Autonomy of Artistic Expression for Adult Learners with Disabilities     

Graham C. Young 《The International Journal of Art & Design Education》2008,27(2):116-123

When an art tutor adopts the role of assistant to a disabled artist it is difficult not to move from helping with the physical handling of materials on the one hand into the actual creative process on the other, thus influencing how the artwork looks. Ecas is an Edinburgh‐based charity which promotes opportunities for physically disabled people to be self‐fulfilled and to participate in all aspects of society. They run, among other things, traditional art classes and computer classes. The use of computer technology (CT) in art seemed to offer the chance for self‐fulfilment for disabled artists by increasing control over artistic choices and providing for self expression with only minimal assistance required from others. Ecas decided to fund a research project in the form of a ten‐week pilot course and the data collected during the trial confirmed these possibilities and it was clear that adult learners with disabilities could benefit from CT in order to have greater autonomy in the creation of their art than before. In particular the program Corel Painter IX.5 and various graphics tablets proved to be a powerful arsenal for self‐expression without having to wait for a tutor to tape paper to a board, replenish paint, change brushes attached to a head pointer or any one of the many and varied problems disabled students had with traditional art materials.  相似文献   

The Hidden Curriculum of Domestication     

Juan S. Muñoz  Rosario Ordoñez Jasis  Patricia A. Young  Peter McLaren 《The Urban Review》2004,36(3):169-187

Four ethnically diverse faculty members in the field of education discuss the professional impact and personal affects of introducing critical themes of race, class, gender, and culture within their research and course offerings. Given that the professional outlook for university faculty of color in general, is grim, a willingness to imbue their research and courses with a critical interrogation of prevailing education topics and theories would seem to invite greater personal risk and professional jeopardy. The following dialogue introduces both the mechanisms by which critical faculty in general, and faculty of color in particular, can be conditioned to subordinate their critical impulses and the strategies they use to resist academic cultures of domestication.  相似文献   

Gender differences in science achievement: Do school effects make a difference?     

Deidra J. Young  Barry J. Fraser 《科学教学研究杂志》1994,31(8):857-871

The problem of the underrepresentation of girls in science in Australian schools is often attributed to their poor performance. Yet the role of both the home and the school in affecting female science achievement is rarely examined empirically. The comprehensiveness of the Second International Science Study database provided an excellent opportunity to investigate the presence of gender differences in science achievement. Although previous studies of gender differences in science achievement have relied on methodology that has not adequately accounted for the school effects, this study used the design effect and hierarchical linear modeling (multilevel analysis) to explore whether there were significant gender differences. The relative contribution of schools to student achievement was examined, and school-level differences were found to contribute significantly toward explaining variations in student performance. Although statistically significant sex differences were found in physics achievement for 10-year-old, 14-year-old, and year-12 students, school effects were much more powerful in explaining student differences (9–19%) when compared with gender (3%).  相似文献   

Predicting college grades: the value of achievement goals in supplementing ability measures     

John W. Young 《Assessment in Education: Principles, Policy & Practice》2007,14(2):233-249

Achievement goal theory is an important theoretical framework for understanding achievement motivation. In previous studies, a mastery orientation has been shown to be related to students’ interest, while a performance orientation has been found to be predictive of academic performance outcomes such as course grades. In this study, the two mastery sub‐scores from the Multiple Goals Theory Measure (MGTM) of academic motivation, which was developed specifically from achievement goal theory, was found to be predictive of college grades for a sample of 257 undergraduates at a public university in the north‐eastern United States. Additionally, the results support a trichotomous model of achievement orientations comprising mastery approach, performance approach, and avoidance. The MGTM appears to hold promise as a diagnostic tool, but additional research is required on its resistance to faking and other threats to validity.  相似文献   

Teacher education programmes delivered at a distance: An examination of distance student perceptions     

Allan Young  Chance W. Lewis 《Teaching and Teacher Education》2008

Recent technological developments have greatly influenced the ways American universities deliver educational course offerings to students at a distance. The perception of pre-service teachers in distance education programmes is germane to the planning and delivery of distance education courses in teacher education departments in the future. The results of this American study revealed a differing perception between male and female students in the area of course structure, student/teacher interaction, overall course satisfaction and peer interaction. As a result of this study, recommendations are provided for teacher preparation programmes to improve distance education course offerings for prospective teachers in the USA and implications for educators involved in teacher preparation internationally.  相似文献   

Sexual abuse and the problem of embodiment.     

