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121.
This paper proposes a multilevel modelling approach to the analysis of social segregation in schools. Using data on free school meal eligibility it shows that the underlying variation between schools for the period 1994-1999 has increased. It also shows that the change is greater for selective than non-selective local education authorities (LEAs). It is suggested that the approach of this paper can be applied generally to the modelling of social segregation at institution level. 相似文献
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Rachel Goldstein 《The Journal of perinatal education》2012,21(3):138-144
Rachel Goldstein shares her experience of exploring options related to care provider and place of birth early in her pregnancy. Goldstein and her husband, Marc, after reading and research, chose midwifery care and a home birth. She shares the story of a long labor at home supported by her husband, her doula, and her midwife. Her positive attitude, her ability to use various comfort strategies, and the support she received throughout labor contributed to being able to give birth naturally and ecstatically to her son Jonah. 相似文献
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Harvey Goldstein 《Cambridge Journal of Education》2008,38(3):393-400
The paper reflects on the use by the UK central government of statistical evidence in educational policy matters. Particular attention is given to school league tables. The paper is generally critical of government attitudes, but suggests that progress towards rational decision‐making does occur. 相似文献
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Tara Goldstein 《Teaching Education》2014,25(1):65-81
While the call for teacher education students to learn about their students’ family and community lives remains urgent and compelling, educating teachers about the Other is tricky business. In this article I discuss the use of two performed ethnographies, Harriet’s House and Ana’s Shadow, to provide opportunities for teachers to learn about Other people’s families in ways that work against presenting a singular, dominant narrative of the Other’s experiences and positioning Other students as experts. Although the outcomes from educating teachers about Other people’s families are unpredictable and do not always disrupt the prior, potentially harmful, knowledges teachers bring with them to teaching, I argue, along with Kevin Kumashiro, that ongoing labour to stop the repetition of harmful knowledges is important anti-oppressive educational work. 相似文献