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Aaron Upton 《Equity & Excellence in Education》2013,46(1):49-54
African American students and former students from a predominantly white institution (PWI) were interviewed to understand their perceptions regarding the impact of their families on their academic achievement and persistence. The characteristics of families that students perceived to support and hinder their academic success at college are described along with implications for improving African American college student retention theory and practice. 相似文献
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Educational publishing sits at the intersection of industry, culture and education. Pedagogical aims must be balanced with the need for publishers to make a profit, while also acknowledging Canadian national identity and culture. The events of central interest are related to the tensions between two publishers’ associations in the wake of the sales, in 1970, of Canadian publishers Gage and Ryerson Press to American interests. The Canadian Book Publishers’ Council was comprised mainly of American branch plants and the Independent Publishers Association membership was Canadian-owned publishing companies. The two associations became bitter rivals, engaging in ‘fratricidal warfare’, as they lobbied the provincial and federal governments and fought to maintain their places in the textbook market. About 65% of total sales revenues from publishing in Canada came from textbook sales in this period. Both governments and commercial interests had to balance Canadian sovereignty with commercial gain and educational goals. 相似文献
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Paul Cooper, Department of Educational Studies, Oxford University, and Professor Graham Upton, School of Education, Birmingham University, discuss recent developments in the education of children with emotional and behavioural difficulties. The aim is to draw attention to the value of consultative and cooperative approaches to these problems and the tension between these approaches and the contrary pressures created by educational policy in England and Wales. They argue that the needs of pupils who present emotional and behavioural difficulties are in danger of being neglected, as they are squeezed between confusions and compromises which abound as a result of recent policy changes and divergent attitudes towards their needs. 相似文献
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Doune MacDonald Lisa Hunter Teresa Carlson Dawn Penney 《Asia-Pacific Journal of Teacher Education》2002,30(3):259-275
As partners in school curriculum reform, teacher educators have a responsibility to graduate students who are ready to take positions as competent and confident curriculum leaders. However, some curriculum initiatives such as those associated with the introduction of key learning areas in Australia have highlighted the disjunctions between teacher education programmes and contemporary curriculum documents. This article will explore the disjunctions from two perspectives: firstly, by examining the organisation of knowledge in schools and universities, and secondly, by presenting data from a school-based evaluation of the Health and Physical Education key learning area syllabus. The article conclude by raising implications for teacher education and the future organisation of knowledge. 相似文献
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The paper summarises the pilot study and the first two phases of a longitudinal study which set out to prevent the emergence of written language difficulties, by addressing the ability of pre-schoolers to make phonological judgements. It describes the assessment procedure which was used with 240 nursery-class children, aged 4 years 5 months, and the activities which were designed to give these children experience in attending to the sound structure of language before the assessment was carried out. Following assessment 41 children were identified as having poor rhyme awareness and were targeted for one-to-one training. In the second phase of the study, also discussed here, 21 were given training in the skills supporting phonological awareness and the remainder were assigned to a control group for equivalent training in categorisation skills. It is intended that the literacy skills of both groups will be assessed when the children are 7 years old. 相似文献
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Christy M. Walcott Amber Upton Larry M. Bolen Michael B. Brown 《Psychology in the schools》2008,45(6):550-561
Different functions within different forms of aggression were examined in relation to peer‐perceived preference and popularity among middle school students. Two hundred and three 7th grade students were nominated by a subset of their grade mates based on indices of likeability, popularity, and aggressiveness. Both linear and curvilinear associations were examined. Lower peer preference, but higher popularity, was associated with increased levels of all types of aggression, supporting the need to differentiate the relationship between aggression and these two facets of peer status. Relational aggression was associated with both low and high levels of popularity. Overt aggression was related to low peer preference and, to a lesser degree, high peer preference. It appears that what separates low‐ and high‐status students is not the presence of aggression per se, but how effectively their displays of aggression achieve their social goals. Findings are discussed in respect to social dominance theory, and implications for practice are considered. © 2008 Wiley Periodicals, Inc. 相似文献
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This paper seeks to prompt professional debate about the future of physical education and, specifically, the form that curricula should take in rapidly changing times and societies. Arguments focus upon a reorientation and restructuring of the subject to address educational needs and interests relevant to the 21st century. The current revision of the National Curriculum for Physical Education in England and Wales is used as a basis from which to present a case for a distinctly new orientation to be reflected in the design of PE curricula, units of work and lessons. The work of Bernstein and Young is utilised in deconstructing long-established practices and outlining their potential reconstruction in ways that are informed by, and express, a 'critical pedagogy for social justice' [Fernandez-Balboa (1997) Critical Post Modernism in Human Movement, Physical Education and Sport (New York, State University of New York Press)]. A curriculum framework privileging learning achieved in and via activity contexts, as compared to learning of activities, is presented. The developments that are proposed are identified as highly challenging but arguably long overdue in physical education, and as matters of relevance to international professional communities, not only those in England and Wales. 相似文献
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In the context of uncertainty and ongoing reform of senior secondary education in Australia, this paper addresses inclusivity in the design and implementation of senior physical education (PE) courses. Critical analysis of course developments in two states in Australia; Queensland and Western Australia, demonstrates ways in which course design, school and teacher decisions can all have wide reaching significance for students’ educational and vocational futures. Course developments in the two states are identified as pursuing inclusivity in different ways and as featuring significant flexibility in their requirements. Enactment of the embedded commitment to inclusivity and accompanying flexibility is shown to present considerable ‘scope for slippage’ from the intentions embedded in the official course texts. It is argued that curriculum developers, teachers and researchers should continue to seek to disrupt processes of generation, maintenance and transmission of inequalities within and beyond PE. 相似文献