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ELIZABETH BIRD 《Gender and education》1998,10(2):117-131
ABSTRACT Drawing on archives in Bristol and Gloucester, cities in the west of England, the article traces the history of the Bristol School of Cookery (founded in 1893) and the Gloucestershire School of Cookery and Domestic Economy (founded in 1890) and the Bristol University BSc in Domestic Science, introduced in 1926 and withdrawn in 1971. It relates these developments to the technical education movement and the teaching of domestic subjects in the period, through an analysis of the intersection of status and gender. It concludes with some reflections on contemporary parallels in the creation of separate spaces for women in higher education. 相似文献
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ELIZABETH ANNE KINSELLA 《Journal of Philosophy of Education》2007,41(3):395-409
Donald Schön's theory of reflective practice has been extensively referred to and has had enormous impact in education and related fields. Nonetheless, there continues to be tremendous conceptual and practical confusion surrounding interpretations of reflective practice and philosophical assumptions underlying the theory. In this paper, I argue that one of the original contributions of reflective practice is the theory's attention to an embodied reflective dimension. In this regard, the influences of Michael Polanyi and Gilbert Ryle, within Donald Schön's classic work, are examined and shed light on a unique embodied reflective dimension within the theory of reflective practice. This paper suggests that the notion of an embodied mode of reflection is a useful way to conceive of the original contributions that Schön brings to understandings of reflective processes in professional education. Such understanding is crucially important to practical applications of the theory amidst widespread confusion in educational contexts. 相似文献
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SUE BUTTERFIELD ANNE WILLIAMS ALAN MARR 《Assessment in Education: Principles, Policy & Practice》1999,6(2):225-246
This is an account of a study, conducted over the period of one extended school placement lasting a term, which monitored the dialogues between student teachers undertaking their school-based initial training and their mentors. The study took place in the context of the increasing emphasis placed on pupil assessment in England and Wales and the increasing prominence of school-based work in initial teacher training. This particular analysis focuses on the extent and kind of attention within the dialogues given to the assessment of pupil learning, and the ways in which school-based mentors model assessment practice through their formative discussions with student teachers. The evidence suggests that the dialogues are tending to define assessment in terms of examinations, tests and class control rather than in terms of pupil learning. While this suggests that there is scope for continued development of the mentoring role and the interpretation of initial teaching competences, it also adds to existing evidence that pupil-assessment is an area of difficulty for many experienced teachers. 相似文献
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