Uncovering Genealogies of the Margins: black supplementary schooling     

Diane Reay  Heidi Safia Mirza 《British Journal of Sociology of Education》1997,18(4):477-499

In our small scale, exploratory study of four black supplementary schools, we adopted a genealogical approach. By uncovering the subjugated knowledges and hidden histories of black supplementary schools we found evidence of a female centred new social movement. Our analysis of black female agency in these organic grassroots organisations enabled us to interrogate the normative mainstream discourse on ‘race’ and education. The narratives of black women educators consistently decentred assumptions of mainstream schooling. Supplementary schools provided a context in which whiteness is displaced as central and blackness is seen as normative. Parental involvement showed the effectiveness of black working class agency, in a discourse which assumes their passivity. We conclude by arguing that women's work within black supplementary schools embrace strategies for inclusion ‐‐ such as emphasis on the formal 3Rs, and dialogue with the mainstream ‐‐ which though appearing on the surface to be conservative and contradictory, in effect subverts the mainstream discourse on black underachievement and offer transformative possibilities from the margins.  相似文献   

Accessibility in post secondary education： Application of UDL to college curriculum     

Darra Pace Diane Schwartz 《美中教育评论》2008,5(12):20-26

The inclusion of students with disabilities at the university is a relatively new occurrence in the field of special education. Although legislation in the United States has supported the acceptance of students with disabilities at the post-secondary level, it has only provided minimal support with the emphasis on the learner rather than the curriculum. Now we are looking for multiple ways for students to access learning and demonstrate mastery. Universal Design for Learning （UDL） is currently seen as a means to reconceptionalize curriculum. This study examines the experience of four professors and their effort to use a Classroom Performance System （CPS） as part of reformatting their courses using UDL. The Center for Applied Special Technology, CAST （2001） states that the goal of Universal Design for Learning is to develop teaching methods that enable all students with diverse learning needs, including those with disabilities and cultural differences, to have equal access to classroom curriculum. This paradigm shift echoes the move in special education from a deficit model to a minority rights model put forward by Hahn （1989）, and which is the basis of inclusive educational philosophy. Together inclusion and UDL create learning environments that strive to serve all students. This research describes the implementation of clickers as part of the CPS program in college courses in a special education teacher preparation program. The case study demonstrates how technology can provide access for all learners with positive outcomes such as increased participation and application of knowledge. It also illustrates some of the difficulties in making this pedagogical paradigm shift particularly in the use of technology, and the value of overcoming the existing barriers in place.  相似文献   

Community Childcare Providers’ Role in the Early Detection of Autism Spectrum Disorders   总被引：1，自引：0，他引：1  

Diane Branson  Debra C. Vigil  Ann Bingham 《Early Childhood Education Journal》2008,35(6):523-530

The first few years of life represent a crucial period for optimal brain development for young children. Therefore, it is important to identify children at-risk for developmental delays, including autism spectrum disorders, at the earliest age possible. An argument for utilizing community childcare providers for universal developmental screening is presented along with suggestions for assessment tool selection and a model for developmental monitoring in community childcare settings.  相似文献   

Teaching Assistant Professional Development in Biology: Designed for and Driven by Multidimensional Data     

Sara A. Wyse  Tammy M. Long  Diane Ebert-May 《CBE life sciences education》2014,13(2):212-223

Graduate teaching assistants (TAs) are increasingly responsible for instruction in undergraduate science, technology, engineering, and mathematics (STEM) courses. Various professional development (PD) programs have been developed and implemented to prepare TAs for this role, but data about effectiveness are lacking and are derived almost exclusively from self-reported surveys. In this study, we describe the design of a reformed PD (RPD) model and apply Kirkpatrick''s Evaluation Framework to evaluate multiple outcomes of TA PD before, during, and after implementing RPD. This framework allows evaluation that includes both direct measures and self-reported data. In RPD, TAs created and aligned learning objectives and assessments and incorporated more learner-centered instructional practices in their teaching. However, these data are inconsistent with TAs’ self-reported perceptions about RPD and suggest that single measures are insufficient to evaluate TA PD programs.  相似文献   

