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51.
Kristina M. Hash Jay Poole Melissa Floyd Crystal Dea Moore Anissa T. Rogers Leslie E. Tower 《Journal of Teaching in Social Work》2017,37(2):156-170
The BSW Experiential Learning (BEL) Program aims to infuse intergenerational content into the curriculum and recruit students to the field of social work by implementing face-to-face learning opportunities with older adults. This article discusses and compares the experiences of 4 diverse BEL projects that implemented gero-experiential learning activities into 1 or more of the BSW curriculum areas: introduction/social work practice, social welfare policy, human behavior in the social environment, social work research, and field practicum. “Three keys to success” are offered as ways in which gero-experiential activities may be successfully implemented by other programs. 相似文献
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From sociological fictions to social fictions: some Bourdieusian reflections on the concepts of ‘institutional habitus’ and ‘family habitus’ 总被引:1,自引:1,他引:0
Will Atkinson 《British Journal of Sociology of Education》2011,32(3):331-347
This paper expresses serious reservations regarding the increasingly popular Bourdieu‐inspired notions of ‘institutional habitus’ and ‘family habitus’ in education research. Although sympathetic to the overall theoretical approach and persuaded of the veracity and importance of the empirical findings they are used to illuminate, it argues that, from a Bourdieusian point of view, they actually present several difficulties that threaten not only to overstretch and reduce the explanatory power of the French thinker’s concepts but to stifle analysis of the kinds of struggles and complexities that both he and, somewhat contradictorily, the researchers in question spotlight. Bourdieu had his own ways of making sense of the themes raised, and although there is indeed a need to push him further than he went, to say what he did not and to emphasise what he would not, this has to be guided by consistent logic and not simply pragmatic empiricism. 相似文献
53.
The C.R.E.A.T.E. (Consider, Read, Elucidate hypotheses, Analyze and interpret data, Think of the next Experiment) method uses intensive analysis of primary literature in the undergraduate classroom to demystify and humanize science. We have reported previously that the method improves students' critical thinking and content integration abilities, while at the same time enhancing their self-reported understanding of "who does science, and why." We report here the results of an assessment that addressed C.R.E.A.T.E. students' attitudes about the nature of science, beliefs about learning, and confidence in their ability to read, analyze, and explain research articles. Using a Likert-style survey administered pre- and postcourse, we found significant changes in students' confidence in their ability to read and analyze primary literature, self-assessed understanding of the nature of science, and epistemological beliefs (e.g., their sense of whether knowledge is certain and scientific talent innate). Thus, within a single semester, the inexpensive C.R.E.A.T.E. method can shift not just students' analytical abilities and understanding of scientists as people, but can also positively affect students' confidence with analysis of primary literature, their insight into the processes of science, and their beliefs about learning. 相似文献
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We explore the local negotiation of regulatory practice at the UK Stem Cell Bank, the first Bank of its type in the world. Basing our empirical work on a detailed analysis of one aspect of the Bank's regulatory commitment--the completion of the Cell Line Information form--we make visible the necessary judgements and labour involved in interpreting and operationalizing externally imposed regulation. The discussion opens by detailing the problems encountered when the Bank completes the form: reconciling a bureaucratic system of accountability with craft-like laboratory skills involving multiple kinds of tacit knowledge. We follow this by explicating the emergent 'bridging strategies' pursued by the Bank to address these issues, highlighting their reliance upon the formation of trust and social networks. The closing discussion emphasizes the contingent assembly of regulatory practices that emerge in the local setting. 相似文献
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In order to identify factors associated with on-field moral functioning among student athletes within the unique context of football, we examined masculine gender role conflict, moral atmosphere, and athletic identity. Using structural equation modeling to assess survey data from 204 high school football players, results demonstrated that moral atmosphere (i.e., the influence of coaches and teammates) was significantly associated with participants' process of on-field moral functioning across the levels of judgment, intention, and behavior. Neither masculine gender role conflict nor athletic identity significantly predicted moral functioning, but the results indicated that participants' identification with the athlete role significantly predicted conflict with socialized gender roles. Results suggest that in the aggressive and violent sport of football, coaches can have a direct influence on players' moral functioning process. Coaches can also have an indirect effect by influencing all the players so that a culture of ethical play can be cultivated among teammates and spread from the top down. 相似文献
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Nicole Cushman Leslie M. Kantor Elizabeth Schroeder Lesley Eicher Gina Gambone 《Sex education》2014,14(5):481-496
In this study, we identified 10 sexuality education programmes from different locations in the USA that aim to give young people knowledge and skills to develop healthy relationships, as well as avoid pregnancy and disease. We conducted in-depth interviews with programme administrators to develop a series of case studies and provide concrete recommendations for education and public health professionals to implement similar approaches in their communities. Many programme administrators succeeded in developing partnerships, adapting existing curricula to suit their environments, engaging external evaluators and garnering support from teachers and parents. However, few programme developers conducted formal needs assessments before developing programmes and many struggled to implement curricula with fidelity and to employ rigorous evaluation designs. Nearly all participants identified concerns over funding as a threat to sustainability. We conclude that schools and organisations need technical assistance to build capacity for rigorous programme planning, implementation and evaluation, as well as additional funding streams to support emerging programmes. 相似文献
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