Young people’s everyday romance and sexual experiences in relation to sex-related conversations with parents: a diary study in the Netherlands     

Wieke G. Dalenberg  Margaretha C. Timmerman  E. Saskia Kunnen  Paul L. C. Van Geert 《Sex education》2016,16(6):692-706

This study builds on existing research into how young people’s emergent sexual development is connected to parent–child sex-related communication through avoidance vs. disclosure. Over the course of one year, a total of 21 young people (age range 12–17.5) reported in longitudinal qualitative diaries their (1) everyday sexual experiences and (2) sex-related conversations with their parents. Using a mixed-methods approach, findings show that less sexually experienced participants reported greater avoidance of parent–child sex-related conversations than more experienced participants. The sex-related conversations of more experienced participants mainly concerned overt experiences in the form of everyday issues with their romantic partner, while the conversations of less experienced participants were characterised by more covert experiences such as opinions about romantic relationships in general. These results suggest that the degree to which young people feel comfortable talking about sexuality with their parents partly depends on when the conversation takes place during a young person’s romantic and sexual development.  相似文献   

Looking at lived experiences of self‐advocacy through gendered eyes: becoming femme fatale with/out ‘learning difficulties’     

Griet Roets  Rosa Reinaart  Marie Adams  Geert Van Hove 《Gender and education》2008,20(1):15-29

In this article, we attempt to intersect the interdisciplinary characters of disability studies and gender studies, in order to make sense of the activism and lived knowledge of/with two women with the label of ‘learning difficulties’. Inspired by Deleuze and Guattari’s anti‐essentialist notion of devenirs‐particules, we find our multiple selves involved in cross‐cutting relational storytelling, as such destabilising essentialist, biological determinism towards women with/out the label of ‘learning difficulties’. Thus in becoming femme(s) fatale(s), we make the most of a science capable of grasping the continual interplay between agency, structure and context, creating a ‘becoming space’ where we, as activists with our academic allies, can think and act with one another.  相似文献   

我国德育目标新探   总被引：2，自引：0，他引：2  

滕少华  冯文全 《当代教育论坛》2007,(6):69-70

目前,理论界对德育目标的界定不尽合理,中小学德育的实效性仍不如人意。针对这些现象,本文从剖析德育目标的基本涵义入手,对德育目标的建构提出一些探索。  相似文献   

Frictions Between Formal Education Policy and Actual School Choice: Case Studies in an International Comparative Perspective     

Christine?TeelkenEmail author  Geert?Driessen  Frederik?Smit 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2005,51(1):35-58

This contribution is based on comparative case studies of secondary schools in England, the Netherlands and Scotland. The authors conclude that although opportunities for school choice are offered in a formal sense in each of the locations studied, in certain cases choice is not particularly encouraged. In order to explain this disparity between formal education policy and actual school choice, they identified seven areas of friction which determine school choice. This approach allowed a more detailed and accurate view of the operation of school choice on a local, day-to-day basis. Active or passive discouragement of choice became apparent in factors such as availability of transport and information; bureaucratic procedures; strictly enforced admission criteria; and lack of educational diversity.  相似文献   

The Feminization of Primary Education: Effects of Teachers’ Sex on Pupil Achievement, Attitudes and Behaviour     

Geert Driessen 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2007,53(2):183-203

Since the mid-1990s, considerable concern has been expressed about the feminization of education. The underlying assumption is that the increasing number of female teachers is leading to a lack of male role models, which may then have negative consequences for the achievement and behaviour of boys in particular. For this reason, policy is currently being pursued in several countries to increase the number of male teachers. In the present article, the theoretical foundation for this policy will be shown to be weak at best. To test this empirically, a large-scale study of Dutch primary schools was conducted, which involved 5181 grade eight pupils, 251 teachers and 163 schools. This study confirmed that teacher sex has no effect whatsoever on the achievement, attitudes or behaviour of pupils. This finding holds for both boys and girls, for both minority and non-minority pupils and for both children from lower and higher social-economic milieus.  相似文献   

Towards an ‘international forum for teacher educator development’: an agenda for research and action*     

