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21.
Acknowledging the affective in higher education 总被引:1,自引:0,他引:1
This article argues that we need richer conceptions of students as affective and embodied selves and a clearer theorisation of the role of emotion in educational encounters. These areas are currently under‐researched and under‐theorised in higher education. The first part of the article explores the literature on emotion. The second reports on a case study which aimed to map students' emotional journeys over their first year at university. These data highlight the importance of relationships, students' changing emotions over the year, their perceptions of their academic studies and understandings of life at university. The article concludes that it is important to understand the affective dimension in pedagogic encounters and the lifeworld of students, and that it is possible to do so without a collapse into therapeutic discourses. 相似文献
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This paper considers the impact of the NEAB GCSE anthology on the poetry teaching of a small sample group of practitioners in a range of 11-18 schools in one LEA over a two-year period. While some teachers in the sample embraced the opportunities they believe the anthology offered them, others appeared more resistant, perceiving the anthology as reductive and an imposition on their established poetry teaching practices. The process of adjustment, which occurred as teachers began to make the poetry element of the GCSE syllabus their own, is illustrated, with the implications of these findings for classroom practice. 相似文献
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In order to examine factors that may deter girls' interest in science, five seventh-grade life science textbooks were analyzed for sexism in language, images, and curricular content, and for features of activities that have been found to be useful for motivating girls. Although overt sexism was not apparent, subtle forms of sexism in the selection of language, images, and curricular content were found. Activities had some features useful to girls, but other features were seldom included. Teachers may wish to use differences that were found among texts as one basis for text selection. 相似文献
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Prevalence of child sexual abuse reported by a cross-sectional sample of New Zealand women 总被引:1,自引:0,他引:1
OBJECTIVE: The objective is to describe the prevalence of child sexual abuse (CSA) among women in New Zealand, document ethnic specific rates, and outline the frequency of abuse experienced and the most commonly identified perpetrators. Associations between CSA and later adverse consequences were also explored. METHODS: Retrospective report from a random sample of 2,855 women aged 18-64 years old in two regions in New Zealand. Face-to-face interviews with one randomly selected woman from each household were conducted. RESULTS: The overall prevalence rates for CSA were 23.5% for women from the urban region and 28.2% from the rural region. In both urban and rural regions, Māori women more frequently reported experiences of CSA than women from European and other ethnic groups (urban: 30.5% vs. 17.0% and rural: 35.1% vs. 20.7%). The median age of onset of the abuse was 9 years, and the median estimated age of the abuser was 30 years. Half of those who experienced CSA reported that it occurred once or twice, 27% "a few times," and 23% "multiple times." Sole perpetrators were involved in 83% of cases. The majority of cases were perpetrated by a family member, most frequently male. Compared with non-victims, victims of CSA were twice as likely to experience later intimate partner violence and violence by others. CONCLUSIONS: This study reports on a large, population-based sample in an ethnically diverse population in New Zealand, providing the first ethnic-specific rates of CSA available. Findings suggest important priorities for prevention and intervention activities. 相似文献
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云计算提供可定制的计算资源服务特点与建构主义教学理念不谋而合,意味着云计算技术在教育领域将会有深入的应用。在分析云计算应用于教育领域优势的基础上,结合建构主义理论,设计了一种基于云计算的多媒体教学环境,该教学环境整合高校与教学有关的系统构成教学云服务平台,为教师、学生、教学支持者提供全方位的服务和管理功能,将有效增强师生交互,促进资源共享,提高教学智能化程度。 相似文献
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