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Research suggests growth mindset, or the belief that knowledge is acquired through effort, may enhance women’s sense of belonging in male-dominated disciplines, like computing. However, other research indicates women who spend a great deal of time and energy in technical fields experience a low sense of belonging. The current study assessed the benefits of a growth mindset on women’s (and men’s) sense of intellectual belonging in computing, accounting for the amount of time and effort dedicated to academics. We define “intellectual belonging” as the sense that one is believed to be a competent member of the community. Whereas a stronger growth mindset was associated with stronger intellectual belonging for men, a growth mindset only boosted women’s intellectual belonging when they did not work hard on academics. Our findings suggest, paradoxically, women may not benefit from a growth mindset in computing when they exert a lot of effort. 相似文献
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Jane Brazier B.A. Dip. Social Work Alison A. Davis RGN RMN RCHN DCHN MCN Jan Shier B.A. Applied Science 《Child abuse & neglect》1982,6(4):389-394
In New South Wales, Australia, the Department of Youth and Community Services is empowered by statute to deal with cases of child abuse and neglect. Its child protection services include the Montrose Child Life Protection Unit which is designed to support and complement the work of both the Intake Service, Field Service and most importantly the work of child protective facilities in the community. The service has intake crisis counselling and call out resources; maintains a central register; provides a facility for crisis residential care for children and families, diagnostic assessment, and a day programme. The emphasis in service delivery in New South Wales in the area of child protection is on multidisciplinary intervention. The Department of Youth and Community Services is involved in promoting interagency cooperation and co-ordination. Over and above a philosophy that underlies service delivery is the Montrose Unit's involvement in sensitising the community to the difficult and often demanding role of parenting. Montrose represents an attempt to create an environment where parenting myths can be examined from a reality base and strategies implemented for reeducation. 相似文献
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Jane Castle 《British Journal of Sociology of Education》1996,17(4):389-413
Black managers form the primary target and major context of affirmative action programmes in South Africa‐‐programmes which are inherently educational. As its title suggests, this article investigates the social background, upbringing and educational experience of black managers engaged in large business organizations in Johannesburg. In many respects, the stories of these managers represent a narrow profile of the broader injustices of the apartheid era. However, the managers have risen through the oppressive structures which dominated their youth by seizing opportunities to act as agents of change in their own affairs. In this they were supported by the value orientations of their homes and by the educative influences of the black consciousness movement and trade union activism. Their experience calls into question the strictures of social pathology theory, which holds that an endemic culture of poverty is passed on from one generation to the next. 相似文献
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In this article, we discuss the intuitive knowledge mothers have of their unborn baby. We propose a shift in focus from caregivers' merely providing information to first listening to pregnant mothers as they share their intuitive knowledge of their baby. This approach enables mothers and fathers or partners to know they are already parents to their unborn baby and empowers them to get in touch with their baby's presence and who he or she is during pregnancy. This intuitive knowledge may be a protective behavior that will enable mothers to keep babies safe during pregnancy. 相似文献
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Emily Worthington Susan Maude Kere Hughes Gayle Luze Carla Peterson Mary Jane Brotherson Katherine Bruna Molly Luchtel 《Early Childhood Education Journal》2011,39(1):51-60
The dramatic growth in the number of children learning English as a second language in our country has led to a corresponding
increase in the need to understand how teachers and schools can effectively teach children who are learning English as a second
language. Many teachers report not feeling prepared to meet the needs of these children (National Center for Education Statistics,
Teacher preparation and professional development: 2000. , 2002). The current study used focus group interviews to examine how Head Start teachers in one program addressed the special learning
needs of children learning English in their classrooms. Key challenges involved communicating with children and their families
in their home language. Teachers used other staff, parents, and children in the classroom to interpret. Strategies involved
visual aids, pictures, gestures, and a welcoming classroom environment. Resources used by teachers were professional development
and language skills of other staff. However, available resources were often underutilized and limited for teachers to use
in meeting the challenges the teachers faced in the classroom. Suggestions are presented for overcoming the challenges and
limited resources encountered by teachers, such as changes in preservice and inservice training opportunities, and second
language learning opportunities for teachers. Further implications for training and research are discussed. 相似文献
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Jane Roberts 《Environmental Education Research》2011,17(5):675-688
This paper takes as a case study an undergraduate field class from a UK university to rural Uganda. It describes and evaluates the use of video diaries as a tool for investigating the process of transformative learning in the context of education for sustainability. The applicability of threshold concept theory to this learning is investigated. Results show the video diary technique to be much more successful in capturing the development of student learning than written diaries. Despite some practical difficulties, rich data were generated. Analysis demonstrated that learning met three of the five criteria for threshold concepts: the learning was transformative, integrative and troublesome. Further research could test whether the learning in this case study met the threshold concept criterion of irreversibility. Further elaboration of the theoretical relationship between threshold concepts, transformative learning and education for sustainability is also needed. It is concluded that the video diary method is potentially transferable to other educational research contexts and may be particularly suitable for researching learning in threshold spaces. 相似文献
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