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91.
Julia Stanley 《British Journal of Sociology of Education》1986,7(3):275-286
The article is based on a year's ethnographic work at a West Midlands comprehensive school, which is described. The usual genderising pattern of subject choice and behaviour are identified, and used as the basis of an analysis of the differences, real and imagined, between boys and girls and their expectations of secondary schooling.
Having identified quietness as one of the distinguishing characteristics of girls at Cator Park school, I relate this to their own assessment of how they accommodate to the demands of school. This highly selective adaptation is suggested as one reason why the boys are puzzled by the behaviour of girls in school, and it is suggested that it allows the girls to retain their private identity outside school. The conclusion is that quietness is a successful adaptation to the situation of girls in school, and should not be viewed as a weakness. 相似文献
92.
M.Stanley Bubien 《海外英语》2007,(4):14
“No! ”I stated without apology, “I’m not giving you one red cent.”The beggar flipped me off with a stream of profanity. 相似文献
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McDermott PA Goldberg MM Watkins MW Stanley JL Glutting JJ 《Journal of learning disabilities》2006,39(3):230-251
Through multiple logistic regression modeling, this article explores the relative importance of risk and protective factors associated with learning disabilities (LD). A representative national sample of 6- to 17-year-old students (N = 1,268) was drawn by random stratification and classified by the presence versus absence of LD in reading, spelling, and mathematics according to ability-achievement discrepancies or low achievement levels. The dichotomous classifications were regressed on sets of explanatory variables indicating potential biological, social-environmental, and cognitive factors, problem behavior, and classroom learning behavior. Modeling revealed patterns of high risk for male students and students evincing verbal and nonverbal ability problems and processing speed problems. It was shown that, absent controls for cognitive abilities (such as provided by the ability-achievement discrepancy definition), definitions keyed to low achievement will substantially overidentify ethnic minority and disadvantaged students and will be confounded by significantly higher proportions of students who display oppositional and aggressive behavior problems. Alternatively, good learning behaviors uniformly provide substantial reduction in the risk for LD. 相似文献
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This study tested the hypotheses that the nonverbal behavior of teachers is affected by the race and performance of their students. Fifty-six white college-age subjects, acting as teachers, were led to praise successful or unsuccessful students. The students were either white or black. Stimulus teachers' nonverbal behavior was recorded, and silent samples of their behavior were shown to naive judges who rated how pleased they appeared to be with their student. Results showed that stimulus teachers were more pleased with successful than unsuccessful students, and more pleased with white than black students. 相似文献
96.
Nick Stanley 《The International Journal of Art & Design Education》2002,21(1):24-35
There are few links between art education and popular entertainment. Major attractions, such as theme parks, have come to question the relationship between the everyday and the aesthetic. These parks have become sources of ‘calculated hedonism’ where visitors enjoy physical experience in elaborately designed sets. But young people, in particular, approach this experience in varying ways. This paper explores the several options that they may adopt to become aware of the ‘visual ideology’ at work in the entertainment, as well as the stratagems employed. Hopefully, visitors to such parks may become accomplished critics of the politics of display. 相似文献
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