The Significance of Being Alike: the implications of similarities and differences in the work‐perceptions of teachers in an international five‐country study [1]     

Pam Poppleton 《比较教育学》1992,28(2):215-223

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Impact of information technologies and information handling on offices and archives — Marburg Germany October 17–19     

Pam Scholder Ellen  William O. Bearden  Subhash Sharma 《Archives and Museum Informatics》1991,5(3):9-11

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Rats in a levered T-maze task show evidence of time–place discriminations in two different measures     

Scott H. Deibel  Andrew B. Lehr  Chelsea Maloney  Matthew L. Ingram  Leanna M. Lewis  Anne-Marie P. Chaulk  Pam D. Chaulk  Darlene M. Skinner  Christina M. Thorpe 《Learning & behavior》2017,45(2):184-190

It is difficult for rats to learn to go to an arm of a T-maze to receive food that is dependent on the time of day, unless the amount of food in each daily session is different. In the same task, rats show evidence of time–place discriminations if they are required to press levers in the arms of the T-maze, but learning is only evident when the first lever press is considered, and not the first arm visited. These data suggest that rats struggle to use time as a discriminative stimulus unless the rewards/events differ in some dimension, or unless the goal locations can be visited prior to making a response. If both of these conditions are met in the same task, it might be possible to compare time–place learning in two different measures that essentially indicate performance before and after entering the arms of the T-maze. In the present study, we investigated time–place learning in rats with a levered T-maze task in which the amounts of food varied depending on the time of day. The first arm choices and first lever presses both indicated that the rats had acquired time–place discriminations, and both of these measures became significantly different from chance during the same block. However, there were subtle differences between the two measures, which suggest that time–place discrimination is aided by visiting the goal locations.  相似文献   

The Story So Far: gender,literacy and social regulation     

Pam Gilbert 《Gender and education》1992,4(3):185-199

This article examines ways in which language practices in the classroom — particularly those involved with the reading and writing of stories — are gendered literacy practices. It argues that stories are closely identified with structuring the meanings by which a culture lives, and that popular and familiar stories rely upon dominant versions of femininity and masculinity to be understood or ‘read’. The article suggests that story genres are ‘gendered’ in the way in which they organise sequences of events, in the discursive fields from which they draw, and in the character‐traiting paradigms they prefer. The claim is made that when children write stories they enter into a form of social regulation implicit in the cultural conventions of popular narrative forms. Story‐writing is seen to be a social, ideological activity which often masquerades as personal expression. The article argues that the gendered nature of classroom literacy practices will be more obviously recognised if classroom language approaches are framed from within critical discourse theory and theories of subjectivity; and if the constraints posed by generic conventions and the cultural devaluation of many feminine’ genres, are more deliberately confronted and addressed in the classroom.

Telling fairy stories, even telling good fairy stories very well ... simply doesn't count. The positions of real power and influence in our society necessitate command of genres for which boys’ educational experience provides an appropriate preparation and girls’ doesn't ... girls’ genre competence at primary school is not merely irrelevant but positively disabling. (Poynton, 1985; p. 36)  相似文献   

Career quandaries of activist environmental engineering graduates in Indonesia     

Pam Nilan  Gregorius Ragil Wibawanto 《Environmental Education Research》2019,25(12):1775-1789

Abstract

This article reports on a study that aimed to investigate how young Indonesians might become environmentalists, and what happens when they do. It uses a Bourdieusian framework to analyse interviews with six Indonesian environmental engineering students who took an active role in environmental conservation campaigns while studying at the prestigious University of Technology Bandung (ITB) in Indonesia. In 2014, they were pondering the challenge of negotiating an environmentally defensible career after graduation from their degree. Four years later, in 2018 follow-up contact, it was evident that while they still operated a moral responsibility of conservation and care for the natural world, not all of them had found the dream jobs they imagined as earnest undergraduates keen to protect the natural environment. Yet most had maintained their ‘ecological habitus’ even as they sought to make good on the institutionalised cultural capital invested in their undergraduate degree in environmental engineering. This article examines that journey.  相似文献   

Gender differences when choosing school subjects: Parental push and career pull. Some tentative hypotheses     

Dr. Chris Dawson  Ms. Pam O'Connor 《Research in Science Education》1991,21(1):55-64

The literature has made us all aware of large gender differences in students' atttudes to science, in enrolment statistics in upper high school and tertiary level science courses, and in different spheres of employment. What have not been looked at in detail are the factors which are influential when students begin to make choices in early high school, choices which may well set them on a particular pathway from which it is difficult to turn. This preliminary study identifies factors which students in a Year 9 class believed were influential on the limited subject choices they had been able to make in Years 8 and 9, and the factors they believed would be most influential on choices to be made later in the school. In addition the students' views of science, of the separate sciences, and of their anticipated career patterns were sought. Several interesting findings were made which, if validated in further work, could lead to strategies which would support other approaches designed to reduce gender imbalances related to science. Specializations: non-scientific conceptions and conceptual change, problem solving, science teacher education. Specializations: Gender issues.  相似文献   

What do Parents Mean when they Talk About ‘Discipline’ in Relation to their Children's Schools?     

John Coldron  Pam Boulton 《British Journal of Sociology of Education》1996,17(1):53-64

We interviewed 28 parents who had at least one child who had just finished compulsory schooling in the state sector. We asked them about their choice of school and their experience of compulsory schooling for their child. Discipline was a key element in their responses. We analysed the data to elucidate the different ways in which ‘discipline’ was of significance for these parents. We examined why they talked about discipline in this way. These included reference to employability, a concern for the ‘moral order’ and the maintenance of adult authority. We attempted to understand what was being said by seeing it as embedded in their way of life. Power relations between adult/child and resulting from social location were relevant to this understanding.  相似文献   

Investigating epistemological beliefs in vocational education for child care workers: New ways of thinking about learning and training     

Jo Brownlee  Donna Berthelsen  Stephanie Dunbar  Gillian Boulton-Lewis  Pam McGahey 《The Australian Educational Researcher》2008,35(3):135-153

Epistemological beliefs (beliefs about knowing and knowledge) have provided interesting insights into effective teaching and learning in higher education over the last 30 years. However, to date, little research has taken place in regard to teaching and learning in the technical and further education (TAFE) context in Australia. Seventeen 1^st and 2^nd year child care students studying for a Diploma in Children's Services were interviewed about the nature of their epistemological beliefs. The findings revealed new ways of thinking about evaluativistic beliefs, described as “practical evaluativism”. These beliefs may have implications for the way in which students evaluate theory and practice for implementation in their own child care practice.  相似文献   

Book reviews     

Peter Gronn  Stephen Crump  Pam Gilbert  David Tripp  Alison Jones  Murray Seiffert 《The Australian Educational Researcher》1996,23(1):103-120

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The Experience of Teaching in ‘Disadvantaged’ Areas in the United Kingdom and the USA     

Pam Poppleton  Ruth Deas  Robert Pullin  David Thompson 《比较教育学》1987,23(3):303-315

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