Editorial     

Keith Barker 《Computer Science Education》2013,23(1)

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The spectrum of the aurora     

Geo.F. Barker 《Journal of The Franklin Institute》1871,92(6):369

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Adept through adaptation: Third culture individuals’ interpersonal sensitivity     

Allyn D. Lyttle  Gina G. Barker  Terri Lynn Cornwell 《Int J Intercult Relat》2011,35(5):686-694

This study evaluated the interpersonal sensitivity of third culture individuals, defined as people who lived in a country other than that of their nationality during their developmental years, by comparing them to mono-cultured individuals. While the notion that third culture individuals develop enhanced perceptual skills as a result of intercultural adaptation is widely accepted in popular and professional literature, this assertion has not been empirically tested. Previous research on intercultural communication competence and adaptation has almost exclusively focused on intercultural exposure among adults. This study collected data from 142 individuals using web-based surveys. The instruments measured two aspects of participants’ interpersonal sensitivity: social and emotional sensitivity. Results showed that third culture individuals have significantly higher social sensitivity than mono-cultured individuals, while mono-cultured individuals reported higher emotional sensitivity. Additionally, no significant correlation was found between greater intercultural experience and increased interpersonal sensitivity.  相似文献   

“Queen of the House” and “Bringing up Hubby”: The Current Position of Women's Magazines on the Changing Roles of Women     

Ellen Barker 《Journal of American culture (Malden, Mass. : 2003)》1988,11(4):1-5

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Negotiating Academic Learning and Research: The Spiritual Praxis of Graduate Students of Color     

Riyad Ahmed Shahjahan  Lara Barker 《Equity & Excellence in Education》2013,46(4):456-472

Drawing on data collected in a qualitative study of racially minoritized faculty members, this article examines the challenges these faculty members faced in bringing different aspects of their spirituality into their scholarly work as graduate students. This article explores the questions: How do racially minoritized graduate students negotiate their spiritual identities and integrate their spiritual epistemologies and cultural knowledge into academic practices, and what challenges do they face in doing both? This article presents three salient themes: sacred subjectivity in student-focused research, spiritual praxis in the classroom, and new visions for inclusive spiritual expression in the academy. By focusing our analysis on study participants' strategies for resisting pressures to closet their beliefs, this article affirms the importance of legitimizing the spiritual epistemological perspectives of racially minoritized graduate students in creating a more equitable and diverse higher education culture.  相似文献   

Imagining the New Order Nation: Materiality and Hyperreality in Indonesia     

Bart Simon  Joshua Barker 《Culture, Theory & Critique》2013,54(2):139-153

This paper examines the tension between the materiality of information and communications technologies and the hyperreality which they are thought to produce. The setting for our analysis is Indonesia, where the most recent innovations in communications technologies co-exist alongside ancient – but still functional – ‘predecessor’ devices. Building upon Benedict Anderson's work on late-colonial Indonesia and Chandra Mukerji's work on seventeenth-century French formal gardens, we examine how the national imaginaries specific to Suharto's New Order state are embedded in the materiality of the present.  相似文献   

In defence of white privilege: physical education teachers’ understandings of their work in culturally diverse schools     

D. Barker 《Sport, Education and Society》2019,24(2):134-146

Research suggests that physical education (PE) in Western countries is not providing equitable experiences for non-white students. Responsibility for shortcomings has often been ascribed to white PE teachers. Scholars have claimed that teachers lack cultural competence and know little about how physical cultures or health are understood by the young people with whom they work. The objective of this investigation was to investigate this claim and generate an understanding of how white PE teachers in a culturally diverse high school make sense of their work with non-white students. Data with three Swedish teachers of varying experience were produced using semi-structured interviewing. A series of school visits provided a complementary line of data. Four themes emerged from the data. These related to: (1) differences between white and non-white values; (2) the knowledge and dispositions necessary for success in PE; (3) the broad purpose of PE, and; (4) the differences between boys’ and girls’ experiences of PE. Data were interpreted using a Critical Race Theory (CRT) perspective, with the notion of ‘whiteness’ providing a specific analytic concept. The general thesis developed in the second part of the paper is that problems result not from insensitivity or incompetence but from discourses of whiteness in which many teachers live and work. By building on critical research both in general education and physical education literature and by utilizing whiteness as an analytical concept, the investigation shows how three PE teachers draw extensively on the racial discourse of whiteness and how this disadvantages non-white students. The paper is concluded with a consideration of how racial disadvantage could be challenged or disrupted.  相似文献   

