One of the requirements of the New Zealand Curriculum Framework (Ministry of Education, 1993a) is that all curricula developed
in New Zealand must be gender inclusive. Developers of the recently released science curriculum, and the draft technology
curriculum, have responded to this requirement in different ways. In this paper I discuss a theorisation of the term ‘gender
inclusive’ within national curriculum development generally, and explore and analyse these different responses within the
specific context of the science and technology curriculum developments. Particular emphasis is placed on the historical difference
between science education and technology education in New Zealand schools, and on the impact theoretical discourses have on
the way in which terms such as ‘gender inclusive curricula’ are conceptualised, and viewed as appropriate, or not, for specific
purposes.
Specializations: feminist theory, science education, technology education, technology curriculum development. 相似文献
Appetitive, aversive and avoidance responses to a flavoured solution in distinct contexts were examined. Rats placed in either
a white or black box were given access to saccharin. Consumption was followed by an injection of a toxin in one but not the
other box. Rats showed more aversive responses in anticipation of and during the presentation of saccharin in the box paired
with the toxin than in the box paired with vehicle. The reverse was true for appetitive responses. The acquisition of conditioned
avoidance paralleled the acquisition of aversive and appetitive responses. These findings demonstrate that the toxin does
not have to overlap exposure to contextual cues to produce conditioned aversive responses, that the aversive and appetitive
responses to a flavour can be modulated by visually distinct environments that predict the toxin, and that conditioned avoidance
and conditioned aversions develop simultaneously during acquisition. Thus, environmental cues can modulate anticipatory nausea
and may prove helpful in the control of nausea in clinical settings. 相似文献
Postsecondary students increasingly enroll in online courses, which have the potential to further democratize higher education by expanding access for historically underserved populations. While a number of studies have investigated student outcomes in online courses, past data limitations have hindered robust examination of a potential mechanism underlying the decision to enroll in an online course: access to high speed broadband. With data from the National Broadband Map and IPEDS, I fit a number of Bayesian regression models to investigate the relationship between various measures of broadband access—download speed, upload speed, and the number of providers—and the number of students who take online courses at public colleges and universities with open admissions policies. Results show that increases in broadband speed at the lower end of the speed spectrum are positively associated with the number of students who take some of their courses online, but that the marginal gain diminishes as speeds increase. This finding suggests that there may be a minimum threshold of necessary broadband access, beyond which increases in speed become a less important factor in the take up of online coursework. Open admissions colleges seeking to improve access for local students through increased online course offerings should consider broadband access in the area, particularly if the targeted populations live in communities with low average broadband speeds.
Research findings suggest that most students who have foreign language learning problems have language-based difficulties
and, in particular, phonological processing problems. Authors of the present study examined pre- and posttest scores on native
language and foreign language aptitude tests of three groups of at-risk high school students enrolled in special, self-contained
sections of first-year Spanish. Two groups were instructed using a multisensory structured language (MSL) approach. One of
the groups was taught in both English and Spanish (MSL/ES), the other only in Spanish (MSL/S). The third group (NO-MSL) was
instructed using more traditional second language teaching methodologies. Significant gains were made by the MSL-ES group
on measures of native language phonology, vocabulary, and verbal memory and on a test of foreign language aptitude; the MSL/S
group made significant gains on the test of foreign language aptitude. No significant gains on the native language or foreign
language aptitude measures were made by the NO-MSL group. Implications for foreign language classroom instruction of at-risk
students are discussed. 相似文献
The development of effective strategies for planned change presents a challenge to an organization operating in a modern, complex society. A change agency often faces two barriers to the diffusion of innovations —the lack of direct contact with individual receivers on a daily basis, and limited and perhaps shrinking resources. Two strategies which help a change agency address these barriers are: a) the use of co‐change agencies in innovation development and b) the diffusion of innovations through other organizations at the system‐receiver level. The use and effectiveness of these modifications to the traditional diffusion model are illustrated in the development and diffusion of a health education program called Foods for Health. 相似文献
Since the late-1990s, the University of South Australia has embedded seven Graduate Qualities across all programs. Subsequently, the higher education landscape has changed dramatically in terms of national policies and standards, as well as technologies available to support learning and teaching. Most higher education institutions now have their own list of qualities or attributes developed by graduates. Further changes in Australia include quality assurance accredited through a national body, such as the Tertiary Education Quality and Standards Agency, and the development of disciplinary Threshold Learning Outcomes under the Learning and Teaching Academic Standards project. Similar changes are underway internationally. A multi-disciplinary research project at University of South Australia explored how ePortfolios might enhance this learning environment with a focus on aligning standards, Graduate Qualities and professional requirements. This paper outlines approaches taken in Engineering and Law undergraduate programs using two different ePortfolio tools (PebblePad and Mahara), where we sought to discover if this would empower learners to articulate their achievements and to understand professional frameworks. Lessons learnt and evaluation data are presented, along with recommendations to support a progressive developmental approach across programs. Whilst the experiences relate to two disciplinary areas, the approach taken can be adapted for other programs. Many of the insights gained also apply to strategies that exclude ePortfolio tools. 相似文献