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81.
Erica Smith 《The Australian Educational Researcher》2004,31(1):15-35
This paper examines young workers’ beginning engagement in learning through work, placing it in the context of Australian
policy on entry-level training. Eleven young people were followed through their first year of full-time work and the significant
adults involved in their working and learning lives were also interviewed. The study demonstrates that the presence of a contract
of training (an apprenticeship or traineeship) is a strong predictor of a young worker’s propensity to regard the workplace
as a learning environment. However, unsatisfactory interactions with employment or training providers can create disillusionment
with policy interventions that are meant to assist. Moreover, the habit of learning through work is not only a function of
policy and training frameworks, but is also affected by individuals’ abilities to learn how to learn. The paper concludes
by arguing that, for those young people starting work who are not in a contract of training, additional assistance may be
required in order for them to continue the habit of lifelong learning in the new environment of work. 相似文献
82.
AbstractThis study utilizes a sociocultural approach to explore how pre-service elementary teachers’ experiences in both outdoor and formal school settings have contributed to their intentions for taking their students outdoors and perceived obstacles to doing so. The participants were pre-service elementary teachers (N?=?95) enrolled in an elementary science education methods course at a public university in the Midwestern United States. This study builds on the qualitative research methodology established in a prior research study, whereby after reading Richard Louv’s book entitled Last Child in the Woods, pre-service teachers completed written essay responses to prompts about their past outdoor experiences, their intentions for taking their students outdoors, and additionally in this study, perceived obstacles to doing so once they become teachers. Analysis of the data indicates the importance of participants’ youth experiences in the outdoors and positive intentions for taking students outside. In addition, findings describe major obstacles discussed by pre-service teachers, and we use sociocultural theory to analyse the context of these findings. Implications for teacher educators working to better equip pre-service teachers to overcome these perceived obstacles are discussed. 相似文献
83.
84.
Erica R. Koepsel 《American journal of sexuality education》2016,11(3):205-265
Pleasure is an important aspect of healthy sexual development. Moreover, public health researchers and feminist scholars suggest that pleasure-inclusive sex education is effective for reducing pregnancy and rates of HIV and other sexually transmitted infections and may create a more inclusive classroom environment for underserved individuals. Although scholars have called for the integration of pleasure into sexual health education, these theoretical suggestions have rarely translated into classroom practices. Educators often face myriad challenges in including positive messages about pleasure in sex education curricula. Resources are needed to make the inclusion of pleasure easier for educators. This article helps address this gap in two ways. The first part offers a new, holistic definition of pleasure, exposes deficits in current classroom practices, and explores how including pleasure may address many axes of inequality and enhance classroom experiences for diverse adolescents. The second part applies this understanding of pleasure to offer guidance for performing a curriculum analysis of pleasure deficits and then provides clear recommendations for how educators can fill those deficits by incorporating pleasure into their existing curricula. The analyses and resources presented here will, first, help educators better address the sexual health needs of students and, second, provide feminist academics with a new definition and theoretical approach to pleasure. 相似文献
85.
Erica Burman 《Gender and education》2005,17(4):351-367
This paper brings together analyses from childhood and gender studies with macro‐economic analysis to offer new perspectives on current educational debates, including the current role of education within broader discussions. Girls’ recent (supposed) educational success is situated within economic and cultural contexts to explore how discussions of gender, childhood and development both express and, paradoxically, obscure these. Analysis of popular discourses surrounding children and childhood is used to suggest that the sentimentalized (girl) child has come to represent a new neo‐liberal subject, such that contemporary discourses of childhood and feminization typically distract attention from more meaningful structural analyses ‐ that would crucially include further analyses of gender and childhood. 相似文献
86.
Erica J. Gosman Betty A. Dandridge Michael T. Nettles A. Robert Thoeny 《Research in higher education》1983,18(2):209-236
In this study of college student retention and progression, significant differences were found between black and white student cohorts in terms of their attrition rates, overall progression rates (defined as length of time to graduate), and tendency to follow the prescribed progression pattern (sophomore in the second year, junior in the third year, senior in the fourth year, and graduate after the fourth year). However, multiple regression analyses show that racial differences disappear when the effects of other student and institutional characteristics are statistically controlled. Therefore, colleges and universities would do well to rethink special retention and counseling programs designed especially to serve minority group students. 相似文献
87.
Survey research was carried out with academics (N=205), from a large regional Australian university, to explore their views about publishing or not publishing in refereed
sources and their perceived worth of this activity. Several open-ended questions were included in the survey to elicit information
about the factors that either encourage or discourage these academics from publishing. Additionally, questions were posed
to allow the respondents to discuss ways that the University could further support them in their endeavour to produce at least
some or more scholarly publications. The responses to these questions were content analysed to discover key categories and
frequencies were calculated on the most salient categories. The results of this analysis are reported and comparisons are
made on the responses of male and female academics. The implications of the results for higher educational practice are considered. 相似文献
88.
This paper situates the current educational focus on boys in the wider context of a workplace culture of performativity and enterprise. The authors argue that the present focus on reclaiming boys' emotions parallels important shifts in the corporate sector to privilege the 'soft skills' of service and social interaction over the hard skills of boss management. However, in a departure from an earlier generation of correspondence theorists, the authors do not understand the 'correspondence' of schooling and industry needs as merely repressive. The new work culture is a service culture, and boys are being expected to have the requisite skills (of social service) in order to have jobs in the future. The first part of the paper provides a critique of the new essentialism that appears to underpin many of the social and educational intervention programs being conducted on behalf of Australian boys. The second part of the paper explains how such programs work as part of a larger logic about the sort of skills necessary to the 'globalised' workplace. The argument is made here that, for better and worse, this work which teachers are being asked to do allows boys to be redeemed as victims of their biology rather than 'behavioural problems'. In being re-formed from villain to victim, boys can be become 'better' and more productive at the same time. 相似文献
89.
Erica McWilliam 《Interchange》1996,27(1):1-11
This paper explores the question of the relation of gender and pedagogy by inquiring into the importance of gendered bodies in the construction of the great teacher as a cultural phenomenon. I ask whether men's teaching — male diction as a mobilizing of desire becomesmalediction (seduction) when it is produced out of the pedagogical performances of women. In examining this question, I do not adhere to the predictable tradition of critical feminist scholarship, given the extent to which, paradoxically, this tradition can make examination of the issue more difficult. I do allude to the newer tradition of psychoanalytic feminism, but, in the main, I draw on literary criticism as a more fertile theoretical terrain because of its potential to disrupt theory and to disturb the disciplinary boundaries which prevent feminists from “saying it otherwise.” Questions raised include: Must the image of a great female teacher be a contradiction in terms? Has it been otherwise? Could it again be so? What conditions would be necessary to achieve this? 相似文献
90.
Kristy S. Cooper Randi N. Stanulis Susan K. Brondyk Erica R. Hamilton Michael Macaluso Jessica A. Meier 《Journal of Educational Change》2016,17(1):85-113
This embedded case study examines the leadership practices of eleven teacher leaders in three urban schools to identify how these teacher leaders attempt to change the teaching practice of their colleagues while working as professional learning community leaders and as mentors for new teachers. Using a theoretical framework integrating complex systems theory with Kotter’s (Leading change. Harvard University Press, Cambridge, 1996) eight steps for leading organizational change, we analyze the work and perspectives of individual teacher leaders, and we examine how teams of teacher leaders and principals function collectively in their efforts to lead instructional change. Our findings have implications for schools seeking to utilize teacher leadership as a reform strategy for authentic instructional improvement. 相似文献