Changing school loyalties and the middle class: A reflection on the developing fate of state comprehensive high schooling   总被引：1，自引：0，他引：1  

Craig Campbell 《The Australian Educational Researcher》2005,32(1):3-24

Of all Australian secondary schools in the current period, the government comprehensive high school is in most difficulty. This article looks at the developing fate of this school in terms of middle class social practice in relation to changing schooling loyalties. The recent work of Michael Pusey, Stephen Ball, Janet McCalman, Richard Teese and Judith Brett on the middle class is reviewed to give the discussion an historical and contemporary sociological context. The main idea addressed is that the middle class is being ‘forced’ to leave public schools. Government policy on state aid since the (1960s is interpreted as encouraging the departure of the middle class from public schooling, though not evenly in all regions or different kinds of government school. The article analyses census data for New South Wales from (1976 to 2001, using the categories of family income, fathers’ occupation and labour force status as quantifiable indicators of changing school loyalties in the middle class. The article concludes that state comprehensive high schools face a difficult future. Increasingly these schools are seen as schools of ‘last resort’, or schools to which students are sent where active choices are not possible, or are not made by apparently neglectful parents. This occurs in a period in which ‘good citizenship’ is defined less in terms of responsibility to the welfare of broad collectivities in society, but in the informed strategic pursuit of private interest.  相似文献   

International Cross-Cultural Online Learning and Teaching: Effective Tools and Approaches     

Larissa Titarenko  Craig B. Little 《The American journal of distance education》2017,31(2):112-127

“Study abroad” college programs can transform domestic students into a kind of “global citizens” with international experience and cross-cultural competences demanded in the emerging global market. Can a full-time international online undergraduate class serve as a virtual alternative to study abroad experience? Two questions were asked of a virtual class on Social Control that was taught for more than ten years: (1) Can an international online class can be a virtual option to the study abroad and (2) Which selected pedagogical tools and approaches can stimulate creativity of students and contribute to achieving a sufficient level of student satisfaction in this class? Students from several countries were taught in a virtual classroom while being physically “at home.” The research was based on observations and analysis of student-led discussions that were required of students. The class improved students’ substantive knowledge and created a learning environment to develop their skills in cross-cultural open dialogue with virtual classmates. The teaching design allowed instructors to attain many educational goals, enhance students’ understanding of foreign countries and cultures, and learn from each other through online communication. The results confirmed the effectiveness of selected pedagogical approaches and asynchronous communication technology in an international online class. Their effectiveness was demonstrated through the students’ postclass feedback and evaluation of the class. Findings indicate that an international online class can indeed help the students learn cross-cultural communication firsthand and obtain knowledge beneficial for future jobs in a global market.

In higher education, online distance education is useful for teaching large classes distributed among different campuses and universities or for teaching students abroad. Web 2.0 tools are widely used in the United States with transnational partnership programs (Martins 2015; Starke-Meyerring and Wilson 2008c). The American Center for the Study of Distance Education helps newcomers in this field learn transactional distance theory and tap into the broad experience already assembled by U.S. universities and other centers (Open University in the United Kingdom, similar Centers in Canada, the Netherlands, Germany, and Sweden).  相似文献   

Korean Immigrant Mothers’ Praise and Encouragement,Acculturation, and Their Children’s Socioemotional and Behavioral Difficulties     

You Jung Seo  Charissa S. L. Cheah  Craig H. Hart 《Parenting, science and practice》2017,17(2):143-155

Objective. This study examined associations among Korean immigrant mothers’ use of praise and encouragement, their acculturation, their children’s socioemotional and behavioral difficulties, and the moderating role of child gender and age. Design. One hundred and twenty Korean immigrant mothers in the United States and their preschool children participated. Maternal praise and encouragement were observed during free-play interactions. Mothers reported their acculturation level, and teachers reported on children’s difficulties. Results. Mothers used process praise most frequently. Higher maternal American acculturation was associated with more use of person and other praise. Higher Korean acculturation was associated with greater use of person praise among younger children, but less use of person praise among older children. Mothers higher in American acculturation used more encouragement with older children only. Maternal encouragement was associated with fewer child difficulties. Conclusion. Korean mothers’ acculturation impacted their use of praise and encouragement, and maternal encouragement may be important for decreasing children’s difficulties.  相似文献   