Developing a student-led school mental health strategy     

Cathy Atkinson  George Thomas  Natasha Goodhall  Laura Barker  Isabella Healey  Lucy Wilkinson 《Pastoral Care in Education》2019,37(1):3-25

Although there is increasing interest in promoting mental health and wellbeing within education, to date, the voices of young people appear to have been almost completely overlooked in the development of school-based mental health practices. This is despite increasing focus on young people’s participation; and the fact that young people may be best positioned to understand the pressures of contemporary society. This paper, co-authored by educational psychologists (EPs), school students and the school vice-principal, documents the development of a student-led mental health initiative within a high-achieving girls’ grammar school, led by students aged 12–18. Following EP input, the students devised a whole-school, student-friendly mental health strategy with the support of the EPs and senior school staff. As the project progressed, it became evident that applying even carefully selected adult mental health models to school contexts might not be appropriate; instead the students advocated for young person-friendly, innovative, contemporary and creative ways of communicating information about mental health, which avoided stigma. The students involved were well-placed to identify environmental stressors and to disseminate their strategy. The authors conclude that mental health planning in schools should encourage greater student participation, show caution over applying adult mental health models and promote greater use of technology or visual resources.  相似文献   

A Practical Introduction to Authoring for Computer-Assisted Instruction Part 8: multi-media CAL     

Philip Barker 《British journal of educational technology : journal of the Council for Educational Technology》1987,18(1):25-40

Until recently the majority of applications of the computer within conversational computer-assisted learning and computer-based training have utilized a keyboard/ cathode ray tube model of human/computer interaction. However, because of its greater scope, instructional designers are turning increasingly to the use of a workstation model of student interaction with computers. Such a model can lead to the implementation of didactic dialogue that is more natural, more exciting and far more flexible. In this paper we show how such a model forms the basic foundations for multi- media CAL. We then outline some case studies involving the use of this approach and summarize some author languages that have been designed for use in this area.  相似文献   

Simulated learning for generic communication competency development: a case study of Australian post-graduate pharmacy students     

Michelle Barker  Jasmina Fejzic  Anita S. Mak 《高等教育研究与发展》2018,37(6):1109-1123

Authentic workplace experience is becoming increasingly challenging to provide for students. Simulation represents an effective pedagogical strategy for communication competency development in preparation for, or in lieu of clinical placements/practicums. The case study represents an innovative approach to simulating aspects of a pharmacy practice when insufficient placements were available. Prior to undertaking a three-week placement, a cohort of Master of Pharmacy (MPharm) students (N?=?95) completed two four-hour simulated learning modules (SLMs). Each of the six SLMs addressed interpersonally challenging, commonly experienced pharmacy practice scenarios generated by pharmacists/pharmacy educators. Scenarios, underpinned by the Excellence in Cultural Experiential Learning and Leadership (EXCELL) model, included schemas called Social Interaction Maps (SIMs), and involved interacting with trained actors. EXCELL is an evidence-based, professional development resource centred on learning generic social competencies including participating in a team, refusing a request and giving feedback. Evaluations comprised students’ survey responses collected before, during and after SLM workshops and pharmacy placements, and reflections from workshop facilitators. Students reported significant improvements in their overall communication competencies post-workshops and post-placement. Facilitators rated SLMs as a useful strategy to improve students’ communication competence and workplace readiness. Future curriculum development could benefit from including discipline-specific, interpersonally challenging SLMs using SIMs and actors (where possible) to simulate workplace interactions.  相似文献