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1.

This article describes two female beginning teachers from the same teacher education cohort. The two women had many experiences in common, but thought about these experiences quite differently. The article focuses on how their conceptions of students and of themselves as teachers changed over a 5-year period, and explores some of the interactions between their theorizing and their experiences. It also raises issues for teacher educators to consider.  相似文献   

2.
ObjectiveTo investigate the extent to which childbirth may function as a retraumatization of childhood sexual abuse, and may exacerbate postpartum posttraumatic stress reactions.MethodsData was obtained from a convenience sample of 837 women in mid-pregnancy, at 2 and 6 months following childbirth. Three groups were drawn from this sample: women who experienced childhood sexual abuse (CSA), women survivors of trauma other than CSA, and women who reported no-trauma experiences.ResultsPTSD subcategories of intrusion and arousal were increased in the CSA group following childbirth, although the overall PTSD score did not increase following childbirth in any of the groups CSA survivors scored higher at all data collection time points.ConclusionsCSA is a traumatic event that has greater negative long-term effects than other traumas in the population of pregnant women.Practice implicationsIdentifying women who are survivors of CSA early in their pregnancy and establishing a risk assessment may significantly reduce delivery complications and consequently mitigate postpartum PTS outcomes.  相似文献   

3.
Abstract

This paper offers a historical perspective of field‐based experiences in teacher preparation. The literature review presents information from studies that support the educative value of early field experiences and studies reporting results that do not lend empirical support for endorsing early field experiences.

Based on the information reported in the literature review, the writer offers guidelines for program development designed to increase the likelihood that an early field experience program will have the beneficial results that educators intend. The key issues for program development are: (a) determine the purpose of the experience, (b) determine the administrative feasibility of the experience, and (c) determine the method of evaluation for the experience.

In summary, the writer expresses a need for congruence between the university's teacher education program and the classroom sites for early field experiences. He further states that the goals, methods, and philosophy of university and classroom teachers need to be mutually understood and endorsed.  相似文献   

4.
ABSTRACT

This qualitative multiple case study documents how two African American women social studies teachers utilise their lived experiences as the curricular foundation for teaching differing notions of citizenship to African-American students. Particular events, experiences, and relationships helped shape their perception of their roles as teachers and how they approached crafting a curriculum that was representative of their lived experiences as well as those of their students and community. This study hopes to shed light on how experiences may be used as valuable sources of knowledge in creating a more inclusive curriculum that mirrors the diversity seen in classrooms.  相似文献   

5.
BackgroundChildhood maltreatment (CM) has been associated with a range of adult health outcomes; however, extant research has focused more on exposure to a single form of abuse rather than multiple forms. Moreover, very few studies have specifically investigated the impact of CM on exclusive breastfeeding (EBF) outcomes.ObjectivesThis study aims to examine: (1) the individual and combined effects of multiple forms of CM on EBF outcomes; and (2) whether postpartum depression and maternal stress act to mediate or moderate the association between CM and EBF.MethodCross-sectional survey data were collected between October 2015 and January 2016 from 426 women of Bangladesh who were six months postpartum.ResultsBased on the adjusted multivariate logistic regression model, women who experienced childhood sexual abuse (CSA) were significantly less likely to exclusively breastfeed babies than their non-abused counterparts (AOR: 0.38, 95% CI [0.15, 0.92]). When a composite measure was created to examine the additive effects of adverse childhood experiences, a dose-response association was observed between the reported number of different types of CM and early termination of EBF. Though experiencing postpartum depression and maternal stress do not mediate the effect of CSA on EBF, they do moderate them such that the odds of early termination of EBF are notably higher among women who experienced CSA in combination with postpartum depression or high levels of stress.ConclusionsFindings from this study offer some insight into the intergenerational effects associated with CM experiences, and underpin the need for effective policies and programs to prevent or reduce its occurrence and improve the EBF outcomes.  相似文献   

6.

