‘Hope in failure’: A Level students,discursive agency,post-feminism and feminism     

Carol A. Taylor 《Gender and education》2011,23(7):825-841

This article begins with Pollock’s comment that Judith Butler ‘finds hope in failure’ and its aim is to explore what ‘hope in failure’ means in relation to A Level students’ engagements with post-feminism and feminism. The article grounds its argument in an exploration of how post-feminism and feminism intersect with sixth form students’ subjectivities through the educational practices of their second-year A Level subject-based research. The article analyses empirical instances of students’ discursive agency through Butler’s notions of performativity, citationality, excessive signification and resignification to consider the complex, multiple and creative ways in which sixth form students produce themselves as viable gendered subjects in relation to post-feminist and feminist discourses. The analysis considers both how discourse regulates and conditions students’ relations with post-feminism and feminism and how discourse contains the possibilities for the subject to refuse the refusal of feminism in popular culture. Through its analysis of how students use their discursive agency to claim a feminist identity, and how these uses constitute transgressive practices, the article explores the political significance of identifications with feminism in doing gender differently. It ends with an argument for the re-consideration of the apparently assured popular cultural ‘failure’ of feminism in post-feminist neoliberal times.  相似文献   

Accessions: researching,designing higher education     

Yvette Taylor 《Gender and education》2011,23(6):777-782

This brief viewpoint piece depicts educational (dis)engagements apparent in researching and (re)designing higher education in and through Accessions. Accessions, a collaborative research-design project, probed at how cultures, climates and conditions of higher education may be reproducing or reshaping social inequalities and divisions. Here, questions are asked about how these might be challenged within and potentially beyond the specific locale of one university campus. This research-design project hopes to enable a critical perspective on issues of ‘participation’, ‘impact’, ‘engagement’ and ‘internationalisation’, where regulations and measures may be resisted and disrupted.  相似文献   

The views of Pasifika students in New Zealand about communicating mathematically     

Sashi Sharma  Jenny Young-Loveridge  Merilyn Taylor  Ngärewa Häwera 《Asia Pacific Journal of Education》2011,31(4):503-519

This paper focuses on the perspectives of Years 7 and 8 Pasifika students on mathematics learning, in particular their views about the communication of solution strategies with others (their peers), and their teacher. Pasifika students' ideas about the importance of communicating their mathematical reasoning and strategies to peers and teachers were analysed and themes identified. While most students were in agreement about the importance of explaining their thinking to others, there was considerable variation in the reasons they gave for their views. The findings are interpreted in relation to socio-cultural theory and recent writing about requirements for citizenship in the twenty-first century.  相似文献   

Membrane-integrated microfluidic device for high-resolution live cell imaging     

Epshteyn AA  Maher S  Taylor AJ  Holton AB  Borenstein JT  Cuiffi JD 《Biomicrofluidics》2011,5(4):46501-465016

The design and fabrication of a membrane-integrated microfluidic cell culture device (five layers,≤500 μm total thickness) developed for high resolution microscopy is reported here. The multi-layer device was constructed to enable membrane separated cell culture for tissue mimetic in vitro model applications and pharmacodynamic evaluation studies. The microdevice was developed via a unique combination of low profile fluidic interconnect design, substrate transfer methodology, and wet silane bonding. To demonstrate the unique high resolution imaging capability of this device, we used oil immersion microscopy to image stained nuclei and mitochondria in primary hepatocytes adhered to the incorporated membrane  相似文献   

Antecedents of perceived coach autonomy supportive and controlling behaviors: coach psychological need satisfaction and well-being     

Stebbings J  Taylor IM  Spray CM 《运动与训练心理学杂志》2011,33(2):255-272

Within the self-determination theory (Deci & Ryan, 2000) framework, research has considered the consequences of coaches' autonomy supportive and controlling behaviors on various athlete outcomes (e.g., motivation and performance). The antecedents of such behaviors, however, have received little attention. Coaches (N = 443) from a variety of sports and competitive levels completed a self-report questionnaire to assess their psychological need satisfaction, well-being and perceived interpersonal behaviors toward their athletes. Structural equation modeling demonstrated that coaches' competence and autonomy need satisfaction positively predicted their levels of psychological well-being, as indexed by positive affect and subjective vitality. In turn, coaches' psychological well-being positively predicted their perceived autonomy support toward their athletes, and negatively predicted their perceived controlling behaviors. Overall, the results highlight the importance of coaching contexts that facilitate coaches' psychological need satisfaction and well-being, thereby increasing the likelihood of adaptive coach interpersonal behavior toward athletes.  相似文献   

An Experimental Evaluation of Guided Reading and Explicit Interventions for Primary-Grade Students At-Risk for Reading Difficulties     

Carolyn A. Denton  Jack M. Fletcher  W. Pat Taylor  Amy E. Barth  Sharon Vaughn 《Journal of research on educational effectiveness》2014,7(3):268-293

Abstract

Considerable research evidence supports the provision of explicit instruction for students at risk for reading difficulties; however, one of the most widely implemented approaches to early reading instruction is Guided Reading (GR; Fountas & Pinnel, 1996), which deemphasizes explicit instruction and practice of reading skills in favor of extended time reading text. This study evaluated the two approaches in the context of supplemental intervention for at-risk readers at the end of Grade 1. Students (n = 218) were randomly assigned to receive GR intervention, explicit intervention (EX), or typical school instruction (TSI). Both intervention groups performed significantly better than TSI on untimed word identification. Significant effects favored EX over TSI on phonemic decoding and one measure of comprehension. Outcomes for the intervention groups did not differ significantly from each other; however, an analysis of the added value of providing each intervention relative to expected growth with typical instruction indicated that EX is more likely to substantially accelerate student progress in phonemic decoding, text reading fluency, and reading comprehension than GR. Implications for selection of Tier 2 interventions within a response-to-intervention format are discussed.  相似文献   

Model Licenses and License Templates: Present and Future     

Liane Taylor  Eugenia Beh 《期刊图书馆员》2014,66(1-4):92-95

This presentation reviewed the standard model licenses that are available, including models such as LicensingModels.org and LibLicense, plus institution-specific licenses available online. The licenses’ strengths and weaknesses as templates were discussed. Best practices for creating a license template at one’s own institution were modeled, with standard language that one can use in negotiation. Problems and gaps in model licenses were raised, including formats or kinds of purchases that require new language that has not yet been standardized (such as e-books and streaming media). Suggestions for developing a new model license through community action were discussed.  相似文献   

Beyond advocacy: Developing an evidence base for regional creative industry strategies   总被引：1，自引：0，他引：1  

Dr Calvin Taylor 《Cultural Trends》2006,15(1):3-18

This paper examines several aspects of the developing evidence base for regional creative industry policy making in England and argues that the focus of the current research base is disproportionately determined by the demand for evidence for advocacy purposes. It offers an evaluation that challenges the basis on which some of the central sector advocacy claims have been made and argues that unless the evidence base is allowed to develop beyond advocacy, then the claims for evidence-based policy will be seriously compromised.  相似文献   

Literacy: An introduction     

Joanne Taylor 《Journal of Research in Reading》2006,29(1):133-135

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‘A Flame More Bright Than Lasting’: the Tory party,political reform and educational change 1865‐1870     

Tony Taylor 《Journal of educational administration and history》1991,23(2):62-74

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