategies employed by 17 faculty of color teaching in counseling
programs across the United States. Results indicated that for participants, the meaning of survival extends beyond the ability
to meet expectations for tenure and promotion and achieve professional longevity. Survival entails engaging in a variety of
actions that allow them to withstand and rise above the damaging effects of microaggressions. Framed as conscious strategies,
individual actions become collective acts of resistance against racism and other forms of discrimination. Implications for
multicultural faculty development are discussed. 相似文献
70.
This study examined the attitudes of nine teachers in a two-way dual-language program in regard to using technology to support the linguistic and academic development of emergent bilinguals. Using a phenomenological, multiple case-study approach, teachers' perceptions about using technology in education and the potential of technology to advance the students' bilingualism and biliteracy were analyzed. Results showed that teachers had a positive outlook about the potential of technology as a tool to support the academic and linguistic growth of the students. However, several significant challenges were identified, most notably among them the scarcity of technological hardware at the school and the shortage of Spanish-language educational resources. The teachers' perception was that a greater availability of digital technologies, including resources in the Spanish language, would greatly enhance student learning. 相似文献