This article examines the dilemmas involved in doing feminist research with subjects who are not, themselves, feminists. The author begins exploring these dilemmas by investigating the work and experience of women principals and then focusing on their understanding of issues of gender. The author further explores these dilemmas by critically examining her role as a researcher, her interactions with the women principals, and the tensions involved in providing/imposing an analytic frame to the data as she tried to understand and represent the experiences of her participants.  相似文献   

7.
ABSTRACT

In this paper we present a model for overcoming the significant barriers encountered by a small teacher education program in its effort to integrate technology within its curriculum. At the University of New England, teacher education faculty have succeeded in overcoming these impediments by collaborating with faculty in other programs of the institution. The model illustrates lessons learned over a period of four years as we moved from our initial ‘one step at a time’ plan to the current strategy. This successful model details our efforts to garner administrative and financial support, acquire hardware and software, provide opportunities for training and education, and develop technology rich learning experiences for our students.  相似文献   

8.
Abstract

Conference environments enable diverse roles for academics. However, conferences are hardly entered into by participants as equals. Academics enter into and experience professional environments differently according to culture, gender, race, ethnicity, class, and more. This paper considers from a philosophical perspective entering and initiating culturally into academic conferences as a woman. It discusses theories of gender and emotional labor and emotional management, focusing on Arlie Hochschild’s foundational work, and affect in gendered social relations, considering Sara Ahmed’s theorization of the feminist killjoy and the affect alien. It applies these lenses to explore problematic experiences of women initiates at conferences. The paper proceeds with a theoretical discussion of gender, emotional labor, and affect. Then the paper discusses women academics’ experiences generally and at conferences, including educational research conferences, with reference to relevant higher education research as well as anecdotal evidence, relating these experiences to the theories. It thus aims to tie together theoretical insights, higher education scholarship, and ordinary real-life experiences of gendered social relations in conference activities.  相似文献   

9.
Abstract

This paper traces the history of the participation of women in education and the teaching profession to the mid‐nineteenth century when Western education was Introduced in Nigeria. It shows how cultural and religious traditions as well as economic factors prevented the effective involvement of women in teaching. The author then examines the increasing recruitment of women into teaching and the trend in the teachers’ colleges where women's enrolment often outstrips that of men. Research evidence reveals that reasons for this development are due neither to improved teaching service conditions nor to a growing interest in the profession. The main reason is the desire to use certificates from Colleges of Education for easier entry into universities to obtain degrees and Jobs, often outside teaching. The administrative and professional implications of the situation are discussed and recommendations made to meet the challenge.  相似文献   

10.
ABSTRACT

School-based consultation has garnered increasing attention relevant to culturally responsive practice in school psychology. Although prior research has investigated school psychologists’ experiences with supporting culturally diverse youth through school-based consultation, few studies have utilized an established framework to understand school psychologists’ experiences. We utilized specific components of Ingraham’s Multicultural School Consultation framework to examine fifteen school psychologists’ experiences with providing culturally responsive consultation. Constant comparative analysis revealed the various strategies used by practitioners to support culturally diverse students throughout the consultation process (e.g., involving multiple people in decision-making, using non-confrontational approaches to educate school personnel about cultural dynamics, providing messages of support and encouragement to diverse students and families) and the socio-contextual barriers to their practice (e.g., cultural minimization, lack of administrative support). Implications for research, training, and school-based practice are discussed.  相似文献   

11.
BackgroundIntegrative research summarizing promotive and protective factors that reduce the effects of childhood abuse and neglect on pregnant women and their babies’ healthy functioning is needed.ObjectiveThis narrative systematic review synthesized the quantitative literature on protective and promotive factors that support maternal mental health and maternal-infant bonding among women exposed to childhood adversity, including childhood abuse and neglect.MethodsUsing a comprehensive list of key terms related to the perinatal period, childhood adversity, and protective/promotive factors, 8423 non-duplicated articles were identified through database searches in PsychInfo and Web of Science, and references in retrieved articles. Thirty-seven full text articles were inspected; of those 18 were included.ResultsProtective and promotive factors fell into three categories: a) women’s internal capacities (e.g., self-esteem, coping ability), b) external early resources (e.g., positive childhood experiences) and c) external contemporaneous resources (e.g., social support). Although all three categories were associated with more resilient outcomes, external contemporaneous factors, and specifically, social support, were the most commonly-studied protective and/or promotive factor. Social support from family and romantic partners during the perinatal period was particularly protective for women with histories of childhood abuse and neglect and was examined across several dimensions of support and contexts.ConclusionsThe presence of women’s internal capacities, and external early and contemporaneous resources help to foster more positive outcomes during the perinatal period for women with histories of childhood adversity. Future research should study co-occurring multilevel promotive and protective factors to inform how they integratively deter the intergenerational transmission of risk.  相似文献   

