Community support programme: support for Chinese trans* students experiencing genderism     

Diana Kan Kwok 《Sex education》2018,18(4):406-419

Abstract

Previous research on school experiences has often focused on lesbian and gay students. Far fewer studies have examined trans* students’ experiences, especially with respect to community support. And none of this work has addressed relevant issues in an East Asian Chinese cultural context, where transgender equality has been a hotly debated issue in recent years, and prejudice towards members of this ‘invisible’ population still persists. This paper highlights the school experiences of trans* students based on a literature review of international, regional and Hong Kong publications. A case study analysis of one Hong Kong community support programme is used as an example to highlight the important role that this kind of work can play in filling a gap left by the formal education sector. Findings suggest that, given the influence of genderism and deficiencies of in school environments, community support services provided by non-government organisations can play a significant role not only in raising public awareness, but also in filling education and service gaps for sexual and gender minority students.  相似文献   

Computers and the emancipation of students: giving control to the learner     

Diana Laurillard 《Instructional Science》1987,16(1):3-18

The paper considers two basic models of the teaching-learning process, described as the didactic and the communication model. These are applied to Computer Assisted Learning (CAL) in order to demonstrate that CAL has generally embodied a didactic model of teaching and learning. This imposes an unnecessary restriction on the student's freedom to choose their (Note 1) learning style, and the paper discusses how it is possible for CAL to support a less didactic model and to give more control to the student.  相似文献   

Author index     

Diana H.J.M. Dolmans  Henk G. Schmidt 《Higher Education》2004,47(4):531-562

Authors Index

Author index  相似文献   

Influences affecting the development of students' critical thinking skills   总被引：7，自引：2，他引：7  

Patrick T. Terenzini  Leonard Springer  Ernest T. Pascarella  Amaury Nora 《Research in higher education》1995,36(1):23-39

This study estimates the relative and unique effects on changes in critical thinking of three dimensions of students' college experience: curricular exposure, formal classroom and instructional experiences, and out-of-class experiences. Students' classroom/instructional and out-of-class experiences both make positive, statistically significant, and unique contributions to gains in critical thinking above and beyond students' precollege characteristics and level of critical thinking. Theoreticians have long speculated that students' academic and nonacademic experiences jointly influence change, and this study supports that belief. The design and instruments in this study may be of interest to persons involved in assessment or the study of college impact.Paper presented at the meeting of the Association for Institutional Research, New Orleans, LA, May 1993.The National Center on Postsecondary Teaching, Learning, and Assessment is funded by the U.S. Department of Education, Office of Educational Research and Improvement (OERI), under Grant No. R117G10037. The opinions herein do not necessarily reflect the position or policies of OERI, and no official endorsement should be inferred.  相似文献   

A comparison of student performance following instruction by interactive videodisc versus conventional laboratory     

William H. Leonard 《科学教学研究杂志》1992,29(1):93-102

This experimental study compared an interactive computer/videodisc learning approach to the conventional laboratory approach for learning biology concepts and science process skills. Students at a large midwestern university were randomly assigned to instruction on respiration and biogeography by interactive videodisc or a traditional laboratory investigation teaching the same concepts. The videodisc delivery system consisted of a TRS-80 Model III microcomputer interfaced to a Pioneer laser disc player and a color TV monitor. Results show no statistically significant differences between the two approaches for student grades on laboratory quizzes, laboratory reports, and the laboratory final exam. However, the interactive videodisc group required approximately one-half the classroom time used by the conventional laboratory group. The two approaches appear equivalent when evaluated by traditional learning outcomes, but the interactive videodisc strategy was significantly more time efficient than a traditional laboratory approach.  相似文献   

The effects of tactile stimulation on imprinting in ducklings after the sensitive period     

Leonard A. Eiserer 《Learning & behavior》1978,6(1):27-29

Four-day-old ducklings received visual-plus-tactile exposure to one novel object and visual-only exposure to a different novel object. In a subsequent test, strong suppression of ongoing distress vocalization was exerted only by the object to which visual-plus-tactile exposure had been given. With these results, the experimental conditions under which physical contact is known to facilitate the initiation of imprinting are extended to include subjects that are past the sensitive period.  相似文献   

Systemic change invited address: What it is,why we need it,how it works     

Diana E. Ryan 《TechTrends》1995,40(4):39-40

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What's in a name? A comparison of methods for classifying predominant type of maltreatment     

Lau AS  Leeb RT  English D  Graham JC  Briggs EC  Brody KE  Marshall JM 《Child abuse & neglect》2005,29(5):533-551

OBJECTIVE: The primary aim of the study was to identify a classification scheme, for determining the predominant type of maltreatment in a child's history that best predicts differences in developmental outcomes. METHOD: Three different predominant type classification schemes were examined in a sample of 519 children with a history of alleged maltreatment. Cases were classified into predominant maltreatment types according to three different schemes: Hierarchical regression analyses examined whether the HT, SFT, and EHT type classifications contributed to prediction of child behavior problems, trauma symptoms and adaptive functioning. RESULTS: After controlling for demographic factors, the HT definitions predicted four outcomes, while the SFT definitions predicted three, and the EHT classifications contributed to the prediction of five child outcomes. The co-occurrence of multiple types of maltreatment was robustly related to outcomes. However, the HT and SFT classifications predicted outcomes even after accounting for the co-occurrence of multiple maltreatment subtypes. CONCLUSION: A classification scheme that differentiates between type combinations and single maltreatment types may have the greatest predictive validity. Over and above knowing about co-occurrence of maltreatment sub-types, it is important to understand what type, or constellation of types, of maltreatment have been alleged in a child's history.  相似文献   

Effects of microcomputer-administered diagnostic testing on immediate and continuing science achievement and attitudes     

Michael Leonard Waugh 《科学教学研究杂志》1985,22(9):793-805

This investigation had three purposes: (1) to document any immediate and continuing benefits associated with the use of microcomputer-administered testing; (2) to determine what type of student might benefit most from microcomputer-administered diagnostic testing; and (3) to document the feasibility of microcomputer-administered diagnostic testing. The subjects of the study were enrolled in a biology course based on the BSCS Blue text. A random half of the students received behaviorally-stated performance objectives, while the remaining half received behaviorally-stated performance objectives in conjunction with microcomputer-administered diagnostic testing. The results of this study indicate that microcomputer-administered diagnostic testing can positively influence the immediate, but not the continuing, achievement of students in science. In addition, neither student aptitude nor achievement motivation level were found to interact with treatment or influence achievement. Affective data indicate that students react favorably to the use of objectives, computers, and diagnostic testing. Cost summary data reveal that when the expense of administering diagnostic testing by microcomputer is prorated over a five-year period, the cost of a diagnostic test is reduced to approximately three cents.  相似文献   

Book publishing: What it is,what it does: John P. Dessauer. R.R. Bowker Company,New York & London, 2d printing rev. 1976. 231 pp. ISBN 0-8352-0758-7 LC 74-12162 $11.95     

Diana M. Thomas 《Information processing & management》1977,13(3):202-203

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