A bricolage exploration in genkan space: tengu and adjunct TEFL in the Japanese university context     

Craig Whitsed  Peter Wright 《International journal of qualitative studies in education》2016,29(4):594-615

This paper reports on research focusing on a group of adjunct teachers of English employed in Japanese universities. Grounded in interpretive epistemology foregrounding constructionist traditions, this research employed bricolage as way of inquiring into, then representing, these teacher’s experiences utilising multi-perspectival, multi-theoretical and multi-methodological approaches. Employing elements of Turnerian liminality and blending these with Japanese cultural mythology, this paper explores participants’ experience, knowledge and identity. Through interviews and focus groups, participants (n = 43) gave voice to their lived world in Japanese universities locating their ‘place’ as simultaneously inside and outside the boundaries of mainstream Japanese society and universities. As ‘liminal personas’, participants likened themselves to a ‘necessary evil’ in the context of internationalising the curriculum. Thus, their condition is understood to be both ambiguous and paradoxical. The Japanese university is likened to genkan (a common architectural feature in Japanese houses resembling an entrance hall or transitional space between inside and outside worlds) space and employing Japanese mythology, it is argued these teachers share features attributed to Tengu (Tengu are goblin-like monsters in Japanese mythology with long noses and bright red faces who traditionally act in mischievous, disruptive ways).  相似文献   

Keywords and vocabulary acquisition: Some words of caution about words of assistance     

Craig W. Johnson  Marianne Adams  Roger Bruning 《Educational technology research and development : ETR & D》1985,33(2):125-138

Consistent results of two experiments with relatively technical, native language vocabulary, showed that effectiveness of keyword methods depended upon whether meanings of words to be learned were abstract or concrete and whether comprehension was assessed immediately or after a delay. Keywords bearing acoustical similarities to vocabulary items whose meanings were presented as sentences consistently facilitated students’ retention of the meanings of concrete items on immediate posttests. However, in contrast to recent research on foreign language vocabulary having simpler definitions, these experiments showed that it may be difficult to use the keyword method to aid long-term retention with moderately complex. abstract, native language vocabulary. Parts of this study, which was partially supported by the Kansas State University Bureau of General Research, were presented at the Annual Meeting of the American Educational Research Association, Boston, 1980.  相似文献   

The promises of numeracy     

Jeffrey Craig 《Educational Studies in Mathematics》2018,98(1):57-76

The aim of this study is to better understand the notion of early algebraic thinking by describing differences in grade 4–7 students’ thinking about basic algebraic concepts. To achieve this goal, one test that involved generalized arithmetic, functional thinking, and modeling tasks, was administered to 684 students from these grades. Quantitative analysis of the data yielded four distinct groups of students demonstrating a wide range of performance in these tasks. Qualitative analysis of students’ solutions provided further insight into their understanding of basic algebraic concepts, and the nature of the processes and forms of reasoning they utilized. The results showed that students in each group were able to solve different number and types of tasks, using different strategies. Results also indicated that students from all grades were present in each group. These findings suggest the presence of a consistent trend in the difficulty level across early algebraic tasks which may support the existence of a specific developmental trend from more intuitive types of early algebraic thinking to more sophisticated ones.  相似文献   

Paper Lion in a Preschool Classroom: Promoting Social Competence     

Craig Pohlman  R. A. McWilliam 《Early Childhood Education Journal》1999,27(2):87-94

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The effect of temporal and informational constraints on one-handed catching performance.     

S Bennett  K Davids  T Craig 《Research quarterly for exercise and sport》1999,70(2):206-211

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A developing case study: A collaborative longitudinal experience of school change research     

Brenda Cherednichenko  Neil Hooley  Wes James  Tony Kruger  Denise Lawson  Rod Moore  Jane Partridge  Craig Tyson 《The Australian Educational Researcher》1999,26(3):57-71

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Wo-managing Further Education; gender and the construction of the manager in the corporate colleges of England     

Craig Prichard  Rosemary Deem 《Gender and education》1999,11(3):323-342

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