12.
Abstract

Although much of the contemporary discourse on collaborative teaching is positive, there is a dearth of information about and research on the practical issues of undertaking such an endeavor at the university level. The authors of this article team taught a course that combined three educational methods classes (Instruction in Elementary Language Arts, Instruction in Elementary Reading, and Instruction in Elementary Social Studies). This undertaking evoked positive experiences for the instructors and students but also evinced areas that caused conflict and concern, including conflicts regarding student assessment, amount of time required, and lack of administrative support. As we continue to incorporate and refine collaborative teaching at the university level, economics, recognition, and status issues also need to be examined.  相似文献   

13.
ABSTRACT

This paper explores the interactive quality of memories and how they lived on in the dataset of a two-year study conducted several years ago, in which a group of women engaged in close reading and memoir-writing practices, unpacking their personal memories to gain insight into their lived experiences. In the process of analysing the data from the study, the researcher realised that the data resisted reductive interpretation and categorisation. Despite the differences between the researcher and the participants in relation to socio-cultural backgrounds and life experiences, the data from the seemingly distant worlds, was both ‘alive’ and interacted with her across time. The researcher found that she shared memories with the participants which evoked a strong reaction within her. These shared memories set her on a path of becoming.  相似文献   

14.
BackgroundChildren exposed to intimate partner violence (IPV) are at increased risk of disruptions to their health and development. Few studies have explored mothers’ perceptions of what helps their children cope throughout this experience.ObjectiveThe aim of the study was to explore mothers’ perceptions of their children’s resilience and coping following IPV exposure, and the strategies they have used to support their children and promote resilience.MethodsIn depth semi-structured interviews were conducted with nine women from the Maternal Health Study (MHS), a prospective study of women during pregnancy and following the birth of their first child. All women involved in the qualitative interviews reported experiencing IPV during their involvement in the MHS. Transcribed interviews were analysed using interpretative phenomenological analysis which has a focus on how individuals make meaning of their experience.ResultsWomen discussed parenting strategies such as role modelling, stable and consistent parenting, and talking with their children about healthy relationships to promote their children’s resilience. Mothers also spoke about the ways they tried to reduce their child’s direct exposure to IPV, as well as reflecting on the difficulty of attending to their child emotionally when they were experiencing distress.ConclusionsThis study highlights that there are many strategies used by mothers who experience IPV to promote resilience and wellbeing in their children. Understanding what mothers see as useful for their children is essential in providing appropriate services to families following experiences of family violence.  相似文献   

15.

This article aims to explore the relationship between gender and 'race' when teaching a course on 'race', class and gender to women's studies students at a university. It will explore how the racial background and gender of the lecturer may affect the relationship she has with the students and how they see her role as a teacher of 'race' and gender. It will examine how teaching can be and is related to our personal subjective experiences such as our gender, 'race', class, sexuality and age. Whilst most students welcomed the opportunity to discuss issues around 'race' and racism, for some (mostly Black and Asian students) this was often seen as a painful experience based on past experiences. For others (mostly white women) the opportunity to discuss and hear about the experiences of Black and Asian women was something they valued. The article goes on to argue that teaching students about sensitive subjects such as 'race' can be affected not only by the personal experiences of the lecturer, but also by their racial identity and their gender. Indeed, such identities can also affect how students feel about such subjects and how they, in turn, experience their learning.  相似文献   

16.

In this study the authors describe sociocultural and school-related factors that influenced African-American women's perceptions of teaching and decisions to teach. Surveys were conducted of the participants' demographic and background characteristics, and life histories were developed that focused on early experiences with the family, in the community, and at school and how these experiences influenced their perceptions of teaching. These data revealed that the mother, women in the community, and female teachers were significant influences on the participants' decisions to teach. Moreover, their experiences and interpretations of these experiences have shaped their images of good teaching as shared, culturally responsive mothering. The participants' life histories further revealed that as their conceptions of good mothering and good teaching crystallized, their reasons for teaching transcended altruism and a love for children, resulting in perspectives on caring, and a sense of responsibility for the school success of all students. The authors suggest that improved understanding about African-American prospective teachers' lived experiences that give rise to their perceptions of and purposes for teaching hold implications for teacher education and African-American teacher recruitment and retention efforts.  相似文献   

