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41.
Voices from Manukau: recruitment and success of traditionally under represented undergraduate groups in New Zealand 总被引:1,自引:0,他引:1
Pam Millward Maxine S. Stephenson Nane Rio Helen Anderson 《Asia Pacific Education Review》2011,12(2):279-287
This paper describes a research project, “Voices from Manukau”, that investigated the impact of a joint initiative by a university and an institute of technology in New Zealand. The purpose of the initiative was to increase the participation of students traditionally under represented at tertiary-level study, particularly Māori (indigenous people) and individuals from Pacific Island nations. Many of the participants were adults who had not experienced high levels of success during their compulsory period of education and they lived in low socio-economic areas. We found that participation of under-represented groups increased. The “Manukau” students were as successful as other undergraduate students studying at the university. Of particular interest was the high level of success of Māori and Pacific Island students. 相似文献
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Pam Jarvis 《International Journal of Early Years Education》2007,15(3):245-259
This research was carried out during a study which focused upon the rough and tumble play of children in the early years department of a suburban primary school in northern England. The child sample’s playtime activities were ethnographically observed over a period of 18 calendar months, during which time interviews were also carried out with the children’s class teachers and several other adults taking part in the children’s daily school routines. It was found that the narratives created by a cohort of four‐and‐a‐half‐ to six‐and‐a‐half‐year‐old boys around their football (soccer) play were socially and symbolically complex, providing evidence that such play is a highly valuable developmental activity. However, the interview data indicated that owing principally to very low adult:child ratios in playground supervision, the focus of the adults was strongly directed towards negative aspects of outdoor free play. 相似文献
44.
Mel Dunn Pam Nilan 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(3):265-281
Since the end of the apartheid era in South Africa, “internationalization” of higher education has been a popular theme as the country takes its place as a regional leader in education and research in sub-Saharan Africa. However, competing discourses of internationalization have produced economic and moral dilemmas rather than the realization of philanthropic academic aims. The process of internationalizing higher education in South Africa has been greatly compromised by under-funding and over-crowding of post-secondary education institutions in the country. 相似文献
45.
P. Nilan 《Gender and education》1991,3(2):163-182
This article makes use of informal interview talk data gathered during a longitudinal study of adolescent girls’ friendship groups. Two group‐produced narratives involving categorisation, moral ordering, inclusion and exclusion are examined with the aim of discerning patterns of girls’ friendship networks. Through a detailed examination of the girls’ talk about themselves, their friends, their enemies, the minor breaking‐ups and making‐ups, the declarations of loyalty, the aspersions cast and the motives attributed, it is possible to discern a significant moral and social order which underlies girls’ friendships. This article represents an attempt to view friendship between girls, not in terms of a pre‐determined model of pervasive, yet invisible patriarchal constraints, but in terms of lived moments of interaction between and with girls who are actually getting on with the business of being friends with each other as they are collaboratively describing events in their friendship networks. 相似文献
46.
A proportion of children with physical impairments experience significant difficulties in communicating with others and may be recommended augmentative and alternative communication (AAC) systems such as speech synthesizers and symbol charts to support ‘natural’ communication skills. However, AAC systems are often under-utilized. Parents have identified barriers to AAC system use to include the organization of speech and language therapy. Speech and language therapists are developing services to school-aged children in response to changes in education, health reforms and models of speech and language development. However, there is little evidence for commissioners of children's services about what constitutes ‘enough’ or ‘good’ speech and language therapy. This paper examines speech and language therapy provision to 23 children using AAC systems in six London authorities. Research strategies include documenting the amount, type, organization and objectives of provision. Evidence for collaboration between school staff and therapists is explored, analysis is made of child characteristics associated with provision and criteria for decision-making documented through interviews with therapists. However, little conjunction exists between what therapists said guided their decision-making concerning provision and observed provision. For the children surveyed in this study it seems that that provision in amount of therapy is related to educational placement rather than individual needs. 相似文献
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We describe and examine a view of knowledge application in schooling developed from aspects of contemporary learning theory. To situate our perspective in contemporary practice, we establish the significance of the issue of knowledge application as an educational challenge. We then review some enduring theoretical conceptions of the problem and their educational ramifications following which we introduce some developments in educational learning theory and consider their implications for teaching knowledge application. 相似文献
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Differences between shy and non-shy children were found on measures of speech in an assessment situation even when variation in vocabulary scores was statistically controlled. The findings have implications for understanding shyness and for practice in assessing shy children. 相似文献
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