共查询到20条相似文献，搜索用时 31 毫秒
1.
June Larkin 《Gender and education》1994,6(3):263-280
For most females, crude language and other forms of sexually harassing behaviour are part of the fabric of our daily lives. To date, however, our focus on sexual harassment has been limited primarily to the experiences of adult women in academic and work place settings. What has not been explored is the prevalence of sexual harassment in schools and the way it interferes with young women's education. Equal opportunity programmes are of limited use if, for example, we urge female students into traditional male courses but we neglect to consider the hostile climate they encounter there. In this study I explored young women's experiences of sexual harassment in the setting lauded as their gateway to opportunity: school. Based on their testimonies I make recommendations for educators who are committed to making high school a more equitable place for female students. 相似文献
2.
Christine Skelton 《British Journal of Sociology of Education》1997,18(3):349-369
This paper explores the relationships between primary‐aged boys, hegemonic masculinities and sexualised/violent behaviours in the school setting. The data for this paper arise out of a year‐long ethnographic study of two primary schools in the North‐East of England. The aims are twofold: to explore the way in which heterosexual harassment features in the particular hegemonic masculinity of each school; and secondly, to consider the extent to which primary school boys of different ages and social class backgrounds draw upon sexually harassing/violent attitudes and behaviours as one of the key processes in defining their male identities within their peer groups. 相似文献
3.
Dorothy Coe Jane Strachan 《International journal of qualitative studies in education》2013,26(5):497-511
Dotti researched how students in her tertiary dance class ascribed personal meaning to her use of different dance pedagogies. Jane was involved in the supervision of her thesis within the research process. However, what they discovered was a tension between researching and writing about artistic experiences within the confines and limitations of traditional academic scholarship. In this article each tells her story and shares how these tensions were or were not addressed. They then look at what a thesis is and what different forms of thesis presentation have been used. Finally, some suggestions are offered as to how both academic scholarship and artistic integrity might be maintained in a formal research process. The authors suggest that as an academic community there is a need to seek new ways of researching creative fields, such as dance, so that the academic process does not strangle the artistic endeavor. 相似文献
4.
The successful negotiation of one's first academic appointment contract can have lasting implications for academics and institutions alike. The present study investigated the impact of gender and perceived academic supervisor support (PASS) on negotiation outcomes using a sample of recently appointed assistant professors of management from internationally accredited business schools. Overall, women were less likely to engage in negotiations and were less effective than their male counterparts when bargaining for elements that revolved around direct compensation (e.g., salary, research funding). Further, it was observed that PASS moderated the relationship between gender and negotiation effectiveness such that highly supportive academic supervisors improved negotiation effectiveness for women, but had little impact for men. We conclude by outlining important practical implications of the current study and outline how interventions aimed at improving supervisor support in doctoral programmes may attenuate some of the observed negotiation discrepancies. 相似文献
5.
John Hockey 《International journal of qualitative studies in education》2013,26(4):481-500
While there is a literature on PhD supervision, little research has been undertaken upon the intricacies of the actual relationship between the PhD student and supervisor. One particular facet of this relationship was examined, namely the strategies supervisors choose to implement when supervising social science students at this level. Two general overarching strategies were found to exist in this context: a relatively unstructured approach, giving students a large degree of intellectual freedom, and a much more structured approach within which close operational control was maintained by the supervisor. The selection and implementation of these two strategies, and associated tactics, were found to be more effective in cases where supervisors were able to balance involvement with their students with a degree of professional detachment. Effective supervision was also found to be correlated with the possession of certain skills, including the ability to foresee the general direction of the student's research, to communicate clearly with the student about the supervisory relationship, and to facilitate that relationship intellectually and emotionally. Such skills were in turn found to hinge upon the possession of particular qualities, such as flexibility and sensitivity. 相似文献
6.
