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131.
ABSTRACTWithin the growing body of literature on sexuality education in South Africa, researchers have highlighted how teachers may face, or themselves be, barriers to the implementation of rights-based comprehensive sexuality education. Important issues with regard to educators are: firstly, the social and discursive space within which educators are located; and secondly, the complex emotional and psychic investments that educators take up within particular discourses and practices. This paper explores, through a psychosocial reading of an interview extract with a particular educator based in the Eastern Cape of South Africa, how discursive and psychic concerns are sutured within the complex subjectivity of the educator as the medium for sexual education in schools. Specifically, it highlights the numerous ways in which feminine sexuality and desire may be avoided, denied and silenced. Even when feminine desire is specifically evoked as in this case, it is done so in a way that ensures social and cultural respectability, thereby reproducing shame narratives that form and maintain traditional gender discourses. Our analysis demonstrates how engaging with educators as subjects with their own sexual history and psychic dynamics, and as individuals with raced, gendered and classed identities, is a potentially transformative perspective for effective sexuality education. 相似文献
132.
One concern for teachers and schools is how to implement inclusion. This paper examines its implementation at the teacher and class level in Styria, (a state in Austria). To do so, a qualitative study with expert interviews was conducted. Twenty-five experts from seven schools and four Centres for Inclusion and Special Education were interviewed. This paper highlights four areas: (1) teachers’ attitudes; (2) co-teaching; (3) individualised instruction; and (4) classroom composition. The results showed that for the inclusion process to be successful, positive attitudes towards inclusion of children with special educational needs are critical. Furthermore, negative attitudes towards inclusion can change if resources and support systems are available. Like every change process, high reliability is necessary to promote inclusion. The special education teacher was seen as an important resource, thus meaningful cooperation between the general and special education teacher was considered as a first step in implementing inclusive education. The use of differentiated teaching methods, along with individual initiatives, were other indispensable practices. According to the experts, these differentiated teaching instructions are implemented better in heterogeneous classrooms, meaning that a classroom composition that corresponds to the normal heterogeneity of the student population is seen as an essential part of teaching. 相似文献
133.
This study provides insight in the variety of urban-related challenges that beginning teachers experience in urban schools. Literature on urban teaching focuses on teaching children from low socio-economic status (SES) and/or culturally diverse backgrounds. In many European cities, however, schools are populated by both children from relatively high and from low-SES backgrounds. This study examined the problems and challenges of beginning teachers in Dutch urban primary schools. Teachers were interviewed at schools with different student populations. Results showed that, although many of the challenges that beginning teachers experienced concern the same themes, their actual manifestation differed related to schools’ student populations. For instance, the problem of ‘parental contact’ referred to both the extreme involvement and demands of highly educated wealthy parents at some schools and the diverse backgrounds of parents at other schools. Results of the study can be used to develop adequate preparation and support for beginning urban teachers. 相似文献
134.
Despite a large body of research demonstrating the kinds of categories to which infants respond, few studies have directly assessed how infants' categorization unfolds over time. Four experiments used a visual familiarization task to evaluate 10-month-old infants' (N = 98) learning of exemplars characterized by commonalities in appearance or function. When learning exemplars with a common function, infants initially responded to the common feature, apparently forming a category, and only learned the individual features with more extensive familiarization. When learning exemplars with a common appearance, infants initially learned the individual features and apparently only formed a category with more extensive familiarization. The results are discussed in terms of models of category learning. 相似文献
135.
Maternal intrusiveness, maternal warmth, and mother-toddler relationship outcomes: variations across low-income ethnic and acculturation groups 总被引:1,自引:0,他引:1
Ispa JM Fine MA Halgunseth LC Harper S Robinson J Boyce L Brooks-Gunn J Brady-Smith C 《Child development》2004,75(6):1613-1631
The present study investigated the extent to which maternal intrusiveness and warmth during play, observed in 579 European American, 412 African American, and 110 more and 131 less acculturated Mexican American low-income families when children were approximately 15 months old, predicted 3 dimensions of the mother-toddler relationship 10 months later. Intrusiveness predicted increases in later child negativity in all 4 groups. Among African Americans only, this association was moderated by maternal warmth. Intrusiveness predicted negative change in child engagement with mothers only in European American families. Finally, near-significant trends suggested that intrusiveness predicted later decreased dyadic mutuality in European American and more acculturated Mexican American families, but not in African American or less acculturated Mexican American families. 相似文献
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This article defines the problem of teaching foreign students in standard American university composition courses. It describes how two composition courses were modified to meet the needs of students who were beyond English as a Second Language composition but not yet ready for mainstream study. The article suggests that adaptations, not only in technique, but in approach and content as well, are required in order to fulfill the needs of these special students.Sally L. Chirinos, M.A. was the Academic Director of the EFL Program at the Instituto Cultural Peruano-Norteamericano, Arequipa, Peru from 1977–78. Suellen Rundquist is a M.A. candidate in Foreign Language Education and English as a Second Language at the University of Minnesota. Lisa Washburn holds a M.A. in English as a Second Language and a M.A. Germanic Philology from the University of Minnesota. 相似文献
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