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Fuller K 《Journal of educational administration and history》2010,42(4):363-382
In this paper I explore how a woman secondary school headteacher and her colleagues talk about her gendered headship. To facilitate and contextualise the semi-structured interviews, participants were asked to categorise a range of attributes and qualities that have been seen as 'masculine' or 'feminine'. They attempted to plot their perceptions of her gendered headship on a continuum from 'extremely masculine' to 'extremely feminine' in relation to her appearance and interactions in various contexts. Their talk, as they explained and illustrated their thinking, reveals that even from a dualist starting point many have an understanding of the fluid nature of complex, subjective, gendered identities. The rejection of binary notions of gender by some participants disrupts the perpetuation of gender as a dualist concept. In particular, the headteacher forces open a space in which to consider the complexity of her own gendered headship. 相似文献
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A ‘break with tradition’ in interwar teacher education 总被引:1,自引:0,他引:1
Kay Whitehead 《Gender and education》2010,22(3):279-294
British teacher education in the interwar years was a contested field, dominated numerically by women but regulated by the Board of Education. The traditional perception of women’s residential training colleges was that they were autocratic and socially isolated. By focusing on Gipsy Hill Training College (GHTC), the first specialist training college for nursery school teachers, and its foundation principal, Lillian de Lissa, I challenge this perception. I explore the relationships between young women students’ social worlds, teacher educators’ understandings, teacher education curriculum and GHTC’s institutional culture. The main argument is that under de Lissa’s leadership GHTC was a socially and educationally progressive and democratic institution that focused on shaping students’ identities as women, teachers and citizens. 相似文献
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Kay Livingston 《欧洲师范教育杂志》2018,41(4):415-417
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Sarah Kölling Gunnar Treff Kay Winkert Alexander Ferrauti Tim Meyer Mark Pfeiffer 《Journal of sports sciences》2017,35(22):2240-2248
This study examined sleep-wake habits and subjective jet-lag ratings of 55 German junior rowers (n = 30 male, 17.8 ± 0.5 years) before and during the World Rowing Junior Championships 2015 in Rio de Janeiro, Brazil. Athletes answered sleep logs every morning, and Liverpool John Moore’s University Jet-Lag Questionnaires each evening and morning. Following an 11-h westward flight with 5-h time shift, advanced bedtimes (?1 h, P < .001, ηp2 = 0.68), reduced sleep onset latency (P = .002, ηp2 = 0.53) and increased sleep duration (P < .001, ηp2 = 0.60) were reported for the first two nights. Jet-lag symptoms peaked upon arrival but were still present after 6 days. Sleep quality improved (P < .001, ηp2 = 0.31) as well as some scales of the Recovery-Stress Questionnaire for Athletes. Participation was successful as indicated by 11 of 13 top 3 placings. Overall, the initial desynchronisation did not indicate negative impacts on competition performance. As travel fatigue probably had a major effect on perceptual decrements, sleep during travel and time to recover upon arrival should be emphasised. Coaches and practitioners should consider higher sleep propensity in the early evening by scheduling training sessions and meetings until the late afternoon. 相似文献
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