Building friendship through a cross-cultural mentoring program     

Peter Woods  Arthur Poropat  Michelle Barker  Ruth Hills  Ray Hibbins  Sally Borbasi 《Int J Intercult Relat》2013

This paper examines the efficacy of a short-term mentoring program in building cross-cultural friendships between students at an Australian university. Using a quasi-experimental approach, our study found that the mentoring program (Local Aussie Mentoring Program—LAMP) increased cross-cultural interactions for mentees, but not for mentors. About 45% of both mentors and mentees wished to continue their relationship with mentoring partners after the completion of the mentoring requirements. Mentees spent significantly more time with cross-ethnic friends than did controls after the completion of LAMP. We examined whether multicultural aspects of personality, as measured by the Multicultural Personality Questionnaire (MPQ), would positively correlate with cross-cultural mentoring effectiveness and cross-cultural friendship interactions (the dependent variables). Multicultural personality aspects of mentors (as measured by the MPQ) had significant positive relationships with both mentee and mentor-rated mentoring measures. All mentor MPQ scales showed some significant but small and positive relationships, with mentor friendship items, particularly Open-mindedness, Cultural Empathy and Emotional Stability. We found a significant, positive relationship between mentee Cultural Empathy and Social Initiative with cross-cultural friendship. These results show some partial support for a positive relationship between MPQ scales and cross-ethnic friendships.  相似文献   

A patchwork text approach to assessment in teacher education     

Peter Ovens 《Teaching in Higher Education》2013,18(4):545-562

This paper is about certain aspects of the story of the introduction of an innovative approach to the learning and assessment of a critical understanding of science by undergraduate, primary school, student teachers specialising in science. The approach is for students to submit, as the only assessed assignment for the module, a cumulative, multi-voiced text called a Patchwork Text (PT). The PT integrates smaller pieces written across the module, which demand critical and personal engagement, and have been the subject of peer and formative feedback, to produce a structurally unified reflective synthesis. Far from being a technical change, this innovation has been motivated by a commitment to the greater fulfilment of broad aims which have moral dimensions. The proposal for the introduction of a PT approach encountered criticisms from colleagues. This led to special arrangements for monitoring the implementation, and the marking of the first set of PTs. Evidence is drawn from a meeting of the moderating panel to identify issues about assessment, which came to the fore and to examine their value positions and raise concerns about innovatory initiatives in the current climate of teacher education in England.  相似文献   

The business of film music in mainstream Nollywood: competing without advantage     

Emaeyak Peter Sylvanus  Obiocha Purity Eze-Emaeyak 《Journal of Cultural Economy》2018,11(2):141-153

This article addresses the business of film music in mainstream Nollywood. It does so by focusing on the materiality of the industry as an institution: its social organisation and systems of film music production; markets; networks; and power relations. Specifically, the arguments rely on social organisational theories, and economic concepts such as vertical integration and market competition alongside inferences from interviews with insider-practitioners. Findings reveal that the Nollywood film music industry is characterised by non-institutionalised vertical integration within a perfectly competitive market in which its film music composers are, essentially, competing without advantage.  相似文献   

Poor relations in the preschool family: the funding of playgroups 1     

Peter Moss  Julia Brophy  June Statham 《教育政策杂志》2013,28(5):471-491

Playgroups provide for more children under five than any other preschool service, and now regard themselves as an alternative to, rather than a substitute for, nursery education. There are, however, a number of major issues concerning their funding: income depends largely on parental fees and fund‐raising; playgroups are less well resourced than nursery education; and current resourcing may be too low to ensure quality. Based on research in 45 playgroups in three areas (rural, inner city, and suburban), the paper looks in more detail at the consequences for playgroups of their current funding position and, more specifically, at the impact on various aspects of playgroups ‐ including premises and equipment; opening hours and usage; the position of playgroup workers; the satisfaction of mothers and playgroup leaders; and the playgroup environment ‐ of different funding policies pursued by local authorities in the three study areas. One local authority provided substantial support to individual playgroups, while the other two gave minimal support. The paper concludes by considering three options for the future funding of playgroups.

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Using Art in Counselling     

Peter Aspinall 《Pastoral Care in Education》2013,31(2):121-127

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Taking pupils seriously     

Peter Blatchford 《Education 3-13》2013,41(3):60-65

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On the Serious Teaching of Philosophy     

Peter Augustine Lawler 《College Teaching》2013,61(3):105-106

Dozens and dozens of little deaths occur in college classrooms each day as teachers, mostly because of fear, steer themselves and their students away from what is alive and real and toward what is dead, safe, and boring. In this paper, I use a collection of stories to describe a practice that enlivens classroom dynamics that I call “Steering Into the Curve.”  相似文献   

Editorial     

Peter Lang  Peter Ribbins  Eleri Woods 《Pastoral Care in Education》2013,31(3):145-147

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Educative Suffering? Dostoevsky as Teacher     

Peter Roberts 《Review of Education, Pedagogy & Cultural Studies》2013,35(5):372-385

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SCHOOLING AND PROGRESS: ANOTHER ANGLE OF VISION     

Peter Haratonik 《Review of Education, Pedagogy & Cultural Studies》2013,35(4):296-302

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