Teen Perceptions of the Promotion of Safer Sexual Practices: A Focus Group Study     

Judith W. Herrman  Andrea Kelley  Katherine M. Haigh 《American journal of sexuality education》2017,12(1):83-102

Teens' own thoughts on fostering safe sexual practice are important perspectives in promoting adolescent sexual health yet are relatively absent in the literature. This focus group study explored teens' perceptions about the supports and challenges that exist as teens strive to engage in healthy sexual practices. Seventy-five teens participated in 11 focus groups using a semi-structured interview guide. School-based health centers provided the setting and facilitated sample recruitment. Focus groups were audiorecorded and transcribed verbatim. Data were analyzed using the focus group guide as a template and typologies, or clusters of concepts, were extracted to establish teen perceptions of the factors that support and challenge their ability to engage in safe sexual practices. The socio-ecological model provided the framework to identify these factors within the individual, family/parent, relational (peer/partner), community, or societal spheres of influence. Results discussed the importance of parents, the value of confidentiality, respect for teen decision-making, relationships skills, developmental aspects of the adolescent years, and social interpretations of gender. These findings revealed important considerations as adults develop policies, messages, and programs designed to promote safe sexual behavior in teens.  相似文献   

Dealing with ‘fragile identities’: resistance and refiguring in women mathematics students     

Yvette Solomon  Duncan Lawson  Tony Croft 《Gender and education》2011,23(5):565-583

Many learners may be successful in mathematics but nevertheless see themselves as existing only on the margins of the practice, or as lacking stability in it – in this sense, they have what can be called a fragile identity. Although this kind of relationship with mathematics is not limited to girls and women, they do appear to express such fragile identities more often or more readily. Drawing on qualitative and quantitative data from undergraduates in three English universities, this paper presents an analysis of the way in which university mathematics is differentially experienced by men and women, and of the part this may play in women’s ongoing narratives of self as mathematicians. It is suggested that some women resist traditional positionings in the mathematics world, drawing on local resources which enable a sense of agency as successful students and a refiguring of their relationships with mathematics.  相似文献   

Bilingual teaching for multilingual students? Innovative dual-medium models in Slovene-German schools in Austria     

Judith Purkarthofer  Jan Mossakowski 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2011,57(5-6):551-565

Traditional bilingual education programmes in regional linguistic minority contexts face major challenges within the recent paradigm of linguistic diversity against a background of increasing migration, mobility and trans-locality. Based on three case studies, the authors of this paper focus on how particular dual-medium models are applied in Slovene-German schools in Carinthia, Austria. They examine not only how these schools provide for a balanced bilingual teaching and learning environment, but also how they deal with their students?? multilingual realities and support their identification with bi- and multilingualism. The authors regard schools as institutional sites where linguistic dispositions are subject to discursive power relations and where language policies and educational goals are negotiated by teachers, parents and students alike. Drawing on speaker-centred and ethnographic approaches in sociolinguistic research, the authors seek to document experiences of all actors involved as well as spatial and discursive practices. Through this the authors show how these dual-medium schools achieve particular profiles in multilingual education which are potentially regarded as innovative examples of best-practice and as being of interest for students and families with heterogeneous linguistic backgrounds.  相似文献   

A positive postdoctoral experience is related to quality supervision and career mentoring, collaborations, networking and a nurturing research environment     

Amelia K. Scaffidi  Judith E. Berman 《Higher Education》2011,62(6):685-698

For postdocs to have the best chances of achieving their career goals they need to not only acquire discipline-specific research experience, but also additional generic skills vital for future employment inside or outside academia. They also require access to information and mentoring that will help them strategically plan and make informed decisions about their future. Few studies have examined the variables that impact the postdoctoral experience or research productivity. Thus, a comprehensive survey was conducted to determine whether quality supervision, career mentoring, collaboration, networking and a nurturing research environment makes a positive difference in the experiences and productivity of postdoctoral researchers. Unsurprisingly, the survey revealed that job insecurity and lack of a career structure are ongoing concerns for postdocs. However, a clear association was shown between quality supervision, for example, in conveying the importance of taking responsibility for their future academic career by strengthening their track record, and the number of peer-reviewed publications produced. The findings also suggest that mentoring in non-academic career paths can be greatly improved. The results of this study have guided a research-intensive Australian University to implement initiatives and programs which enhance the postdoctoral experience. Finally this work raises awareness of the crucial contributions postdocs make to the research output and environment of universities.  相似文献   

