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101.
Catherine Doherty 《教育政策杂志》2017,32(1):34-47
This paper considers the educational experience constructed under Australia’s policy decision in 2009 to extend compulsory education by requiring that students must be ‘earning or learning’ till 17 years of age. The discussion draws on an empirical project that explored the moral order operating in classrooms for students retained under this policy in non-academic pathways in high schools and Technical and Further Education colleges across three towns experiencing youth employment stress. It asks how the policy regulating these students’ prolonged engagement with formal education plays out in classroom interactions, to what end and to whose benefit. A theoretical lens informed by work by Standing and Wacquant is used to understand the contemporary moment, and work by Durkheim and Bernstein unpacks the moral work implicated in classroom interactions. The analysis describes the light curriculum and the heavy compliance demanded in these ‘edufare’ programmes then argues that in essence the policy seeks to manage the social risk posed by the future precariat. The conclusion reflects on whether this is an adequate policy response to broad generational changes in fortunes and prospects to which education may not have the answers. 相似文献
102.
Margaret Vickers Catherine Harris Florence McCarthy 《Asia-Pacific Journal of Teacher Education》2004,32(2):129-141
Since 1999, pre‐service teachers undertaking the Bachelor of Teaching (Secondary) Program at the University of Western Sydney have participated in an alternate practicum called Professional Experience 3 (PE3). This practicum encourages students to engage in broader educational settings within local communities. Increasingly, a number of service‐learning opportunities have been developed, most notably, senior student tutoring programs and the involvement of students in the Plan‐It Youth project in conjunction with the Department of Education and Training (DET) and the South‐western Sydney Institute of TAFE. A focus of these programs has been to address the issues related to students at risk of leaving school early within the local South‐western Sydney community.
In this paper we discuss the benefits of these programs to the university, pre‐service‐teachers, school students and school communities, and the broader local community. Specifically, we examine service learning as a conduit for the development and maintenance of meaningful symbiotic relationships between the university and the educational community, and pre‐service teachers and the local community. Finally, we look towards the future and highlight the challenges and opportunities for service‐learning programs within the practicum. 相似文献
103.
Catherine Twomey Fosnot 《Educational technology research and development : ETR & D》1984,32(4):195-205
This paper is a version of the seventh ECTJ/ERIC-IR Young Scholar Paper, an annual award initiated to stimulate writing by
young professionals in the field of instructional technology. Preparation of the paper was supported by the ERIC Clearinghouse
on Information Resources at Syracuse, NY. - Ed. 相似文献
104.
Self-assessment is a powerful technique for improving achievement. In this article we outline a theory of teacher change that links self-assessment by teachers to their professional growth. This theory provides avenues for peers and change agents to influence teacher practice. We apply the theory to change in mathematics teaching and report an explanatory case study in which use of the self-assessment tool, in combination with other elements, contributed to change in the instructional practice of a grade 8 mathematics teacher. Provision of a self-assessment tool contributed to teacher growth by: (1) influencing the teacher's definition of excellence in teaching and increasing his ability to recognize mastery experiences; (2) helping the teacher select improvement goals by providing him with clear standards of teaching, opportunities to find gaps between desired and actual practices, and a menu of options for action; (3) facilitating communication with the teacher's peer; and (4) increasing the influence of external change agents on teacher practice. The study argues that providing a self-assessment tool is a constructive strategy for improving the effectiveness of in-service provided it is bundled with other professional growth strategies: peer coaching, observation by external change agents, and focused input on teaching strategies 相似文献
105.
106.
The taxonomic sorting responses of 56 lower‐class and 56 middle‐class children from two age groups (mean ages for these being 8 years 4 months and 12 years 3 months) were assessed under two instructional conditions. One condition involved ‘explicit’ cues to sort the task items taxonomically and the other condition involved only an ‘implicit’ requirement to do so. The social class groups sorted equally well under the ‘explicit’ instructions, but under the ‘implicit’ conditions, the performance of the younger lower‐class children was significantly poorer than that of the younger middle‐class children. The results are considered in terms of a discrepancy between performance (habit or preference) and competence in taxonomic tasks for younger lower‐class children.
107.
Catherine Cook‐Cottone 《Psychology in the schools》2006,43(2):223-230
The Attuned Representation Model of eating‐disorder etiology and symptom maintenance is a comprehensive model that can effectively guide prevention and treatment efforts by addressing individual, cultural, and interactive issues. The model integrates the risk factors related to the onset of eating‐disordered behaviors (i.e., biological, psychological, and social) as well as addresses ongoing systemic discordance that plays a significant role in the risk, etiology, and maintenance of eating disorders. To clarify the structure of the model, it is explicated in terms of its fit with the current state of empirical etiological research. After the model is detailed, it is described within the context of the role of the school psychologist in the prevention of eating disorders. Finally, implications for future research are briefly described. © 2006 Wiley Periodicals, Inc. Psychol Schs 43: 223–230, 2006. 相似文献
108.
Catherine Mogharreban Ph.D. Marcia Nahikian-Nelms 《Early Childhood Education Journal》1996,24(1):29-32
This article discusses family-style meal service as a means to building autonomy and healthy eating behaviors in young children.
The authors discuss the development of food preferences, age-related developmental responses to food, and the importance of
socially mediated exposure to food as a way to increased food acceptance. Guidelines for implementing family-style mealtimes
in child care settings are outlined.
To think, “On a typical day in 1992, 1.9 million children ate at least one of their meals in a child care center or family
day care home”. (Briley, Roberts-Gray, & Simpson, 1994). 相似文献
109.
Catherine Fox 《Technical Communication Quarterly》2002,11(4):365-388
This article answers Carl Hemdl's call for furthering critical approaches to research in professional communication by forwarding Kenneth Burke's concepts of symbolic action, dramatism, and the pentad. This article illustrates, through an analysis of data gathered in a case study of technical writers, how Burke provides us with tools that can produce more varied terministic screens for how critical researchers conceptualize, interpret, and analyze workplace communication. 相似文献
110.
Catherine P. Prinsell Philip H. Ramsey Patricia P. Ramsey 《Journal of Educational Measurement》1994,31(4):327-337
Six undergraduate and three graduate classes were given multiple-choice tests with subsequent evaluation of answer changes. The 300 students were tested twice, once before and once after instruction on answer changing. After each test, students were asked to complete two forms. The forms evaluated attitude toward answer changing, reasons for changing, and confidence in final answers. Students showed a significant increase in favorability toward answer changing after instruction. No significant change was found in number of answers changed. Psychology students were found to change significantly more items than were business students. Mean gain score did not change significantly after instruction. It was concluded that although instruction does lead to a change in attitude in answer changing, the number of changes and overall gain due to answer changing do not change. It was also determined that students continue to make significant gains even when their confidence in the final answer is less than 50 on a 100-point scale. 相似文献