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‘I’m a Woman Before I'm an RE Teacher': managing religious identity in secondary schools 总被引:1,自引:0,他引:1
Religion and sexuality tend not to make easy bedfellows. This article draws on a life history study which has followed a cohort of religious education (RE), secondary postgraduate certificate in education (PGCE) students through their training and into their first years of teaching. In addition to the adaptations, stresses and challenges commonly faced by people when they become teachers, it seems that RE specialists have to deal with unattractive (personal) identities and expectations associated with their subject. The article discusses the ways in which women RE teachers used clothes, hairstyles and make-up, together with explicit reference to their social lives, to challenge the ascribed identities which had negative implications both for their own sense of self and for their pedagogy. 相似文献
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ROBYN ZEVENBERGEN JUDITH MOUSLEY PETER SULLIVAN 《International Journal of Inclusive Education》2013,17(4):391-405
Many students are unsuccessful in the study of school mathematics, not because of some innate ability, but because of pedagogical practices. Bernstein () has argued that pedagogy serves as a mechanism for cultural reproduction, so that for those students whose cultures are different from that represented in and through pedagogy, the task of constructing school mathematics is made more difficult. The paper explores the ways in which a teacher changes the pedagogic relay in order to be more inclusive of her students. Her practice is informed by understanding the ways in which pedagogy is a subtle tool for marginalization in mathematics. 相似文献
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We propose an integration of aspects of several developmental and systems of beliefs models of personal epistemology. Qualitatively different positions, including realism, dogmatism, skepticism, and rationalism, are characterized according to individuals' beliefs across three dimensions in a model of epistemic and ontological cognition. This model incorporates ideas from philosophical epistemology, including a focus on students' multiple means of justification. Concerns regarding the psychometric qualities of quantitative measures of personal epistemology inform this model and its proposed operationalization. We suggest a means of statistical analysis that can be used to assess the construct and predictive validity of this conceptual model by testing the relations among positions, dimensions, and covariates of interest. Future research directions include investigating how individuals choose among various forms of justification. 相似文献
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JUDITH L. OSBORNE BROOKE B. COLLISON REESE M. HOUSE LIZBETH A. GRAY JAMES FIRTH MARY LOU 《Counselor Education & Supervision》1998,37(3):190-202
This article describes how the faculty of a counselor education program developed and implemented a social advocacy model of counselor preparation. 相似文献
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JUDITH E. SHELTON 《Counselor Education & Supervision》1973,13(2):129-136
This study compared the personality characteristics, determined by the Sixteen Personality Factor Questionnaire (16 PF), of practicing junior and senior high school counselors serving economically disadvantaged and economically advantaged males. A Counseling Evaluation Inventory (CEI) composite client-rating score, derived from seven male clients and determined for each counselor, was the effectiveness criterion. Male clients from both economic populations perceived as effective those male counselors who expressed characteristics associated with the popular American masculine stereotype and those female counselors who showed characteristics associated with the popular American feminine stereotype. The IPAT specification equations, one for each sex applied to the results of the 16 PF, provide a practical screening device for predicting counselor effectiveness with both economically disadvantaged and advantaged male clients. 相似文献
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Men who become Primary School Teachers: an early portrait 总被引:1,自引:0,他引:1
This paper reports the findings of a study which sought to provide improved understanding of what motivates young men to choose primary teaching as a career and their experiences of their university course. It is hoped that the understanding so derived can be used to encourage males to enter the teaching profession at primary level. Sixteen new male graduates were interviewed, just over half had begun the education degree immediately after leaving high school. Working with children was a positive motivation, but teaching was also seen as a desirable career with good working conditions. Parents, both mothers and fathers, were supportive of teaching as a career for their sons. The university course became more interesting for these male students once they were involved directly in schools. They described themselves as less conscientious than female students, but as having interests other than study which gave them an edge in the classroom. 相似文献
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An item bank is defined as a relatively large collection of easily accessible test questions. A wide variety of item bank schemes that meet this relatively unrestricted definition is illustrated. Advantages and disadvantages of item banking and the conditions under which item banks have the most potential value are identified. An extensive list of questions to be asked in designing item banking systems is provided. The following five questions were singled out for further discussion: How many items should be in the bank? Should users develop their own item collections or use the collections of others? How should the items be classified? Should items be calibrated? Will each test have different items or will the same test be administered to all? 相似文献