A gendered point of view on the challenges of women academics in The People’s Republic of China     

Robert A. Rhoads  Diane Yu Gu 《Higher Education》2012,63(6):733-750

The authors conducted a qualitative study of women’s experiences as faculty members at Northern Research University, a pseudonym for a top 40 university in The People’s Republic of China. Based on 27 semi-structured interviews with women (15) and men (12), and drawing from feminist standpoint theory and symbolic interactionism, the authors identified four key findings that highlight serious barriers confronting Chinese women faculty. They describe these as: (1) working double time, (2) the glass ceiling, (3) the boys club and social exclusion, and (4) comrades in arms. The first three findings support previous international studies of women’s experiences as faculty members and thus contribute to an expanding global body of knowledge about challenges faced by women academics. The fourth finding—comrades in arms—highlights a structural quality somewhat unique to the Chinese university and raises important concerns about the limited role women play in critical personnel decisions influencing academic promotions and advancement.  相似文献   

Automated Testing     

Brooks  David W.  Nolan  Diane E.  Gallagher  Susan 《Journal of Science Education and Technology》2003,12(2):183-186

Web-Teaching deals with all aspects of teaching, using the World Wide Web. Of all of these, the one most likely to have significant impact upon learning is automatic testing. Repeatable testing (formative assessment) has solid research support. Schemes that make extensive use of repeatable testing are not favored by instructors, however, because of the time required for test development, grading, and recording. Web-based automatic testing can automate most or all of the test grading and recording activities. Further, it makes student access easier. The paper addresses dimensions of the issue of automatic, Web-based testing.  相似文献   

I. GENDER IN LOW- AND MIDDLE-INCOME COUNTRIES: INTRODUCTION     

Marc H. Bornstein  Diane L. Putnick  Robert H. Bradley  Kirby Deater-Deckard  Jennifer E. Lansford 《Monographs of the Society for Research in Child Development》2016,81(1):7-23

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The working classes and higher education: Meritocratic fallacies of upward mobility in the United Kingdom     

Diane Reay 《European Journal of Education》2021,56(1):53-64

The uniformly positive view of social mobility in the United Kingdom overlooks the difficulties working‐class young people have in reconciling a working‐class background with the middle‐class environments of the university and the professional labour market. But even more hidden are the subtle processes of exclusion and exclusivity that permeate social life in, particularly, the elite universities. Here, working‐class students' marginalisation in relation to advantageous social activities and networks, compromises their chances of later success in the labour market. This paper scrutinises working‐class students' experiences of elite higher education through the lens of Bourdieu's concepts of habitus, capitals and field. Drawing on a research project on working‐class young people who gain entry to elite universities it analyses the disjunctures between working‐class habitus and the field of elite higher education, focusing on the emotional and social consequences for working‐class students. The findings raise concerns—largely unexplored in existing research—about working‐class reception in elite fields. The paper concludes with a call to look beyond the attitudes and actions of working‐class students to those of their upper‐ and middle‐class peers, and the culture and ethos of the elite universities.  相似文献   

Contested childhoods across borders and boundaries: Insights from curriculum provisions in Northern Ireland and the Irish Free State in the 1920s     

Leah O’Toole  Diane McClelland  Deirdre Forde  Suzanne O'Keeffe  Noel Purdy  Carl Anders Säfström  Thomas Walsh 《British Educational Research Journal》2021,47(4):1021-1038

Conceptualisations and constructs of children and childhood are temporally and contextually grounded. Historical documents are rich sources of insight and understanding regarding how children were understood, valued and treated at various times by particular societies. This article explores the conceptualisation of children and childhood in the 26-county Irish Free State (South) and the 6-county Northern Ireland (North) in the 1920s following the partition of Ireland, through the lens of educational documentation, primarily national primary school curricula. The focus on both jurisdictions is interesting in the context of partition, exploring the sometimes divergent and often convergent ways in which children were conceptualised across borders and boundaries. This article reveals, using Sorin and Galloway’s framework as a conceptual and analytical tool, that conceptualisations of children were broadly similar in the North and South but differed in their focus and enactment in both fledgling states. These disparities are largely attributable to the very different political, social and religious orientations of both jurisdictions and the use of education as a vehicle for nation-building, as well as identity and gender formation. The article also explores alternative conceptualisations of children in education policy in the North and South by presenting case study ‘outliers’ of educational provision. A century since partition, conclusions and implications are noted that resonate with contemporary elements of convergence and divergence on educational policy and the conceptualisation of children across the island of Ireland.  相似文献   

An Integrative Review: The Role of the Doula in Breastfeeding Initiation and Duration     

Stephanie N. Acquaye  Diane L. Spatz 《The Journal of perinatal education》2021,30(1):29

The objective of this integrative review was to assess birth and postpartum doulas'' roles in supporting breastfeeding initiation and duration. The electronic databases Cumulative Index to Nursing and Allied Health Literature (CINAHL), Embase, PubMed, and Scopus were searched using the key terms doula and breastfeeding. Fourteen articles met inclusion criteria. Six key themes were identified. Doulas may acquire only modest amounts of lactation-specific education; however, doula care still enhances the breastfeeding care provided by health-care professionals. Doulas offer prenatal and intrapartum support that encourages breastfeeding initiation in the hospital, as well as providing breastfeeding support in the community and home settings. This reinforces the unique role of the doula in bolstering maternal–infant health. The effect of doulas on breastfeeding duration is less clear.  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   

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   

'Spice Girls', 'Nice Girls', 'Girlies', and 'Tomboys': Gender discourses,girls' cultures and femininities in the primary classroom     

Diane Reay 《Gender and education》2001,13(2):153-166

The past decade has seen a growing political and academic concern with boys' underachievement. Drawing on the case study of a London primary classroom, this article argues that contemporary gendered power relations are more complicated and contradictory than the new orthodoxy that girls are doing better than boys suggests. The girls in this case study took up very varied positions in relation to traditional femininities. Yet, despite widely differentiated practices, all the girls at various times acted in ways which bolstered boys' power at the expense of their own. While peer group discourses constructed girls as harder working, more mature and more socially skilled, still the boys and a significant number of the girls adhered to the view that it is better being a boy. The article concludes that in this particular primary school, girls and boys still learned many of the old lessons of gender relations which work against gender equity.  相似文献   

The relationship between student engagement with online content and achievement in a blended learning anatomy course          下载免费PDF全文

Rodney A. Green  Laura Y. Whitburn  Anita Zacharias  Graeme Byrne  Diane L. Hughes 《Anatomical sciences education》2018,11(5):471-477

Blended learning has become increasingly common in higher education. Recent findings suggest that blended learning achieves better student outcomes than traditional face‐to‐face teaching in gross anatomy courses. While face‐to‐face content is perceived as important to learning there is less evidence for the significance of online content in improving student outcomes. Students enrolled in a second‐year anatomy course from the physiotherapy (PT), exercise physiology (EP), and exercise science (ES) programs across two campuses were included (n = 500). A structural equation model was used to evaluate the relationship of prior student ability (represented by grade in prerequisite anatomy course) and final course grade and whether the relationship was mediated by program, campus or engagement with the online elements of the learning management system (LMS; proportion of documents and video segments viewed and number of interactions with discussion forums). PT students obtained higher grades and were more likely to engage with online course materials than EP and ES students. Prerequisite grade made a direct contribution to course final grade (P < 0.001) but was also mediated by engagement with LMS videos and discussion forums (P < 0.001). Student learning outcomes in a blended anatomy course can be predicted the by level of engagement with online content. Anat Sci Educ 11: 471–477. © 2017 American Association of Anatomists.  相似文献