Facilitators and inhibitors for integrating expertise diversity in innovation teams: The case of plasmid exchange in molecular biology     

Michael A. Zaggl  Judith Pottbäcker 《Research Policy》2021,50(9):104313

Innovation increasingly relies on collaboration in teams instead of individual efforts. Although the advantages of teams for innovating are virtually undisputed, we have only a very rudimentary understanding of their success drivers. To shed more light on innovation teams, we conceptualize multiplicity in expertise as nonredundant expertise and distinguish it from factors that facilitate or hinder the integration of this expertise. These factors are overlap in expertise, disparity in team members’ status, and whether or not teams use automation technology. We use the empirical context of molecular biology, especially the part of this field in which teams produce and exchange genetic material in the form of so-called plasmids. Combining data about plasmids from a central plasmid repository (AddGene) with bibliometric data endows us with a rich dataset capturing information about team diversity in addition to two innovation performance measures (the number of plasmid orders and the number of citations attracted by publications). Our analysis shows that multiplicity in expertise increases innovation performance; this relationship is strengthened by the overlap in expertise and weakened by disparity in status and the use of the automation technology. Our paper provides a more detailed theory of expertise diversity and contributes to the diversity literature. Our findings also lead to implications for practitioners.  相似文献   

School Start Time Change: An In‐Depth Examination of School Districts in the United States     

Judith Owens  Darrel Drobnich  Allison Baylor  Daniel Lewin 《Mind, Brain, and Education》2014,8(4):182-213

In response to the scientific evidence documenting both profound developmental changes in sleep and circadian biology during adolescence and the myriad of negative health, performance, and safety outcomes risks associated with chronic sleep loss, at least 70 public school districts in the United States, representing approximately 1,000 schools, have successfully implemented a delay in high school start times. However, despite the compelling evidence supporting school start time change as a key strategy in addressing the epidemic of adolescent sleep loss, many school districts across the country with early high school start times have not considered the option to implement later bell schedules for adolescents. Moreover, while the current scientific literature has clearly documented the positive outcomes associated with delayed high school start times, these studies contain limited information regarding the process by which school districts consider, approve and implement bell schedule changes. Thus, this in‐depth examination of those school districts that have been successful in changing their bell schedules is intended to support the efforts of other districts in various stages of contemplating this measure. We utilized a multi‐pronged approach (literature review, case studies, telephone interviews, online survey) to summarize the experiences of school districts across the United States in regard to challenges faced, strategies employed, and lessons learned in the hope that this information will be a useful tool for other school districts looking to chart a course forward to promote the health, safety, and academic opportunities of their students.  相似文献   

The importance of content and context     

Judith Breen  Mike Pedler  John Edmonstone 《Action Learning: Research and Practice》2014,11(2):233-234

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Professional community and the problem of high school reform   总被引：1，自引：0，他引：1  

Judith Warren Little 《International Journal of Educational Research》2002,37(8)

A two-year qualitative study of mathematics and English teachers in two urban comprehensive high schools investigated how teacher community serves as resource for teacher development and school reform. A school engaged in whole-school reform sustained high teacher commitment and school-level community by constituting professional community strongly at the school level, but its departments displayed varying capacity and disposition to examine problems of teaching and learning at the classroom level. In the second school, innovative teacher communities were constituted strongly at the department level in English and mathematics, but suffered problems of stress and turnover due to weak organizational supports for teacher development and school reform. Findings point both to the potential contribution of professional communities situated in subject departments and the challenge of capitalizing on such communities to advance whole-school reform. The study suggests complex relationships among organizational context, teacher community, teacher development, and institutional reform.  相似文献   

Integrated e-learning     

Judith Christian-Carter 《British journal of educational technology : journal of the Council for Educational Technology》2005,36(4):698-699

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CHARACTER EDUCATION: RECLAIMING THE SOCIAL   总被引：1，自引：0，他引：1  

Barbara J. Duncan 《Educational theory》1997,47(1):119-130

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