The use of query suggestions during information search     

Xi Niu  Diane Kelly 《Information processing & management》2014

Query suggestion is a common feature of many information search systems. While much research has been conducted about how to generate suggestions, fewer studies have been conducted about how people interact with and use suggestions. The purpose of this paper is to investigate how and when people integrate query suggestions into their searches and the outcome of this usage. The paper further investigates the relationships between search expertise, topic difficulty, and temporal segment of the search and query suggestion usage. A secondary analysis of data was conducted using data collected in a previous controlled laboratory study. In this previous study, 23 undergraduate research participants used an experimental search system with query suggestions to conduct four topic searches. Results showed that participants integrated the suggestions into their searching fairly quickly and that participants with less search expertise used more suggestions and saved more documents. Participants also used more suggestions towards the end of their searches and when searching for more difficult topics. These results show that query suggestion can provide support in situations where people have less search expertise, greater difficulty searching and at specific times during the search.  相似文献   

Pump Early,Pump Often: A Continuous Quality Improvement Project     

Diane L. Spatz  Elizabeth B. Froh  Jessica Schwarz  Kathy Houng  Isabel Brewster  Carey Myers  Judy Prince  Michelle Olkkola 《The Journal of perinatal education》2015,24(3):160-170

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Generic skills for graduate accountants: the bigger picture,a social and economic imperative in the new knowledge economy     

Diane Bunney  Elaine Sharplin  Christine Howitt 《高等教育研究与发展》2015,34(2):256-269

The case for integrating generic skills in university accounting programmes is well documented in the literature, but the implementation of strategies designed to teach generic skills in the context of accounting courses has posed ongoing challenges for academics and course administrators. The imperative for generic skills in accounting programmes derives from an economic view of the role of universities, reflecting the views of government and employers who perceive graduates as economic assets to business and the economy. It is argued that the role of universities extends beyond the economic imperative to encompass a greater social and cultural role. This paper traces the historical evolution of the generic skills discourse with an emphasis on accounting and places it in the broader context of the social and economic roles of universities in an era of transformation in the sector. The generic skills discourse, however, transcends disciplinary boundaries and international borders. The new knowledge economy, emerging as a result of technological advancement, needs graduates across disciplines with flexible mindsets and transferable skill sets, capable of innovating and adapting to a dynamic work environment. Consequently, universities must develop the transferable, generic skills required by graduates to advance their careers and contribute to economic innovation and social development. The generic skills debate must, therefore, be addressed from a systemic perspective, reaching beyond national and disciplinary borders. The lessons learned from the generic skills debate in accounting have wider interdisciplinary application for university policy-makers and educators facing the challenges of a new era in higher education.  相似文献   

Supporting Children’s Healthy Development During Mealtime in Early Childhood Settings     

Malek-Lasater  Adrien D.  Kwon  Kyong-Ah  Horm  Diane M.  Sisson  Susan B.  Dev  Dipti A.  Castle  Sherri L. 《Early Childhood Education Journal》2022,50(2):207-219

Early Childhood Education Journal - The purpose of this study was to examine the frequency of and relationship between responsive feeding practices used during early childhood education (ECE)...  相似文献   

Nurturing Kindergarteners’ Early STEM Academic Identity Through Makerspace Pedagogy     

Hachey  Alyse C.  An  Song A.  Golding  Diane E. 《Early Childhood Education Journal》2022,50(3):469-479

Early Childhood Education Journal - Children’s attitudes about STEM are formed early. As such, the ecology of early childhood classrooms can either afford or deny access to relevant...  相似文献   

What Was Wrong with Eugenics? Conflicting Narratives and Disputed Interpretations     

Diane B. Paul 《Science & Education》2014,23(2):259-271

Although it is often taken for granted that eugenics is odious, exactly what makes it so is far from obvious. The existence of considerable interpretative flexibility is evident in the disparate policy lessons for contemporary reproductive genetics (or “reprogenetics”) that have been derived from essentially the same set of historical facts. In this paper, I will show how different—indeed, diametrically-opposed—morals have been drawn from the history of eugenics and link these contrasting messages both to different underlying conceptions of what constitutes the central wrong of eugenics and differing degrees of enthusiasm for reprogenetic technologies. I will then argue that, for several reasons, the history of eugenics simply cannot provide the kind of direct guidance that many participants in current debates would like. Although the history does have implications for policy, the insights to be gleaned are both subtle and indirect.  相似文献