Level Playing Field? Feminist Observations on Global/local Articulations of the Re-Gendering and Restructuring of Educational Work     

Jill Blackmore 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》1997,43(5-6):439-461

In the world of educational work since the mid 1980s there has been much talk of restructuring. This reflects postmodern thinking, which favours decentralizing decisions to those at the work face, and encouraging multi-skilled and flexible workers. This article presents a feminist analysis of how such policies are reflected at the local level in four instances: Australia, Sweden, New Zealand and Israel. These examples indicate that management practices tend to be more modernist (hierarchical, controlling and centralizing) than postmodernist, and often have highly inequitable effects for women teachers. The article asserts that gender inequities in educational work have assumed a different form but have not been eliminated. However, the author argues that such global tendencies need to be considered in the light of specific cultural, economic and geographical factors, which affect how work is structured and how education is shaped.  相似文献   

Current Validity of 1975 and 1985 SATs: Implications for Validity Trends Since the Mid-1970s     

Lawrence J. Stricker 《Journal of Educational Measurement》1991,28(2):93-98

The aim of this study was to appraise whether different forms of the SA T used since the mid-1970s varied in their correlations with academic performance criteria in the same cohort of examinees. A 1975 form and a 1985 form were administered to two random samples of high school juniors, and self-reported grade point average and high school rank were obtained. The SAT-Verbal and SAT-Mathematical scores generally had similar correlations with the grade criteria in the two samples. The principal conclusion is that the 1975 form of the SAT does not have greater validity than the 1985 form in assessing academic performance, at least at the high school level. This outcome offers no support for the hypothesis that the decline in the SAT's ability to predict college grades since the mid-1970s, observed in recent research, is attributable to changes in the test.  相似文献   

Linking Community,Industry and Tertiary Education Community‐based Student Units in Social Work Education     

Jill Volard  Wendy Weeks 《高等教育研究与发展》1991,10(2):133-149

Professional social work education in Australia requires students to undertake supervised and assessed field practice in addition to theoretical classroom‐based education. Field education placements take place in a wide range of social and community service organisations ‐ often partly funded by these organisations. However, in a climate of economic restraint and cutback, the social and community services sector increasingly looks to education for resources for field education. One solution is the development of student units, especially designed to offer practice‐based experience for students. This paper is motivated by the high value Phillip Institute of Technology places on student units in field education. It addresses the question, “What are student units?”, presents a tentative categorisation of types of social work student units and concludes with a possible framework for evaluation.  相似文献   

Preparing for re-entry; A program for the sojourning student     

Marvin J. Westwood  W. Scott Lawrence  David Paul 《International journal for the advancement of counseling》1986,9(3):221-230

A visitor to a new country is assaulted by many changes, both environmental and cultural. Expecting things to be different the visitor is shocked by what he/she finds, thus the term culture shock. A second shock, possibly more traumatic, awaits the international sojourner upon his or her arrival home. The experiences of the returnee typically do not match his or her expectations. Frequently, the individual returning home is not anticipating adjustment difficulties. Compounding the problem is the fact that re-entry has not been widely recognized or researched and thus, little has been done to help individuals to prepare for it.Focusing on international students, who by definition return home, this paper refers to a wide range of social, cultural, political, educational and professional difficulties. The many variables which determine the extent of re-entry shock are identified and discussed. A group program is suggested as one strategy for assisting those about to return home. The results of a pilot study of such a program illustrate how it can be a powerful force to minimize the disorientation and shock of re-entry.This paper serves as a challenge to all those who are responsible or work with international students. Re-entry preparation is also a prerequisite if individuals, institutions, corporations, home countries and host countries are to maximize the benefits and minimize the problems of studying or working abroad.  相似文献   

Inter-Parietal White Matter Development Predicts Numerical Performance in Young Children     

Cantlon JF  Davis SW  Libertus ME  Kahane J  Brannon EM  Pelphrey KA 《Learning and individual differences》2011,21(6):672-680

In an effort to understand the role of interhemispheric transfer in numerical development, we investigated the relationship between children's developing knowledge of numbers and the integrity of their white matter connections between the cerebral hemispheres (the corpus callosum). We used diffusion tensor imaging (DTI) tractography analyses to test the link between the development of the corpus callosum and performance on symbolic and non-symbolic numerical judgment tasks. We were especially interested in the interhemispheric connections of parietal cortex in 6-year-old children, because regions of parietal cortex have been implicated in the development of numerical skills by several prior studies. Our results revealed significant structural differences between children and adults in the fibers of the corpus callosum connecting the left and right parietal lobes. Importantly, these structural differences were predictive of individual differences among children in performance on numerical judgment tasks: children with poor numerical performance relative to their peers exhibited reduced white matter coherence in the fibers passing through the isthmus of the corpus callosum, which connects the parietal hemispheres.  相似文献   

