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31.
R. Deborah Davis Tania Ramahlo Barbara Beyerbach Arcenia P. London 《Teaching Education》2013,24(3):223-234
As professors of Culturally Relevant Teaching, we seek to expand pre‐service teachers’ understanding of cultures through critical examination of personal cultural backgrounds, as well as, of those diverse groups who historically have experienced oppression in US society and its educational system. We share the story of how we develop and implement the course, setting it in the context of our teaching for a social justice‐oriented teacher education program in a predominantly White, rural, state university college. We indicate the literature from which we developed the course content and its activities; we analyze pre‐service teachers’ awareness of their cultural identities; and, describe the implications of this knowledge for teaching as reflected in the cultural autobiographies and narratives pre‐service students write at the beginning and end of the course. We hope this study will be helpful to other multicultural educators implementing similar courses. 相似文献
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Tania Ferfolja 《International Journal of Inclusive Education》2013,17(2):147-162
This paper explores how some schooling cultures in New South Wales (hereafter NSW), Australia, police and silence non‐heterosexuality through a number of institutional processes which enable homophobia and heterosexism to flourish, while normalizing and constituting heterosexuality as the dominant and only valid sexuality. The discussion shows that despite an apparent broader societal ‘tolerance’ for non‐heterosexuality, as well as legislation that condemns anti‐‘homosexual’ discrimination in education in NSW, homophobic prejudice — often in the form of silence, omission and assumption — prevails. It illustrates that schools need to be much more aware and proactive in addressing issues pertaining to this social justice issue to ensure a safe and equitable learning and teaching environment for all members of the school community.
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This article outlines one of the theoretical approaches to pedagogy of the heart, drawing specifically on the work of Hillman and his concept of imaginal knowledge. Imaginal knowledge, as opposed to evidence-based and critical pedagogy, illuminates the imagination and moves the heart towards humanistic action. In this paper, we argue that this is an area neglected in the education of professionals. The paper provides a number of methodological strategies for integrating education of the heart with critical and evidence-based knowledge. These strategies deal with how to evoke the imagination and move the heart and then progress to issues of classroom communication and the management of emotions. The context is the teaching of supporting sciences to health professionals in the university sector. 相似文献
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Kay Colthorpe Tania Sharifirad Louise Ainscough Stephen Anderson Kirsten Zimbardi 《Assessment & Evaluation in Higher Education》2018,43(2):272-285
To succeed at post-secondary education, it’s essential that students develop an understanding of their own knowledge and learning processes. This metacognition of learning, or ‘meta-learning’, helps students to become more effective learners, as they become more aware of their self-regulatory processes and recognise the effectiveness of their study strategies. To increase biomedical science students’ self-awareness, we have designed and implemented meta-learning assessment tasks across our biomedical science courses. Most students reported that meta-learning tasks had a positive impact on their learning, as they prompted self-regulatory processes of forethought and self-reflection. We found that students were equally likely to change or not change their study strategies across subsequent semesters. Those students that did not change were generally high achievers, believing their study approaches were most effective, but their performance did not improve across semesters. In contrast, students who adapted, mostly by modifying how they appraised and rearranged records or improved planning and time management, performed less well overall but significantly improved their performance across semesters. Meta-learning tasks may prompt students to become more self-reflective and independent learners by affecting their approach to learning, enabling them to reflect on their study strategies, adapt and improve performance, and may enable the development of lifelong learning skills. 相似文献
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During the last five years the counselling centre in Hamburg has dealt with the identification, counselling and offering of special provision to gifted children aged from 5 to 17. More than 300 children and their parents have been individually interviewed, particular attention being paid to the childrens’ motivational, social, and emotional difficulties in school. Various counselling strategies have been adopted, while a number of concerns and expectancies of parents, according to the children's different IQ levels, have become apparent. Early identification and special provision for the gifted are of particular importance. 相似文献
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Belén López Assef Félix Desmeules-Trudel Amélie Bernard Tania S. Zamuner 《Child development》2021,92(6):2447-2464
Research has found mixed evidence for the production effect in childhood. Some studies have found a positive effect of production on word recognition and recall, while others have found the reverse. This paper takes a developmental approach to investigate the production effect. Children aged 2–6 years (n = 150) from a predominantly white population in Ottawa, Canada were trained on familiar words which were either seen, heard or produced, followed by a recall task. Results showed a developmental shift: younger participants showed a reverse production effect, recalling more words that were heard during training, while older children showed the typical production effect, recalling more produced words. The effect of production on recall is not unidirectional and varies by age. 相似文献
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Tania Ferfolja 《Discourse: Studies in the Cultural Politics of Education》2008,29(1):107-119
This paper examines the way lesbian identities are silenced in schools particularly through anti-lesbian harassment. Based on research with 30 self-identified lesbian teachers working across high schools in New South Wales, Australia, the discussion illustrates how various responses to anti-lesbian harassment silence the recognition of such harassment, contributing to the invisibility of lesbian identities in schools generally. The argument highlights the shifting nature of both the subject and power. It illustrates how discursively (re)positioning harassers re-establishes and reinforces the harassed teacher's personal and professional power; however, this simultaneously serves to rationalise the harassment. This silences the awareness of the prevalence of anti-lesbian abuse by individualising the behaviour and pathologising the harasser, while ignoring broader socio-political discourses that maintain the frequently subordinated location of lesbian subjectivities. 相似文献
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Drawing on 30 semi-structured interviews with women academics based in London higher education institutions in the UK, this paper investigates the gendered nature of the prestige economy in academia. We explore how mid-career academic women strategise their career development and the opportunities and barriers they perceive, particularly in relation to the accrual of academic esteem. Concept maps were used to facilitate dialogue about career plans and provided an artefact from the interviewee’s own perspective. The analysis draws on the concept of prestige, or the indicators of esteem that help advance academic careers, against the backdrop of a higher education context which increasingly relies on quantitative data to make judgements about academic excellence. The interviews indicated that women generally feel that men access status and indicators of esteem more easily than they do. Many women also had ambivalent feelings about gaining recognition through prestige: they understood the importance of status and knew the ‘rules of the game’, but were critical of these rules and sometimes reluctant to overtly pursue prestige. The findings are valuable for understanding how women’s slow access to the highest levels of higher education institutions is shaped by the value that organisations place on individual status. 相似文献