U.S.-Mexico Border Studies Online Collaboration: Transformative Learning Across Power and Privilege     

Laura Barraclough  Marci R. McMahon 《Equity & Excellence in Education》2013,46(2):236-251

In response to the national conversation about the U.S.-Mexico border and immigration in recent years, we created an online partnership between students in concurrent border studies courses at our two campuses: a public Hispanic-serving institution in South Texas and a private, small liberal arts college in Michigan. We explored whether and how the tensions between privileged and disadvantaged students documented in the traditional classroom would manifest online, and how we could use virtual technologies most effectively to structure transformative learning, defined as recognition and articulation of the structural and cultural systems that frame individual experience and meaning-making, across difference. As we document in this essay, tensions around racial, class, and educational inequality did occur in our partnership. Yet these tensions were crucial in creating the conditions for transformative learning because they generated “disorienting dilemmas” that challenged students’ assumptions and knowledge. Our intentional integration of critical multiculturalist curriculum and pedagogical practices (especially embodied, facilitated online interactions) capitalized upon those conditions. By the end of the partnership, both groups of students experienced significant—but distinctive—trajectories of transformative learning that unsettled not only their individual understandings, but also the dynamics of power that characterize the higher education landscape. Given the polarization wrought by border and immigration discourse and educational policies that will likely produce increasingly segregated campuses in years to come, such online partnerships show promise for critical multiculturalist educators seeking to create opportunities for learning across difference and inequality.  相似文献   

Using observation of teaching to improve quality: finding your way through the muddle of competing conceptions,confusion of practice and mutually exclusive intentions     

Tim McMahon  Terry Barrett  Geraldine O'Neill 《Teaching in Higher Education》2013,18(4):499-511

This paper begins by reviewing some of the different models of third-party observation of university teaching that can be found in the literature. Having analysed these, it argues that—if ‘peer’ is taken to indicate equality of status—only one is genuinely a model of peer-observation. It proposes an alternative categorisation of third-party observations of teaching dependant on who controls the information generated by the process. A preferred six-dimensional model based on control by the person being observed of the data-flow, and other procedural aspects, is presented and explored. Evaluative comments, by university teachers who have undertaken the process, are presented to illustrate the benefits of adopting this model.  相似文献   

A systemic and qualitative exploration of career adaptability among young people with refugee backgrounds     

Abkhezr  Peyman  McMahon  Mary  Campbell  Marilyn 《International Journal for Educational and Vocational Guidance》2022,22(2):363-383

International Journal for Educational and Vocational Guidance - This article reports on a secondary analysis of qualitative research about five African young adults with refugee backgrounds who...  相似文献   

Fluid and electrolyte balance in elite male football (soccer) players training in a cool environment     

RJ Maughan  SM Shirreffs  SJ Merson  CA Horswill 《Journal of sports sciences》2013,31(1):73-79

There are few data in the published literature on sweat loss and drinking behaviour in athletes training in a cool environment. Sweat loss and fluid intake were measured in 17 first-team members of an elite soccer team training for 90 min in a cool (5°C, 81% relative humidity) environment. Sweat loss was assessed from the change in body mass after correction for the volume of fluid consumed. Sweat electrolyte content was measured from absorbent patches applied at four skin sites. Mean (?± s) sweat loss during training was 1.69?±?0.45 l (range 1.06?-?2.65 l). Mean fluid intake during training was 423?±?215 ml (44?-?951 ml). There was no apparent relationship between the amount of sweat lost and the volume of fluid consumed during training (r ² = 0.013, P = 0.665). Mean sweat sodium concentration was 42.5?±?13.0 mmol?·?l^?1 and mean sweat potassium concentration was 4.2?±?1.0 mmol?·?l^?1. Total salt (NaCl) loss during training was 4.3?±?1.8 g. The sweat loss data are similar to those recorded in elite players undergoing a similar training session in warm environments, but the volume of fluid ingested is less.  相似文献   

Eco‐Webbing: A Teaching Strategy to Facilitate Critical Consciousness and Agency     

Joseph M. Williams  H. George McMahon  Rachael D. Goodman 《Counselor Education & Supervision》2015,54(2):82-97

Eco‐webbing is a teaching strategy that can be used to help counselor educators integrate a social justice focus into their courses. Preliminary data indicated increased critical consciousness and social justice agency as a result of using eco‐webbing with counseling students (N = 17). The authors provide implications for counselor educators and future research.  相似文献   

Reaching in-service primary teachers with research innovations: the role of dissemination events in stimulating download activity     

Isabel Hopwood-Stephens  Kendra McMahon 《欧洲师范教育杂志》2019,42(3):297-314

Education researchers want to influence classroom practice, but in-service primary teachers are hard to reach. Thus, many researchers disseminate their innovations online. Dissemination by event may be a more effective means, but little is known about its relative value in a dissemination strategy, nor potential influence upon research innovation downloads.This quantitative study analysed the influence of dissemination events on downloads of a research innovation called the TAPS Pyramid over one year. The location, size and date for dissemination events were mapped against location data for downloads during the same time period. Downloads were significantly higher in regions where dissemination events were held and positively correlated with dissemination event frequency. Event size was not found to be significant.By demonstrating the value of dissemination events in stimulating downloads of educational research innovations online, these results also show the centrality of social learning opportunities to a successful bimodal dissemination strategy.  相似文献   

Prior Sexual Victimization and Disclosure of Campus Sexual Violence Among College Students     

Kate Stepleton  Sarah McMahon  Cathryn C. Potter  Michael J. MacKenzie 《Journal of College Counseling》2019,22(1):56-69

Using survey data from a large, public university, the authors examined the relationships of precollege sexual violence experience to revictimization and disclosure. Among victims of campus sexual violence, those with prior sexual victimization were no more or less likely to disclose to campus resources and were less likely to disclose to peers. Results suggest that institutions need to be prepared to support students with a range of victimization experiences. There is also a need for earlier and expanded sexual violence education and awareness efforts.  相似文献   

Evolving stories of child career development     

Mark Watson  Laura Nota  Mary McMahon 《International Journal for Educational and Vocational Guidance》2015,15(2):175-184

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Child career development: present and future trends     

Mark Watson  Laura Nota  Mary McMahon 《International Journal for Educational and Vocational Guidance》2015,15(2):95-97

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A comparative judgement approach to teacher assessment     

Suzanne McMahon 《Assessment in Education: Principles, Policy & Practice》2015,22(3):368-389

We report one teacher’s response to a top-down shift from external examinations to internal teacher assessment for summative purposes in the Republic of Ireland. The teacher adopted a comparative judgement approach to the assessment of secondary students’ understanding of a chemistry experiment. The aims of the research were to investigate whether comparative judgement can produce assessment outcomes that are valid and reliable without producing undue workload for the teachers involved. Comparative judgement outcomes correlated as expected both with test marks and with existing student achievement data, supporting the validity of the approach. Further analysis suggested that teacher judgement privileged scientific understanding, whereas marking privileged factual recall. The estimated reliability of the outcome was acceptably high, but comparative judgement was notably more time-consuming than marking. We consider how validity and efficiency might be improved and the contributions that comparative judgement might offer to summative assessment, moderation of teacher assessment and peer assessment.  相似文献