Readers are very important people     

Eileen Hyder 《English in Education》2009,43(3):226-240

Reading groups for visually impaired people (VIPs) are a relatively recent phenomenon. This article reports on an ethnographic study of a VIP reading group. It provides a brief overview of the history of alternative formats and then focuses on reading autobiographies which have been constructed with members of this group. It concludes by suggesting that VIP reading groups present interesting opportunities for exploring ideas of reading and readers.  相似文献   

Gender-fair psychotherapy in the United States: A possible dream?     

Eileen T. Nickerson  Anita Kremgold-Barrett 《International journal for the advancement of counseling》1990,13(1):39-48

Since Freud's era, women have been counseling and psychotherapy's largest consumers. White Freud talked and wrote almost exclusively about men, his patients were primarily women. This practice of treating women as patients, while perceiving men as the prevailing standard for percept and practice has resulted in the largely androcentric or mate-determined psychology of human behavior which we have today (Denmark, 1980; Hare-Mustin, 1983).A number of studies commencing with the Broverman's work in the 1970(s) has demonstrated that psychotherapists, for the most part, share the same sex role biases toward women as the rest of society (Broverman et al., 1970; Fabrikant, 1973, 1974; Nickerson, 1978; Orlinsky & Howard, 1980). Most disconcerting, however, is a recent extensive replication of the Brovermans' study (O'Malley & Richardson, 1985), using 249 counselors, which found that they still described males and females in stereotypic ways, though they did attribute some female designated traits to healthy adults.The evidence regarding the measured effects of therapists' attitudes, whether reportedly biased or gender-fair, however, is mixed in nature and replete with methodological problems (Maffeo, 1979; Marachek & Johnson, 1980; Orlinsky & Howard, 1980; Smith, 1980; Whiteley, 1979); as is the evidence for effectiveness of therapy generally (Garfield, 1981). Some have argued that a counselor's values and expectations do not matter, as long as she or he is aware and does not impose them (Smith, 1980; Whiteley, 1979). It would seem equally probable, based on other evidence that choice of therapeutic goals and processes can be influenced by the therapist's expectations (Brovermans et al., 1970; Nickerson, 1978; O'Malley & Richardson, 1985).The crucial point is that in a sexist society (Such as the United States), it is improbable that anyone without special non-sexist, gender-fair training can adequately aid women in exercising their independence and selecting their goals. Hence, a format is presented for insuring the dream of gender-fair counseling through the inclusion of appropriate training experiences and materials.  相似文献   

The use of ‘Circle of Friends’ strategy to improve social interactions and social acceptance: a case study of a child with Asperger's Syndrome and other associated needs     

Eileen O'Connor 《Support for Learning》2016,31(2):138-147

The study outlined here was an attempt to examine the use of ‘Circle of Friends’ as a single intervention approach in addressing the issue of inappropriate social interactions in a child with Asperger Syndrome. The child selected was in a mainstream setting, as the main feature of a circle of friends is peers supporting peers. The child was involved in the selection of peers for the development of the circle of friends and it was hoped the approach would challenge children's attitudes in relation to the child with Asperger Syndrome and also improve social understanding for the focus child. The results clearly indicated that the intervention had been successful in reducing the stigma around ‘difference’ for the focus child and it was clearly evident that the ‘circle of friends’ approach had provided a much needed network of social support in a mainstream school. The conclusion highlighted that the focus child was able to understand far more easily the ‘hidden curriculum’ that neuro‐typical children find so easy to decipher.  相似文献   

Personal Inquiry: Orchestrating Science Investigations Within and Beyond the Classroom     

Mike Sharples  Eileen Scanlon  Shaaron Ainsworth  Stamatina Anastopoulou  Trevor Collins  Charles Crook 《学习科学杂志》2015,24(2):308-341

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Book reviews     

Eileen Storrie  Hazel K. Bell 《Learned Publishing》1997,10(4):362-363

The Peer-Reviewed Journal: A Comprehensive Guide through the Editorial Process by Gary Michael Smith, Chatgris Press New Orleans, USA, 80 pp & 63 pp of Figs., $35.00, ISBN 0-9658380-0-5 The Book in the United States Today edited by Richard Abel and Gordon Graham, Transaction Publishers, 1997., ix, 280 pages., Index., ISBN: 1-56000-972-1 (pbk), $21.95 / £14.95.  相似文献   

Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation   总被引：1，自引：0，他引：1  

Ellen Murphy  Ian M. Grey  Rita Honan 《British Journal of Special Education》2005,32(3):157-164

As part of a larger study regarding the inclusion of children with disabilities in mainstream classroom settings, Ellen Murphy, of the D Clin Psych programme at NUI Galway, with Ian Grey and Rita Honan, from Trinity College, Dublin, reviewed existing literature on co-operative learning in the classroom. In this article, they identify four models of co-operative learning and specify the various components characteristic of each model. They review recent studies on co-operative learning with the aim of determining effectiveness. These studies generally indicate that co-operative learning appears to be more effective when assessed on measures of social engagement rather than academic performance. Finally, Ellen Murphy, Ian Grey and Rita Honan present their account of the factors that contribute to the successful implementation of co-operative learning for students with difficulties in learning.  相似文献   

Mary Monroe Atwater: A transformative force in science education     

Eileen Carlton Parsons 《Cultural Studies of Science Education》2008,3(1):209-216

This article highlights the transformative contributions of Mary Monroe Atwater to the field of science education. Influenced by worldviews shaped by a segregated macro-society and the privileges of a micro-society, Mary stood against oppression in the early years of her academic career by desegregating academic settings and being the first and only African American in varied arenas for many years. As an aspiring academic, Mary challenged dominant paradigms and as an activist academic, she changed the landscape of science education. She broadened the knowledge base through scholarship and praxis and diversified the science education community through personal and professional efforts that were pioneering in nature.

Eileen Carlton ParsonsEmail:

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Eileen Carlton Parsons   is an assistant professor at The University of North Carolina at Chapel Hill. The contexts in which the science teaching and learning of African Americans occur constitute the core of her research interests. She examines the educative process with respect to culture and race.  相似文献   

The outcomes of doctoral education: An institutional study     

Eileen M. Kolman  Karen S. Gallagher  Donald Hossler  Francis Catania 《Research in higher education》1987,27(2):107-118

This study sought to establish baseline data on the outcomes of doctoral education at a private, urban university. Through the use of a survey instrument developed by the researchers, Ph.D. and Ed.D. recipients from 16 departments who had graduated between 1963 and 1984 were contacted. Three primary areas were examined: (1) the impact of doctoral education on career development, (2) the perceived influence of the institutional values on graduates, and (3) the frequency and type of research/scholarly activities engaged in during and after graduate school. Data provided by 707 respondents to the 168 item survey were analyzed by department, by degree, and by four general academic fields, and a number of indices were developed. The main thrust of this paper is the development of the instrument and indices, and the preliminary comparison of four fields with the indices.  相似文献   

The US academic profession: Key policy challenges   总被引：5，自引：0，他引：5  

James P. Honan  Damtew Teferra 《Higher Education》2001,41(1-2):183-203

The US academic profession is currently under considerable pressure due to a complex array of demographic, economic, social, and technological developments. The profession has recently witnessed major shifts in the areas of assessment and accountability, governance and power, faculty roles and functions, and recruitment patterns. This article examines a number of key policy dilemmas and challenges taking place in the profession owing to these developments.  相似文献   

Teacher Identity and Reform: Intersections Within School Culture     

Heather Ann Bower  Eileen R. Carlton Parsons 《The Urban Review》2016,48(5):743-765

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