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31.
Claire Maxwell Peter Aggleton 《International journal of qualitative studies in education》2015,28(9):1065-1080
This paper reflects on key moments occurring during the course of a three-year study of elite girls’ education, with a focus on the power relations that emerged between researchers and elites within the context in which the study was conducted. Central to our analysis is a focus on the affective dimensions of interaction between the researcher and study participants. Our experience gaining access to elite schools in the study illustrates how productive relationships may be fostered by a demonstrated alignment of interests; the desire for intellectual dialogue; and factors linked to the dynamics of the local education market. In our interviews with elite young women, we found that experiences of affinity, foreignness or awe within the interview process triggered different systems of affect. These moments are significant in shaping understandings of the social projects pursued by elite subjects. 相似文献
32.
Bahr Peter Riley Boeck Claire A. Cummins Phyllis A. 《Research in higher education》2022,63(4):631-671
Research in Higher Education - Students 25 years of age and older comprise one-third of the population in public two-year institutions, and these students face significant disadvantages in... 相似文献
33.
Cheung-On Tam Claire Ka-Yan Hui 《The International Journal of Art & Design Education》2023,42(3):469-485
Although visual arts teachers have free access to high quality online artwork images offering them immense teaching resources, making meaningful use of them remains a pedagogical challenge. During the COVID-19 pandemic, the transition from face-to-face to online teaching caused an immediate need for teachers to enhance their digital competencies and technological capability for planning and delivering a blended art curriculum. Herein, I propose a ‘teacher-curator pedagogy’ via a study in six primary and secondary schools in Hong Kong to assess its effectiveness. The study took place in the academic year of 2021-22 with 331 student participants. The proposed pedagogy puts visual arts teachers in the role of ‘digital curators’ who create virtual exhibitions for teaching art appreciation and artmaking. This paper addresses the theoretical framework, implementation strategies, and the results of the study highlighting its effectiveness, impact and limitations on teaching when using teacher-curated virtual exhibitions in both physical and virtual learning contexts. It was found that the technological capacity and confidence of the teacher participants was enhanced through the use of online resources and virtual exhibition tools. Making use of the 3D presentation of exhibits in themes and context through digital content curation, the teachers engaged students with deep interaction through the blending of online and face-to-face teaching. However, the proposed pedagogy was limited by the high demand of training and preparation work, hardware and software support, and difficulties in assessing and monitoring learning beyond class. 相似文献
34.
In this article we present current thinking and practices in Queens land, Australia, about how to do critical literacy assessment in the English classroom. In taking this focus, we propose and discuss a framework that brings together interest in text analysis and social practices. Then, we apply the framework showing how it can be used to generate writing tasks and assessment criteria that are consistent with critical pedagogy. Finally, the challenges of moving to a socially critical, discourse‐oriented approach to assessment are considered. 相似文献
35.
Claire Penketh 《The International Journal of Art & Design Education》2017,36(2):153-163
This article offers an exploration of the art room as part of a broader project to consider the ways in which normative practices in art and design education can include and exclude students. The art classroom is explored here as a ‘disrupted space’ and one that can promote movement between the structures and boundaries that affect our ways of being in, and experiencing, the world. The art room offers a space for colonising otherness, as well as an ‘alternative’ or risky physical space, a refuge, or one with the potential to disrupt the dominant educational landscape. 相似文献
36.
This observational study examined kindergarteners’ (n = 170) exposure to literacy instruction in their classrooms (n = 36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed, CM), and the content focus (basic skills such as teaching letters and their sounds, or meaning-focused such as discussing a book); children's behavioral engagement and off-task behavior were also coded live five times over the year. Word-reading and phonological awareness skills were assessed in fall and spring. Hierarchical Linear Modeling results indicated that kindergarteners with lower initial skills gained more in word-reading, but not phonological awareness, when they were exposed to relatively more time in TM basic skills instruction. In contrast, more time in CM meaning-focused instruction did not interact with initial skills to predict either outcome. Engagement analyses indicated that students were more likely to be off-task in CM than in TM contexts. Children who spent more time off-task during TM contexts had lower spring scores on both outcomes. Discussion explores the implications of this work for both literacy learning and behavioral engagement in the transition year of kindergarten. 相似文献
37.
During backstroke, an optimum shoulder entry angle of 180° has been anecdotally suggested; however, this has yet to be investigated biomechanically. The aim of this study was to quantify shoulder entry angles for advanced and intermediate backstroke swimmers. Six advanced (season's best?<150?s) and six intermediate (season's best?>160?s) 200-m backstroke swimmers had markers applied to the medial humeral epicondyles and glenoid cavities. Following a familarization period, participants completed backstroke swimming trials (90?s each) in a swimming flume at 50%, 60%, 70%, and 80% of their season's best 200-m velocity. A camera positioned above the flume recorded frontal plane motion, which was digitized and analysed in Simi Motion Systems. The mean peak angle between the upper arm and the line of progression was established in ten strokes for each participant. The results showed backstroke shoulder entry angles for advanced swimmers (170°) were significantly closer to the suggested optimum 180° compared with those of intermediate swimmers (161°). The non-dominant arm displayed values closer to the optimum (171°), while swimming speed had no effect on backstroke shoulder entry angle. In conclusion, backstroke shoulder entry angle may help discriminate between advanced and intermediate backstroke swimmers and may be influenced by laterality dominance, being independent of swimming speed. 相似文献
38.
This article reports on results of a nationwide survey of alumni in professional and technical communication. It presents a series of snapshots from the results, including the types of texts written and valued, where those types are written, with and for whom, and with what technologies. A range of implications are explored. 相似文献
39.
This paper reports on findings derived as part of a two-year project funded by the European Union's Daphne III scheme, involving collaboration between seven partner organisations across six European countries. The project involved an evaluation, using questionnaires and focus groups, of domestic abuse prevention education programmes delivered in schools in the UK, France and Spain. This paper presents the findings from the UK focus group discussions, conducted with young people aged 10–11 years, and 13–14 years to explore their opinions about the intervention delivered in their school. The focus groups revealed the following challenges for service providers in this area: young people can misunderstand issues related to domestic abuse, especially the role of power and control within relationships; there is a tension between educators giving young people free expression to share their opinions and challenging sexism and other prejudices; and boys can become disengaged with gender-based interventions. These issues point towards three key considerations when implementing a domestic abuse prevention education intervention: programme content (the what); the teaching methods used (the how); and whether teachers or external organisations should deliver the programme (the who). 相似文献
40.
Erin R. Ottmar Lauren E. Decker Claire E. Cameron Timothy W. Curby Sara E. Rimm-Kaufman 《Learning Environments Research》2014,17(2):243-262
This study examined the quality of teacher–child interactions and exposure to mathematics instruction as predictors of 5th grade student’s mathematics achievement. The sample was a subset of the children involved in the NICHD–SECC longitudinal study (N = 657). Results indicate that, even after controlling for student demographic characteristics, more exposure to mathematics instruction was related to increased fifth grade mathematics achievement for both calculations and applied problems assessments, but there was no main effect for improved instructional quality. Findings also indicate that, in classrooms where lower instructional quality was observed, greater exposure to mathematics instruction predicted improved mathematics achievement. Findings are discussed in terms of differing aspects of mathematics instruction and the possible compensatory role of exposure to instruction in classrooms of lower quality. 相似文献