L Young 《Child abuse & neglect》1992,16(1):89-100

In this paper, trauma, sexual abuse, and some of the potential resulting long-term effects, are explored in terms of the problem of embodiment and the formation of personal identity and psychological integrity. That is, what effect does severe sexual abuse have on an individual's, particularly a child's, sense of living in his or her body and, by extension, living in the world? First, trauma and dissociation are analyzed and linked to the development and maintenance of a "posttraumatic" sense of personal identity. Then, several disorders associated with sexual abuse--dissociation, multiple personality disorder, eating disorders, somatization disorder, self-mutilation, suicide, and suicide attempts--are examined in terms of their phenomenological coherence and relation to the problem of embodiment. This conceptual framework may be of use to clinicians and researchers assessing and treating the survivors of sexual abuse.  相似文献   

Reading our way forward: education for environmental and social justice     

Rebecca Lynn Young PhD 《Environmental Education Research》2016,22(3):444-445

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Systemic rejection: political pressures seen from the science system     

Mitchell Young  Mads P. Sørensen  Carter Bloch  Lise Degn 《Higher Education》2017,74(3):491-505

The emphasis on competitiveness and the knowledge-based economy in European policymaking has resulted in a heightened focus on monitoring and steering the science system, particularly through metric-based instruments. Policymakers’ general aims of fostering excellent research and breakthroughs are shared by researchers as well; however, below the surface is a paradox that is rarely discussed. The political system and the science system understand and pursue these concepts and objectives differently. Through two case studies on high-performing university-based research environments in Denmark and Sweden, this article uncovers the ways in which highly successful researchers often behave in ways that run counter to policy steering attempts. They do this by shielding themselves and their research group from steering pressures originating in the political system. Using Luhmann’s systems theory, the cases demonstrate why the relationship between the science system and the political system needs to be understood as a horizontal rather than a vertical relationship, and using concepts from organizational theory, provides a model and terminology for identifying and analyzing the types of mechanisms and strategic responses that the science system uses to shield itself from political steering pressures.  相似文献   

Self-directed learning in MOOCs: exploring the relationships among motivation,self-monitoring,and self-management     

Zhu  Meina  Bonk  Curtis J.  Doo  Min Young 《Educational technology research and development : ETR & D》2020,68(5):2073-2093

Educational technology research and development - Given that massive open online learning courses (MOOCs) are considerably different from traditional classrooms in terms of roles and...  相似文献   

Culturally Relevant STEM Out-of-School Time: A Rationale to Support Gifted Girls of Color     

Jemimah L. Young  Jamaal R. Young  Donna Y. Ford 《Roeper Review》2019,41(1):8-19

Gifted girls of color represent a potentially untapped resource for increasing and sustaining a diverse science, technology, engineering, and mathematics (STEM) workforce. Girls of color possess unique mathematics and science gifts and talents that can remain unrealized if not addressed before middle school. Culturally responsive STEM out-of-school-time (OST) activities can be an effective means to develop STEM capacity in gifted girls of color. The researchers present three considerations to support the implementation of STEM OST. First, they offer a rationale for culturally relevant STEM enrichment activities for gifted girls of color. Next, the researchers consider how culturally relevant STEM OST activities can help to close the achievement gap. Finally, they explain how professional mentorship opportunities within OST activities can help gifted girls of color navigate the STEM pipeline.  相似文献