导师是博士生培养的关键。在与高等教育发达国家比较视野下,从博士生体验和评价视角探析当前我国博士生导师对博士生指导现状及相对水平,可为优化研究生导师指导行为提供支持。经选取Nature调查中代表性发达国家对比发现,我国博士生对导师总体满意,但对导师指导分项满意度还有较大提升空间。具体到导师指导行为上,我国博士生对出版发表、合作机会、资金支持的满意度略高于或接近于发达国家,但在导师学术指导频次,给予心理支持和职业发展指导方面与发达国家存在一定差距,尤其是对导师给予其学术指导,提供参加学术会议、会议报告机会等培养支持满意度处于对比8国的较低水平。基于数据分析和讨论,建议导师遴选应加强对导师指导能力和指导质量的考察,高校对导师的岗位要求和岗位评价等应细化导师指导行为,多渠道为博士生开展同行学术交流创造条件。 相似文献
7.
Objective
The goal of the current study was to examine the extent to which child sexual abuse (CSA) and particular characteristics of CSA are associated with pedophilic interest and sexual recidivism.Methods
Subjects were 462 adult male sexual offenders who had been incarcerated in Canadian federal prisons.Results
Compared to sexual offenders who had not been sexually abused, those who had been sexually abused before age 16 sexually offended against significantly younger victims and had significantly more indicators of pedophilic interest. This was the case whether we examined self-reported or officially documented CSA. Offenders who had been sexually abused exclusively by a male had significantly more indicators of pedophilic interest than those who had been sexually abused exclusively by a female. These findings are consistent with past research and theory suggesting that CSA may play a role in pedophilia and sexual offending against children. CSA exclusively by a female abuser predicted higher rates of sexual recidivism than abuse by a male or both a male and female abuser. Among offenders with victims 15 years old or younger, a closer relationship between offender and abuser predicted higher rates of sexual recidivism. The relationship between CSA and sexual recidivism was significantly moderated by actuarial risk. More specifically, CSA predicted higher rates of sexual recidivism among higher risk offenders, but CSA did not predict sexual recidivism among lower risk offenders. This novel finding raises the possibility that CSA may play a role in sexual recidivism for some offenders.Conclusion
If future research replicates this CSA by risk interaction and identifies the constructs and processes involved, CSA may be worth considering in risk assessment and treatment. 相似文献8.
Pat O’Connor Clare O’Hagan Eva Sophia Myers Liv Baisner Georgi Apostolov Irina Topuzova 《高等教育研究与发展》2020,39(4):764-777
ABSTRACTThis article is concerned with the source of men’s invisible advantage in the male-dominated disciplines of Science, Technology, Engineering and Mathematics (STEM). It is suggested that this advantage has been obscured by combining sponsorship and mentoring. The research asks: Are men or women most likely to be mentored? Is it possible to distinguish between mentoring and sponsorship? Is there gender variation in either or both of these depending on the source – whether from the academic supervisor, line manager or other senior academics? This qualitative study draws on interview data from 106 respondents (57 men and 48 women) at high, mid and early levels, in four universities: one each in Bulgaria, Denmark, Ireland, and Turkey. It shows that both men and women received mentoring from their PhD supervisor, albeit with slightly different reported nuances. Men were more likely than women to receive sponsorship in that relationship. Both men and women received sponsorship from the Head of Department, whose wider responsibilities may have reduced homophily. Men were more likely than women to receive sponsorship and mentoring from senior men, with most women indicating a lack of access to such senior academics. By distinguishing between mentoring and sponsorship, this article contributes to our understanding of the way male dominance in STEM is perpetuated and suggests the source of men’s invisible advantage in STEM. 相似文献
9.
Literacy classrooms are places of tension in the shaping of literate identities for Black male students because of classroom and cultural mismatch, racialized literacy beliefs and deficit views of Black male literacy achievement. However, research on connections between students’ out-of-school literacy and academic literacy participation tells a strikingly contrasting story because efforts are made to connect literacy to the lived experiences, popular culture, and the personal literacy development of students to what happens in the classroom. Understanding the roles of literacy and space – specifically how Black male youth navigate, contend with, and participate in these spaces – is integral to transforming literacy learning and development for Black male youth within school walls. This paper uses Foucault’s theory of other spaces in order to examine one boy’s discovery of four edge-of-school spaces – spaces that he discovered for meaningful literacy engagement. 相似文献
10.
