Temporary migration and the institutionalization of strategy   总被引：1，自引：0，他引：1  

Gary G. Hamilton   《Int J Intercult Relat》1985,9(4):405-425

This paper analyzes temporary migration, migration undertaken as a sojourn. Stressing migrant motivation, this paper shows that the institutionalization of intention, or what is here termed strategy, is an important aspect of all migrations. Using this perspective to distinguish between permanent and temporary migration, the author then analyzes the structural patterns and institutionalized sequence common to most temporary migrations. Four aspects of the sequence are discussed: (1) The structural conditions in societies in which temporary migration is most common, (2) Recruitment patterns and network formation linking home and host societies, (3) Patterns of settlement in host societies, and (4) Patternsof return migration. For each aspect, the paper shows that the institutionalization of motives is an important level of migration often left unanalyzed by theorists using social-psychological or macro-level push-pull theories of migration.  相似文献   

Lesbians Play Football Too: widening the gender debate     

Cris Townley 《Gender and education》1993,5(3):321-324

The gender debate works with an analysis based on stereotypes of masculinity and femininity. These stereotypical gender roles are enforced by labelling those who step outside of them as having a non‐conventional sexuality. Thus, the cultural perception of lesbians and gay men as ‘bad’ is pivotal in the enforcing of gender roles. So, until heterosexism is dismantled sexism cannot effectively be countered. Much work to tackle gender inequalities actually reinforces heterosexism and thus sexism. The equal opportunities agenda must include acknowledgement and exploration of the interrelationship between sexuality and gender, in order to be effective.  相似文献   

Physiological responses to maximal intermittent exercise: differences between endurance-trained runners and games players.   总被引：2，自引：0，他引：2  

A L Hamilton  M E Nevill  S Brooks  C Williams 《Journal of sports sciences》1991,9(4):371-382

Six games players (GP) and six endurance-trained runners (ET) completed a standardized multiple sprint test on a non-motorized treadmill consisting of ten 6-s all-out sprints with 30-s recovery periods. Running speed, power output and oxygen uptake were determined during the test and blood samples were taken for the determination of blood lactate and pH. Games players tended to produce a higher peak power output (GP vs ET: 839 +/- 114 vs 777 +/- 89 W, N.S.) and higher peak speed (GP vs ET: 7.03 +/- 0.3 vs 6.71 +/- 0.3 m s-1, N.S.), but had a greater decrement in mean power output than endurance-trained runners (GP vs ET: 29.3 +/- 8.1% vs 14.2 +/- 11.1%, P less than 0.05). Blood lactate after the test was higher for the games players (GP vs ET: 15.2 +/- 1.9 vs 12.4 +/- 1.7 mM, P less than 0.05), but the decrease in pH was similar for both groups (GP vs ET: 0.31 +/- 0.08 vs 0.28 +/- 0.08, N.S.). Strong correlations were found between peak blood lactate and peak speed (r = 0.90, P less than 0.01) and between peak blood lactate and peak power fatigue (r = 0.92, P less than 0.01). The average increase in oxygen uptake above pre-exercise levels during the sprint test was greater for endurance-trained athletes than for the games players (ET vs GP: 35.0 +/- 2.2 vs 29.6 +/- 3.0 ml kg-1 min-1, P less than 0.05), corresponding to an average oxygen uptake per sprint (6-s sprint and 24 s of subsequent recovery) of 67.5 +/- 2.9% and 63.0 +/- 4.5% VO2 max respectively (N.S.). A modest relationship existed between the average increase in oxygen uptake above pre-exercise values during the sprint test and mean speed fatigue (r = -0.68, P less than 0.05). Thus, the greater decrement in performance for the games players may be related to higher glycolytic rates as reflected by higher lactate concentrations and to their lower oxygen uptake during the course of the 10 sprints.  相似文献   

Supporting Personalized Learning through Individualized Learning Plans     

Donald G. Hackmann  Joel R. Malin  Asia N. Fuller Hamilton  Laura O’Donnell 《Clearing house (Menasha, Wis.)》2019,92(1-2):63-70

Individualized Learning Plans (ILPs), an effective strategy to promote students’ college and career readiness, are increasingly used in US school systems as a mechanism to encourage students’ career exploration and identification of career goals. After describing features of ILPs, we provide an example of the ILP process developed and implemented in the junior high schools in McLean County (Illinois) Unit District No. 5. Based upon this experience, we share important factors for school leaders that can affect successful implementation in their schools.  相似文献   

Testing Resistance: Busno-cratic power, standardized tests, and care of the self     

Cris Mayo 《Educational Philosophy and Theory》2005,37(3):357-363

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Supporting students with Tourette syndrome in secondary school: a survey of staff views     

Ruth Wadman  Cris Glazebrook  Emma Parkes  Georgina M. Jackson 《Journal of Research in Special Educational Needs》2016,16(4):226-233

