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Lucinda McKnight Ben Whitburn 《International journal of qualitative studies in education》2017,30(9):821-831
The scientific metaphor of the lens remains widely used in qualitative education research, despite critiques of positivism. Informed by two recently completed empirical doctoral studies relying on Metaphors We Live By, we propose that the attachment to the lens is a fetish. We argue that this fetish, evident even in purportedly feminist, post-positivist and inclusive education research, emerges from fascination with masculinist and ableist power predicated on the othering of the feminine, and those with disabilities. Recourse to the language of power proves irresistible, if dangerous, for academics. We call for caution in the casual use of the lens and for new linguistic research repertoires that produce reality differently. 相似文献
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Lucinda McKnight 《Gender and education》2018,30(2):222-238
This article looks to three inspirational Black women, bell hooks, Stacey McBride-Irby and Patricia Williams, in the pursuit of radical curriculum. While today curriculum is critiqued as racialised, gendered, sexualised and classed, the formats of curriculum documents such as text books, units of work and lesson plans have changed little. These documents are often conceived as linear sequences of steps leading to outcomes, and their voices are distanced and ‘neutral’. Drawing on a doctoral study of curriculum design in Australia, this article embraces a different approach by opening up a unit of work on girls’ popular culture to hooks’ invocations to teach to transgress, so that curriculum might be experienced as colour and curves, rather than a monochrome route to a pre-determined end point. Through this, along with hooks, I invite teachers to live pedagogy, rather than to deliver it. 相似文献
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Abstract A 3‐year study yielded data on the characteristics and progress of preschool children with developmental delays of uncertain aetiology. Children were tested at six‐month intervals in their homes using standard developmental measures (Bayley, McCarthy, Gesell, Sequenced Inventory of Communication Development); additional information about children and families was gathered by personal interview. Findings support the use of standardized assessment techniques for determining developmental level of preschool delayed children. For the group as a whole there was stability of performance over time, but the rates of change varied according to child. Delays in developmental domains were frequently associated with social behavioural and adjustment problems. Some relationship was found between aetiology and rate of development. Analyses across time suggest that three assessments are needed before confident prediction can be made about developmental rate for individual children. 相似文献
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Jessica Yarbro Katherine McKnight Stephen Elliott Alexander Kurz Liane Wardlow 《Journal of Research on Technology in Education》2016,48(4):274-289
Research that examines technology use in the context of daily classroom practices is needed to support the effective digital conversion of classrooms. In this study, 65 seventh- through 10th-grade Mathematics and English Language Arts teachers from six districts across six states logged information about digital strategies they incorporated into their lessons to teach specific academic content standards. We describe six major digital instructional strategies and 16 related instructional tactics that teachers used over the course of a year, and analyze how these strategies relate to opportunity to learn. We found teachers tended to use technology for a variety of strategies with varying degrees of frequency. Technology use was usually viewed as central or essential to instruction. Relationships between technology use and opportunity to learn differed between specific strategies and by subject. A discussion of the study limitations and future research needs is provided. (Keywords: digital instructional strategy, digital instructional tactic, opportunity to learn) 相似文献
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Career progression for women academics to higher levels is not in proportion to their representation within the profession.
This paper looks at theories about this and relates them to current practices within universities for allocating work. The
management of workloads can disadvantage women through a number of interactive factors. Interruptions in continuity of employment
and fractional contracts can work to exclude or hinder research activity, an area pivotal for higher progression. The issue
that many models for allocating work exclude research from their calculations exacerbates this. Additionally this feeds off
expectations that research work is conducted after hours at home, a feature that women may find more difficult. Lastly a lack
of transparency can allow areas of, often unwitting, discrimination to go undetected through the skewed allocation of types
of work not strongly associated with promotion. The paper suggests a series of measures that might improve this situation. 相似文献
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This study is the first to focus on gender discrimination of women journalists working in Korean newspapers. It tries to identify the extent and types of discrimination, and to identify factors associated with it. Virtually all respondents experienced gender discrimination and felt it is prevalent in the industry. In particular, women experienced discrimination for story and beat assignments, promotions, and training opportunities. They were excluded from receiving important information from managers within the newsroom and from sources. They also encountered verbal and physical sexual harassment and age discrimination. 相似文献
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