Yongyan Li 《Asia Pacific Journal of Education》2016,36(4):545-558
Publishing English papers in journals listed in Science Citation Index (SCI) has become a requirement for degree conferment for doctoral science students at many universities in China. The publication requirement engenders high pressure for doctoral students and their supervisors and shapes the politics of the relationship between the two parties. This is illustrated in the present paper which reports a study conducted at a prestigious university in east China. Focusing on the case of a research group in biochemistry led by an expert writer (the supervisor), the study aimed to find out, from the supervisor's perspective, what revising papers for the students means to him, and what the students learn as a result of their papers being revised. It is shown that the students depend on the supervisor to meet the publication requirement, and the supervisor believes an average student cannot write a publishable paper. The paper discusses the disempowering effect of the publication requirement, and concludes that there is a role for a course on academic English writing, and that the focus on “publishing SCI papers or no degree” should be shifted at the policy level and long-term planning should go into the training of EAP-qualified language professionals. 相似文献
11.
Tim Mainhard Roeland van der Rijst Jan van Tartwijk Theo Wubbels 《Higher Education》2009,58(3):359-373
The supervisor–doctoral student interpersonal relationship is important for the success of a PhD-project. Therefore, information
about doctoral students’ perceptions of their relationship with their supervisor can be useful for providing detailed feedback
to supervisors aiming at improving the quality of their supervision. This paper describes the development of the questionnaire
on supervisor–doctoral student interaction (QSDI). This questionnaire aims at gathering information about doctoral students’
perceptions of the interpersonal style of their supervisor. The QSDI appeared to be a reliable and valid instrument. It can
be used in research on the relationship between supervisor and doctoral student and can provide supervisors with feedback
on their interpersonal style towards a particular student. 相似文献
12.
当前高校研究生教育质量呈现滑坡之势,研究生群体浮躁,缺乏学术热情,不安心于学业。高校研究生教育主要实行导师负责制。导师对研究生的教育应该是全面的、多维的,主要体现于四导：学业上指导、思想上引导、心理上疏导、纪律上督导。这四个方面相互联系,彼此渗透,是科学的培养方式,能促进研究生又好又快地全面发展。 相似文献
13.
学术论文的质量与数量没有任何关系。文章质量不因数量多而降低,也不因数量少而提升,完全因人而异。判断文章质量的唯一标准,就是在解决学术前沿问题上的原创性。学术创造不在单纯的积累,而是依人的研究天赋,因人的想像力与灵感,沿着对学术前沿问题探讨的路径而产生的。 相似文献
14.
《Journal of Further & Higher Education》2012,36(2):268-282
There are three dimensions through which to measure university support for students’ transition to university life: academic adjustment, social adjustment and psychological adjustment. Previous research studies show that there are relationships among those adjustments. However, less is known about gender differences in these relationships. The purpose of this study is to examine the perceived gender differences in perception of the relationships among these adjustments during the first year undergraduate transition period. The study is based on a survey of 114 first year undergraduate students from a Hong Kong local university. The findings show that (1) female students perceive social adjustment to have more influence on academic adjustment than male students, (2) female students perceive psychological adjustment to have more influence on academic adjustment than male students, and (3) there is no significant difference in the relationship between social and academic adjustments for female and male students. 相似文献
15.
Coralie McCormack 《Studies in Continuing Education》2013,35(2):141-156
Storytellers have always known that there is more to a story than ‘just a good yarn’. It is through stories that individuals construct and reconstruct their sense of self as they learn ‘to be’ in the world. Learning through stories is common across a number of professional contexts. However, storied approaches are under-utilised in supervisor professional development programs. This paper argues that telling, receiving, reading, writing and re-writing stories can open to doctoral supervisors a way to negotiate the chaotic pedagogy of becoming and being a doctoral supervisor. Two examples of storytelling – interactive telling and reading of stories of research student experience and supervisor autobiographical writing – illustrate how the art of storytelling can return personal narrative ways of knowing to professional development in today's performance-driven higher degree by research context. 相似文献
16.