Tourette syndrome is a neurological condition involving involuntary movements and sounds (tics) and is thought to affect as many as 1% of school‐aged children. Some young people with Tourette syndrome experience educational difficulties and social difficulties. Current clinical guidelines suggest educators can play an important role in maximising learning potential and reducing the negative impact of this condition on students' social adjustment. Secondary school staff (N = 63) with responsibilities for special educational needs or disabilities completed a survey about support strategies for students with Tourette syndrome. Participants were first asked to suggest potentially helpful strategies and then rated how easily 17 recommended strategies could be implemented in school. The survey participants suggested a range of support strategies that were categorised as (1) promoting knowledge and understanding in school, (2) helping the student to cope with his/her tics, (3) supporting the student's learning and (4) providing social and emotional support. All the recommended support strategies were rated as being easy to implement (or already in place) by the majority of respondents (e.g., increasing staff awareness and regular communication with home). The strategies that were identified as being least easy to implement were those requiring extra staff input (support from teaching assistants and individual/small group working). Additional challenges to providing support were also identified by the participants (e.g., getting input from outside agencies).  相似文献   

Developing creativity and problem-solving skills of engineering students: a comparison of web- and pen-and-paper-based approaches     

Andrew Valentine  Iouri Belski  Margaret Hamilton 《European Journal of Engineering Education》2017,42(6):1309-1329

Problem-solving is a key engineering skill, yet is an area in which engineering graduates underperform. This paper investigates the potential of using web-based tools to teach students problem-solving techniques without the need to make use of class time. An idea generation experiment involving 90 students was designed. Students were surveyed about their study habits and reported they use electronic-based materials more than paper-based materials while studying, suggesting students may engage with web-based tools. Students then generated solutions to a problem task using either a paper-based template or an equivalent web interface. Students who used the web-based approach performed as well as students who used the paper-based approach, suggesting the technique can be successfully adopted and taught online. Web-based tools may therefore be adopted as supplementary material in a range of engineering courses as a way to increase students’ options for enhancing problem-solving skills.  相似文献   

The changing structure of teacher compensation, 1970–1994     

Hamilton Lankford  James Wyckoff 《Economics of Education Review》1997,16(4):371-384

This paper considers how the structures of teacher salaries in public school districts have changed over the last quarter century and whether salary increases have been allocated so as to achieve the greatest gain in educational quality. Using New York state data for the 1970–1994 period, we find that even though some districts appear to behave in ways consistent with the often expressed goal of recruiting and retaining the most able college graduates, most districts do not. The vast majority of districts have inefficiently allocated a disproportionately large share of resources to veteran teachers for whom job tenure is only marginally affected. This finding has important implications for the policy debate regarding whether increased spending on education will, or could, improve educational performance as well as the design of alternative compensation schemes.  相似文献   

Engaging Gypsy and Traveller pupils in secondary education in Wales: tensions and dilemmas of addressing difference     

Paula Hamilton 《International Studies in Sociology of Education》2018,27(1):4-22

Despite decades of research and policy, we are still some way in the U.K. from ameliorating barriers for Gypsy and Traveller pupils. A complex set of factors exist which influence young people’s engagement with secondary education. This interpretive-deductive study, which draws upon ‘tensions and dilemmas of difference’, presents Gypsy/Traveller learners’ perceptions and those of their parents and teachers about the barriers encountered. Findings around ‘intra-cultural conflict’ demonstrate significant tensions between and within cultures that are profound for young people during this stage of education. Resilient, supportive mothers and strong bonds with teachers and children from the mainstream community, appeared essential in helping young people to manage criticism and resist pressure to conform to cultural norms. However, a fundamental shift in societal attitude is required and critical thought paid to inclusive education, or young learners who remain in education may end up on the periphery of both societies.  相似文献   

Sex and gender in transition in US schools: ways forward     

sj Miller  Cris Mayo  Catherine A. Lugg 《Sex education》2018,18(4):345-359

Abstract

This paper examines the current state of law and policy in relation to US transgender youth and their lived experiences. We approach this from different disciplinary backgrounds, identities, and ways of writing terms related to gender identity. We begin with an examination of the current legal climate in the USA and explore how students have pushed back against gender and sexuality norms even in a restrictive climate. Some transformations are already happening in public schools and some backlash, too, is being felt. Laws and policies in some locations are encouraging students, teachers, school leaders and community members to collaborate in making schools more educationally concerned about trans student success and teaching the school community about gender diversity. In shifting among scales and experiences of youth thinking and working on gender, we aim to emphasise youth agency and outline young people’s frustrations at the obstacles related to trans, gender dissidence and sexuality. In conclusion, we point to changes that can be made in schools to help professionals understand how policy and curricular innovation can bolster the openings that trans, gender creative and gender non-binary youth are already creating, whether or not those opportunities are officially recognised.  相似文献