Reproduction: the role of cultural factors and educational mediators     

Kathleen Lynch 《British Journal of Sociology of Education》1990,11(1):3-20

To understand the processes of reproduction in education one must not only take account of the resistances of subordinated groups, but also of the counter‐resistance which develops in response to these. Proponents of resistance theory have tended to ignore the responses of powerful groups to emerging resistances. Two major reasons are suggested for this, one being the failure of reproduction theorists to take cognisance of unique cultural and political contexts within which reproduction takes place, and the other being the lack of attention given to educational mediators. Taking the case of Irish second‐level education, it is shown how unique cultural, historical and political forces contribute to the development of counter‐resistance. In particular, it is suggested that the post‐colonial status of the country is central to understanding the reproduction processes within it. The paper also highlights the inadequacy of defining the parameters of the reproduction debate in terms of an interplay of interests between social classes and the State alone. While the State and social classes are key actors in the educational site, so are educational mediators, viz. those who manage and administer educational services on a day‐to‐day basis. It is proposed that educational mediators (whose character varies from one society to another) are often powerful agents of counter‐resistance.  相似文献   

Extraordinary Animals and Expository Writing: Zoo in the Classroom     

Guy?TraininEmail author  Kathleen?Wilson  Mimi?Wickless  David?Brooks 《Journal of Science Education and Technology》2005,14(3):299-304

A zoo outreach program led to placing animals in classrooms where those animals became foci for numerous learning activities such as writing, observing, and care. Systematic debriefings suggested uniqueness to learning outcomes connected to zoo animals. Subsequent analysis of student writing indicated that students responded to situational interest by recording more observations, made use of more science facts, and used more science vocabulary when writing about unique animals (albino hedgehog, legless lizard) than ‘ordinary’ animals (rabbit, dove). The results are interpreted in terms of motivation, creating situational interest, and the familiarity of the schema available to the students. Policy implications are discussed.  相似文献   

Education for literacy     

Dr. Kathleen Densmore 《The Urban Review》1995,27(4):299-320

This paper begins by tracing the development of critical scholarship in the sociology of education, focusing on its attempts to explain academic failure for low-income youth. Next, it examines contemporary theoretical work in “critical” literacy—work that appears to have benefited from this sociological scholarship. Third, a brief account is offered of three historical instances of when critical literacy was practiced. Finally, the author concludes by arguing that the needs of culturally diverse and low-income students will be met to the extent that educators and students actively challenge the societal power structure within which they live.  相似文献   

Working toward transformational leadership in higher education     

Kathleen E. Allen 《About Campus》1996,1(3):11-15

Before colleges and universities can develop leaders, they must develop a coherent vision of what leadership is. A reflection on James MacGregor Burns's concepts of transformational leadership suggests where that discussion might begin.  相似文献   

A Tree-Based Approach to Proficiency Scaling and Diagnostic Assessment     

Kathleen M. Sheehan 《Journal of Educational Measurement》1997,34(4):333-352

A new procedure for generating instructionally relevant diagnostic feedback is proposed. The approach involves first constructing a strong model of student proficiency and then testing whether individual students' observed item response vectors are consistent with that model. Diagnoses are specified in terms of the combinations of skills needed to score at increasingly higher levels on a test's reported score scale. The approach is applied to the problem of developing diagnostic feedback for the SAT I Verbal Reasoning test. Using a variation of Wright's (1977) person-fit statistic, it is shown that the estimated proficiency mode accounts for 91% of the "explainable" variation in students' observed item response vectors.  相似文献   

Young children investigate science     

Susan Pearlman  Kathleen Pericak-Spector 《Early Childhood Education Journal》1995,22(4):4-8

  相似文献   

Employer support     

Kathleen A. Martin 《Early Childhood Education Journal》1992,20(1):45-47

  相似文献   

The biting child syndrome     

Kathleen Schmitz R.N.  B.S.  M.P.H.  Robert W. Ten Bensel M.D.  M.P.H.   《Child abuse & neglect》1980,4(4):285-288

  相似文献   

False accusations of child maltreatment: a contested issue     

Faller KC 《Child abuse & neglect》2005,29(12):919-1331

  相似文献   

Effects of single‐case reading interventions for students with and at‐risk of emotional and behavioral disorders in grades K–12: A quantitative synthesis     

John William McKenna  Mikyung Shin  Michael Solis  Min Mize  Kathleen Pfannenstiel 《Psychology in the schools》2019,56(4):608-629

This study examined the effects of reading interventions from single‐case design studies for students with and at‐risk of emotional and behavioral disorders in grades K–12 using a quantitative synthesis. Seventeen studies met the selection criteria of having one more dependent variables meeting what works clearinghouse (WWC) design standards with or without reservations. Although students’ reading performance significantly improved from baseline to intervention phases (p < 0.001), the overall weighted average effect size was weak (Tau‐U = 0.58, 95% confidence interval = [0.54, 0.63]; d = 0.29); smaller effects were found on reading comprehension. Interventions were less effective for students in secondary grades, students with a comorbid disability, and students in substantially separate settings. While no studies meeting the selection criteria were conducted in inclusive settings, the teacher provided interventions were more effective than those provided by researchers suggesting the importance of the student–teacher relationship for reading instruction. Study limitations, areas for future research, and implications for school practices are discussed.  相似文献