With the increasing demand for doctoral education, co-supervision, understood as the formally agreed supervision of a research student by two or more academics in doctoral programmes, has become common practice in postgraduate circles in the UK. If supervision with one supervisor is complex due to personal, academic, ethical and sometimes cross-cultural issues, having two supervisors makes this process sufficiently challenging in practice to be specifically investigated in research, not least because of the additional communication issues. However, co-supervision is under-explored in the academic literature. In this article we look at the experience of co-supervision as reported by co-supervisors and those supervised by them in a UK university department within an arts and social sciences faculty, and aim to contribute to the literature on co-supervision by considering co-supervisors’ and their supervisees’ perspectives on co-supervision practices. Amid a general welcoming of the practice, with both parties seeing co-supervision entailing learning opportunities – for co-supervisors, learning from colleagues; for supervisees, learning from two experienced researchers – we report shared and specific concerns of these two groups. Time is a concern for both groups, but in different ways. Particularly interesting is the issue of harmony between the co-supervisors, including in feedback, the desirability of which will be perceived differently within any co-supervisor–supervisee relationship. The need for awareness-raising for co-supervisors as regards what their supervisees may feel but may not articulate may be greater for co-supervision than solo-supervision arrangements, given the additionally complex web of institutional and interpersonal relationships co-supervision entails. 相似文献
17.
Judith McNamara 《Assessment & Evaluation in Higher Education》2013,38(2):183-197
A fundamental aspect of work integrated learning (WIL) is the development of professional competence, the ability of students to perform in the workplace. Alignment theory therefore suggests that the assessment of WIL should include an assessment of students’ demonstration of professional competence in the workplace. The assessment of professional competence in WIL is, however, problematic. It may be impractical for the academic supervisor to directly assess professional competence if there are a large number of students in external placements. If evidence of professional competence is provided by the student, the student’s ability to articulate his or her own capabilities will interfere with the validity of the assessment. If evidence of professional competency is provided by the supervisor then the assessment is heavily dependent on the individual supervisor and may be unreliable. This paper will examine the literature relating to the assessment of professional competence in WIL. The paper will be informed by the author’s experience in coordinating a WIL subject in an undergraduate law course. It will recommend that a mix of evidence provided by the student, the workplace supervisor and the academic supervisor should be used to assess professional competence in WIL. 相似文献
18.
Shupeng Heng Ming Yang Bing Zou Yongzhan Li Gloria Castaño 《Psychology in the schools》2020,57(9):1347-1364
This study examined the relationship between teaching–research conflict and job burnout among university teachers and the moderating role of perceived supervisor support (PSS) and psychological capital (PsyCap) in this relationship. Using a cross-sectional design, data were collected from a convenience sample of 488 university teachers in China. Hierarchical regression analysis was performed to examine the moderating role of PSS and PsyCap in the relationship between teaching–research conflict and job burnout. The results showed that (a) teaching–research conflict was positively linked to emotional exhaustion and depersonalization but negatively linked to personal accomplishment, (b) PSS moderated the effects of teaching–research conflict on both emotional exhaustion and depersonalization but did not act as a moderator in the relationship between teaching–research conflict and personal accomplishment, and (c) PsyCap moderated the effect of teaching–research conflict on all three dimensions of job burnout. 相似文献
19.
论比较教育学术研究的价值涉性 总被引：1，自引：0，他引：1
任何学术研究都会涉及到价值,比较教育研究自然也不例外.只有承认价值存在并分析其涉入比较教育研究的形式和条件,才能更好地促进比较教育研究的发展.比较教育学术研究的价值涉入有三种形式:个人价值涉入、社会价值涉入和学科价值涉入.其中,个人价值涉入与时代的关系,社会价值涉入与意识形态的关系,以及学科价值涉入与地缘学术的关系,是反思比较教育研究活动的价值涉入需要辨明的三对关系条件. 相似文献
20.
The professional supervision of new graduates to ensure both their effectiveness with clients and their personal learning and development is a common feature of a range of human services contexts. This study investigated psychology supervisees’ perceptions of relationship processes and outcomes in professional supervision. The relationship constructs of supervisor support, challenge and openness were investigated and related to the outcome variables of supervisee anxiety and perceived effectiveness of supervision. Psychology graduates (n=261) involved in the process of professional supervision for registration responded to a mail survey regarding the quality of their supervisory relationship. Findings established the relationship dimensions of levels of supervisor challenge, supervisor support and supervisor openness as independent but related constructs. Supervisees’ perceptions of supervisor support and openness predicted their perceptions of supervisor effectiveness. Supervisees’ perceptions of level of supervisor challenge predicted their self-reported levels of evaluative anxiety or defensiveness in the supervisory process. 相似文献