Geert Kelchtermans  Kari Smith  Ruben Vanderlinde 《欧洲师范教育杂志》2018,41(1):120-134

The outcomes of an international collaborative project are presented, involving experienced teacher educators and researchers from eight different countries, who engaged in a series of structured discussions on the professional development of teacher educators. We start with an overview of the needs in practice and policy, as well as the research interests, making structured opportunities for teacher educator development necessary. As a first outcome, we present a model to conceptualise teacher educator development, grounded in a study of the international literature and the systematic critical discussion of its findings by the participants in the project. The model facilitates international (research) collaboration, mapping and guiding initiatives in policy and practice by providing both an overview of the complexities of teacher educator development and a language to discuss them. The second –structural- outcome is the establishment of InFo-TED – the International Forum for Teacher Educator Development.  相似文献   

The role of environmental factors in beginning teachers’ professional learning related to differentiated instruction     

Debbie De Neve  Geert Devos 《School Effectiveness & School Improvement》2016,27(4):357-379

Little research has investigated factors that facilitate beginning teachers’ participation in professional learning activities related to differentiated instruction (DI). This study examines environmental factors for DI learning activities in a sample of 272 beginning teachers from 72 primary schools. Multilevel analyses show that teacher education, reflective dialogue, deprivatized practice, educational type, and diversity in student population are related to beginning teachers’ use of DI learning activities (i.e., learning in interaction and changes in practice). As such, the findings revealed that beginning teachers’ participation in such activities may depend on a multitude of factors. Several suggestions regarding these factors are made. First, teacher education can provide foundational knowledge of DI applications. Second, schools can enable teachers to have in-depth conversations with colleagues and provide opportunities to observe good teaching practices. Lastly, alternative schools and schools with diverse student populations can inspire other schools to enhance participation in DI learning activities.  相似文献   

不同剂量美托洛尔对围术期心率和血压的作用     

任从才  滕金亮 《河北北方学院学报(医学版)》2001,(5)

目的:探讨小剂量美托洛尔静脉注射时对围手术期室上性心动过速病人HR和BP的作用。方法:围手术期SBP≥110mmHg、HR≥120bpm为美托洛尔治疗指征。ASAⅠ～Ⅱ级病例90例分为组Ⅰ、组Ⅱ、组Ⅲ,分别静注美托洛尔1mg、2mg、3mg。记录每个病人用药前及用药后1、2、3、5、10min的HR、SBP、DBP、SPO_2。结果:组Ⅰ、Ⅱ、Ⅲ病人用药后1～5min HR减慢最为明显(P<0.01),平均下降的最低幅度分别达12.83％、20％和25.11％,10min后三组分别有80％、31％、18％病人心率增加至120bpm。SBP的变化基本与HR变化同步,1～3min下降最明显,5min后病人血压基奉平稳,下降的最大幅度平均为11.6％、15.74％、19.33％。各组DBP无明显变化。结论:静注美托洛尔1～3mg对围手术期心动过速有显著疗效。随着HR下降,SBP亦同步下降,而且与美托洛尔剂量成正比。对于围手术期间心动过速的病人,如果SBP≥130mmHg,建议使用3mg的剂量,用药后HR回升的现象较少;如果病人的SBP在120～130mmHg范围内,建议使用2mg;如果病人SBP在110～120mmHg,我们建议使用1mg;如果病人SBP<110mmHg,而HR>145次/min,可用0.5～1mg,并减慢注射速度,这样可避免美托洛尔所致的SBP下降过低。  相似文献   

A Graduate Programme in History,Philosophy and Science Teaching in Brazil     

Freire  Olival  Tenório  Robinson M. 《Science & Education》2001,10(6):601-608

This paper discusses a Master's degree in History, Philosophy and Science Teaching recently created in Brazil. The paper will report alocal experience but its analysis raises questions of general interest, in particular to less developed countries. This interest concerns firstly the challenges of doing research and educating people in science teaching, and developing a scientific culture, and secondly the institutional obstacles that face new and/or interdisciplinary research groups. We anticipate the conclusion that in Brazilian conditions of today projects from emergent andinterdisciplinary groups can be damaged by political, cultural and institutionalobstacles.  相似文献   

Communities of practice in inclusive education     

Kathleen Mortier  Pam Hunt  Mieke Leroy  Inge Van de Putte  Geert Van Hove 《Educational studies》2010,36(3):345-355

The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the inclusion of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed relevant knowledge to support these children with special educational needs in their class. The findings show the potential benefits of partnerships and local knowledge in addressing the educational challenge of inclusion.  相似文献