Dayton William Dix's Birth Story     

Hirschenfang J 《The Journal of perinatal education》2011,20(2):70-75

In this birth story, a young mother relates her experience of moving beyond fear of labor and birth and developing confidence in her ability to give birth without an epidural. Knowledge and support, including the support of a doula, during the last months of pregnancy helped this mother change her plans for the labor and birth. This story highlights the importance of continuous emotional and physical support and how knowledge and confidence set the stage for a satisfying, safe, and healthy birth.  相似文献   

Examining the effect of positive behaviour support on academic achievement of students with disabilities     

Morgan Chitiyo  Plaxedes Makweche‐Chitiyo  Meungguk Park  Lawrence K Ametepee  Jonathan Chitiyo 《Journal of Research in Special Educational Needs》2011,11(3):171-177

Students who engage in challenging behaviour compromise the fundamental ability of schools to educate children. Consequently, teachers face the daunting task of designing effective strategies to promote positive educational outcomes for their students. Since the 1997 Individuals with Disabilities Education Act amendments, the use of positive behaviour supports (PBS) to address the behavioural needs of children challenged by disabilities has expanded. There is evidence to support the utility of PBS in reducing challenging behaviour among students. However, successful schools are also gauged by the academic achievement of their students. Hence, it is important to examine the extent to which behavioural outcomes are related to academic outcomes. The purpose of this paper is to examine the extent to which PBS interventions aimed at reducing challenging behaviour result in corresponding improvement in academic achievement. A meta‐analysis of extant research indicated a positive correlation of 0.40 between improvement in problem behaviour and academic achievement. A video abstract of this article can be viewed at: http://youtu.be/c9OUU0GkGrw .  相似文献   

Discriminating Quantity: New Points for Teaching Children with Down Syndrome About Number?     

Jill Porter 《International Journal of Disability, Development & Education》2019,66(2):133-150

ABSTRACT

The focus of much mathematics teaching has been on the acquisition of counting, an area where children with Down syndrome can experience particular difficulties. Research with typically developing children has highlighted how early awareness of quantity provides a strong platform for the acquisition of later mathematical skills and programmes of early intervention have been introduced. Many of these studies are embedded in the work and traditions of developmental and cognitive psychology and can be difficult to access. Consequently, this is an area that has been largely ignored in the curricula of children with Down syndrome. This paper seeks to make this literature more available. It systematically reviews previous research with children with Down Syndrome on these early foundations. It considers seemingly contradictory findings in the light of differences in tasks, their presentation and instructions, and the responses required, in order to draw conclusions and reflect on the implications for teaching and learning. Some of these propositions are in contrast to existing practices and call for further research to test their effectiveness.  相似文献   

A partitioning technique for defining instructional groups     

Frank B. Baker  Lawrence J. Hubert 《Instructional Science》1979,8(2):121-132

A technique is presented for partitioning N students into K groups of fixed sizes using a given measure of proximity for all student pairs. The measure of proximity is typically calculated from a set of variables, such as completed curriculum units or learning style, and constitutes the data needed for a criterion of partition fit. This latter index is explicitly defined by the sum of within-group proximities and when used in conjunction with the optimization procedure discussed, homogeneous groups can be obtained that satisfy externally imposed size requirements. Finally, a simple generalization is suggested for the related task of grouping students to meet upper limit size constraints only.  相似文献   

The role of reinforcement and nonreinforcement in an operant frustration effect     

Larry F. Hughes  Lawrence Dachowski 《Learning & behavior》1973,1(1):68-72

Male albino rats were run in a discrete-trial two-bar operant analog of the double alley. Completion of a FR 4 response chain on the first bar was rewarded 50% of the time for the 12 experimental Ss, but was never rewarded for the 12 control Ss. Both groups received consistent reward at the end of a FR 4 chain on the second bar. Eighty-four trials were given at a rate of four trials per day. A significantly faster rate of responding on the second bar was found following nonrewarded first-bar ratios than following rewarded first-bar ratios. This frustration effect was not attributable to response depression, since the nonrewarded performance of the experimental group exceeded that of the control group.  相似文献