17.
BackgroundSon preference is an enduring phenomenon in China and may often be related to childhood adverse experiences. According to a life-course perspective, adverse experiences during a childhood period may have a long-term effect on mental health in later age. However, little is known about this relationship between parents’ son preference, childhood adverse experiences and adulthood mental health in China.ObjectiveThe study aims to evaluate the association of parents’ son preference and individual mental health in old age in China. The mediating role of childhood adverse experiences was also estimated.Participants and settingThe China Health and Retirement Longitudinal Study (CHARLS) 2015 combined with CHARLS life history survey was analyzed (N = 11,666).MethodsMental health was measured by a shortened modification of the Center for Epidemiologic Studies Depression scale including seven items, and higher scores indicated worse mental health status. A four-step mediating model was applied.ResultsRespondents growing in families with son preference had on average 0.75 (P < 0.001) points higher on the mental health scale than their counterparts, and the effects were consistent for both males and females. Childhood adverse experiences measured by physical maltreatment, emotional adverse experiences and witnesses of inter-parent violence mediated the relationship between parents’ son preference and individual adulthood mental health by 47.87%. For females, physical maltreatment and emotional adverse experiences explained the most parts of health effects of parents’ son preference, whereas witnesses of inter-parent violence was the most influential mediator for males.ConclusionParents’ son preference led to adverse childhood experiences, which influenced mental health in adulthood.  相似文献   

18.
Abstract

Indigenous women stand in solidarity on the frontline of refusal, protecting their ancestral homelands and their ways of life across North America and beyond. The Indigenous stand-off at Standing Rock in opposition to the Dakota Access Pipeline inspires this photo series of vignettes where Indigenous voices accompany images of Indigenous women in their battle as frontline water protectors. The intention of these vignettes is to share the intimacy of Indigenous experiences on the frontline that challenge perceptions of Indigenous women and instead situate them as warriors of wellness in the face of violence. The frontline in this reality represents the contested space where Indigenous people gather to refuse settler-colonial violence against Mother Earth, territorial lands, and Indigenous Peoples. Through the photo essay, we observe how Indigenous women reclaim identity through language revitalization, commitment to original instruction, and the right to visibility. Indigenous women define their missions of wellness and address direct challenges to community health they overcome in these spaces of refusal.  相似文献   

19.
BackgroundThe majority of children in foster care 24 months or longer experience three or more placements. Children’s behavior problems are a primary contributor to multiple moves, but little is known about how behavior problems and other stressors lead to disruptions. This study focused on foster parents’ experiences of parenting a child at risk for moves using the determinants of parenting model (Belsky, 1984) to identify potential correlates of difficult parenting experiences and placement disruption.ObjectiveTo identify factors associated with difficult parenting experiences and placement disruption.ParticipantsFoster parents (N = 139) caring for children age 8–14 in long term foster care with a history of two or more moves were randomly selected in a large Midwestern state in the U.S.MethodsParticipants completed a 90-minute telephone interview (86% response rate). Placement moves were tracked prospectively for two years. Parenting experiences and disruption were analyzed using multiple and logistic regression.ResultsResults support aspects of the determinants of parenting model. Behavior problems, children’s risk to others, low support, and stress were significantly associated with more difficult parenting experiences (βs = .28, .22, .18, .19, respectively, ps < .05), and more difficult parenting experiences strongly predicted placement disruption (p < .01). Risk to others also predicted disruption before including parenting experiences, with this association becoming nonsignificant after including parenting experiences. Unexpectedly, African American foster parents had a higher risk for disruption, despite more positive parenting experiences.ConclusionsThese findings support attending to foster parents’ parenting experiences, children’s risk to others, social support and stress to better support placements of children at risk for disruption.  相似文献   

20.
Abstract

This paper presents a ‘political arithmetic’ of women in post‐ compulsory education and training in Wales, illustrating that, although there has been some ‘catching up’ in participation and qualifications achieved, essentially education and training systems are reinforcing the highly rigid pattern of gender segregation that characterises the Welsh labour force. Wales is in danger of consolidating its position as a low wage low skill economy unless this situation is addressed. Changes in the administrative frame work of post‐compulsory education and training in Wales allows the opportunity to develop such a strategy, but so far the main actors in the field appear to be taking a ‘gender‐neutral’ stance.  相似文献   

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