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21.
James Sells Augustine Tan Justin Brogan Ulla Dahlen Yvette Stupart 《International journal for the advancement of counseling》2012,34(1):39-54
Online learning has emerged as a significant teaching medium, influencing how higher education is conducted in the U.S. and
globally. While widely accepted in select disciplines, distance learning as the method for counselor preparation is often
met with skepticism or resistance in the counseling profession. The purpose of this paper is to argue for the confluence of
distance and global training in counselor education and training, and to illustrate that confluence through examining the
teaching and learning process of doctoral students in a distance PhD program accredited by the U.S. Council for Accreditation
of Counseling and Related Educational Programs. 相似文献
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Simon M. Rosalie Andrew S. McIntyre Stacey Stockman Craig King Cameron Watkins Catherine Yvette Wild 《Journal of sports sciences》2017,35(6):602-609
Research has revealed that individual soccer goalkeepers respond differently to penalty shots, depending on their specific perceptual and motor capabilities. However, it remains unclear whether analogous differences exist between individual penalty takers, and if specialising in penalty taking affects the occurrence of differences between individuals. The present study examined individual differences in penalty shot speed and accuracy for specialists in penalty taking versus non-specialists. Expert specialist field hockey drag flickers and equivalently skilled non-specialists performed drag flicks towards predetermined targets placed in the face of a standard field hockey goal. Comparisons in shot speed and accuracy were made at a group level (specialists vs. non-specialists) as well as between individuals. Results revealed differences in both speed and accuracy between specialists, but only differences in speed between non-specialists. Specialists generated significantly greater shot speed than non-specialists (P < .001) and were more accurate to some, but not all, targets (top left, P < .006, bottom left P < .001). In addition, it was found that in specialists increasing practice correlated with decreasing accuracy. This may indicate that excessive practice could potentially reduce a specialist’s accuracy in shooting towards specific targets. 相似文献
23.
As the ubiquitous force of globalization further erodes the nation-state and political activity increasingly focuses on global issues, there is renewed attention to models of global education. Within this global context, human rights education emerges as a response to the demands of global education. One of the main objectives of the United Nations Decade for Human Rights Education (1995--2004) is the building and strengthening of programs and capacities for human rights education at the national and local levels. In this essay, an overview of human rights education and the policy guidelines for national plans of action for human rights education developed by the Office of the High Commissioner of Human Rights (OHCHR) are presented. Further, the essay focuses on comprehensive national initiatives within the Decade that are being undertaken in Japan, Austria, and the United States, with particular attention to the implementation of human rights education in formal secondary school settings. 相似文献
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In this study we conceptualize cues in social media that require a single click (e.g., Likes, Favorites) as paralinguistic digital affordances (PDAs). Why do people use PDAs and how do they interpret them when they are the recipient? Through focus groups (N = 25) and interviews (N = 26) we address these research questions within a uses and gratifications framework. Using adaptive structuration theory as a lens for analysis, we examine both faithful and ironic uses of PDAs, finding they contribute more than phatic communication and may indicate just as much about the relationship between sender and receiver as they do content. 相似文献
25.
In this paper, we explore the issue of gender and mathematics participation, focusing on the ways in which “clever girls” self-author within the discourse order of a high ability group, which has particular significance in the Norwegian context in which this study took place. Contrasting the cases of three girls, only one of whom (Anna) chooses to continue with a higher level of mathematics (mathematics for science), we consider the ways in which they manage being members of the “smart group”. We analyse in particular the storying of Anna as a “nerd” and the social cost of being a “clever girl” against the backdrop of a public discourse of equality of opportunity in Norway. 相似文献
26.
Yvette Taylor 《Gender and education》2006,18(4):447-452
This research note aims to address concerns about schools as sites where students wrestle, materially and subjectively, with classed based notions of femininity, the promotion of heterosexuality, and the support of hetero‐normative, middle class families against and in contrast with their own working class families, identities and experiences. Two relatively neglected issues in education, those of sexuality and class, are addressed in order to highlight the interconnections in living out these often analytically separated categories. This piece draws upon the findings of an ESRC funded project ‘Working class lesbians: classed in a classless climate’, which examines the life experiences and identities of self‐identified working class lesbians in the UK. 相似文献
27.
Annette Hessen Bjerke Yvette Solomon 《Scandinavian Journal of Educational Research》2020,64(5):692-705
ABSTRACT Two major concerns in mathematics teacher education are the role of subject matter knowledge and the development of self-efficacy in pre-service teachers. This article brings these issues together in an exploration of the interaction between pre-service teachers’ perceptions of their subject matter knowledge and their accounts of university and placement experiences as potential sources of self-efficacy. Reporting on a group of ten pre-service teachers in Norway, we explore variations in the ways in which they perceived the role of subject knowledge in relation to experience, particularly “mastery experiences”, over a period of nearly two years. We suggest that recognition of the role of “understanding why” in mathematics is crucial in the experience of mastery, and that there is a need to focus more on the role of subject matter knowledge in all sources of self-efficacy in teaching mathematics. 相似文献
28.
Cristina Costa Yvette Taylor Claire Goodfellow Sidonie Ecochard 《British Journal of Sociology of Education》2020,41(5):685-700
AbstractWhile investigation on family estrangement is growing within academic circles, research regarding the interconnection between experiences of estrangement and higher education (HE) is still limited. Sociological understandings of these issues are even scarcer, with policy interventions and practical guidance forming early interventions in HE. Set within the context of Scotland, this paper explores the experiences of HE students who are estranged from their family, and interrogates the ways students develop a sense of identity in the context of their academic lives. The paper applies Goffman’s work on stigma and identity management in relation to Bourdieu’s concept of capitals to cast a critical eye on the identity formation of estranged students. In doing so, we challenge normative assumptions of what it means to be a university student in contemporary society and urge institutions and policy makers to rethink the complexity of students’ academic lives in more inclusive ways. 相似文献
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