Social Networks and Mothers' Interactions with Their Preschool Children   总被引：3，自引：0，他引：3  

Kay Donahue Jennings  Vaughan Stagg  Robin E. Connors 《Child development》1991,62(5):966-978

The relation of mothers' personal and maternal networks to the quality of their play interactions was examined. Personal networks consisted of all persons the mother deemed important in her life at the present time; her maternal network consisted of those who were important in her role as a mother. 44 mothers were $$ extensively about their social networks and kept a logdiary for 1 week of their contacts with networks members. They were also observed during a play session with their 4-year-old child. Intercorrelations among network variables supported the conceptualization of social networks as multifaceted with major distinctions between personal and maternal networks and between structure and satisfaction. Mothers who were more satisfied with their personal networks and mothers with larger maternal networks demonstrated more optimal maternal behavior: they praised their children more and they were less intrusively controlling. Mothers with less cohesive networks also demonstrated this pattern.  相似文献   

Global campaigns for girls’ and women’s education, 2000–2017: insights from transnational social movement theory     

Rosie Peppin Vaughan 《比较教育学》2019,55(4):494-516

ABSTRACT

Recent decades have witnessed a growing number of global campaigns on girls’ and women’s education, including major global policy initiatives such as the MDGs and the SDGs. While scholars have critically analysed the conceptualisations of gender, equality and development in such campaigns, and their significance for national level policy and practice, less has been written about why and how girls’ education came to be such a high profile feature of international policy frameworks. This paper draws on perspectives from transnational social movement theory, which has been used by gender scholars to explore the activities and significance of non-governmental organisations for agenda-setting at the global level. In this paper these perspectives are applied to the field of global education policy, through an analysis of evidence from international conferences, data on aid flows and interviews with key policy actors, to explore the factors behind rise of the global agenda on gender equality in education. In doing so, it suggests that the current dominant framing around girls’ education, access and quality, may be explained by the relatively weak involvement of non-governmental women’s groups in proportion to the strong involvement of multilaterals, bilateral agencies, national governments and more recently, private sector organisations.  相似文献   

Teaching and learning One-Course-At-A-Time     

Charlotte Vaughan  Christopher Carlson 《Innovative Higher Education》1992,16(4):263-276

In 1978 Cornell College in Mount Vernon, Iowa, adopted the One-Course-At-A-Time calendar, under which professors teach and students take one course only for three-and-a-half week terms. This paper examines the impact of the calendar on overall faculty workload and student performance and development. It also considers faculty attitudes concerning the effects of the intensive format on teaching effectiveness and student learning, along with the types of courses and teaching methods best suited to the calendar. Faculty and student satisfaction with the calendar is high.Charlotte Vaughan received a B.A. from Northwestern University, a Masters of Science in Teaching from Illinois Institute of Technology, and a Ph.D. in sociology from the University of Chicago. She is a professor emerita in sociology at Cornell College and is currently the college's Director of Institutional Research. She is interested in research in higher education. Christopher Carlson received a B.A. from the University of California at Davis, an M.A. in sociology from the University of Illinois at Chicago, and a Ph.D. in sociology from the University of Oregon. He is an associate professor of sociology at Cornell College and currently serves as the college's Affirmative Action Officer. He is interested in the family, gender roles, and social change.  相似文献   

The work of scholars: an institutional ethnography of a McNair scholars’ class     

Terry Vaughan III 《Ethnography and Education》2017,12(1):17-32

The McNair Scholars Program continues to be pivotal towards increasing diversity within graduate schools in the USA, particularly within doctoral programmes. The programme provides underrepresented undergraduate students with opportunities to learn about research and applying to graduate schools, which otherwise might not be available for these students. Every academic year, students who come from various socially marginalised backgrounds such as low-income, Black, Latino/a, among other social categories, work on learning research skills in the McNair programme to become attractive prospective graduate students. The purpose of this study was to understand students’ work within McNair programs, particularly when it came to completing McNair assignments. Based off an institutional ethnographic methodology, this study highlights how students lived the discourse of being McNair scholars.  相似文献   

Facilitating student learning in distance education: a case study on the development and implementation of a multifaceted feedback system     

Samantha N. Uribe  Michelle Vaughan 《Distance Education》2017,38(3):288-301

This paper reports on a case study conducted in an American university investigating the role of feedback within a distance education environment. Based on data gathered from online and hybrid undergraduate students in a teacher education program and supported by existing research, we describe how we support online learners by implementing a feedback system that incorporates multi-draft formative assessments and various feedback strategies. We describe these strategies (i.e. explicit feedback directions and feedback surveys) as well as data from formative assessments to demonstrate the impact of clear expectations and feedback on student performance in distance education. We present recommendations for online feedback and propose a feedback model for further study.  相似文献   

Book reviews     

Alton L. Taylor  C. John Mack II  Joseph F. Kauffman  Gareth Williams  Boris Ford  John Heywood  Lois Weis  E. D. Duryea  Alec M. Ross  Margaret Shennan  P. G. Altbach  Michalina Vaughan 《Higher Education》1980,9(4):469-480

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Reaffirming Assessment as a Meaning‐Making Process     

Terry Vaughan III 《Assessment Update》2016,28(5):4-12

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Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science     

Carolyn W. Keys  Brian Hand  Vaughn Prain  Susan Collins 《科学教学研究杂志》1999,36(10):1065-1084

This article presents and discusses preliminary research on a new heuristic tool for learning from laboratory activities in secondary science. The tool, called the science writing heuristic, can be used by teachers as a framework from which to design classroom activities. Theoretically, the science writing heuristic represents a bridge between traditional laboratory reports and types of writing that promote personal construction of meaning. Two eighth‐grade classes participated in using the science writing heuristic during an 8‐week stream study. The teacher and one of the researchers collaboratively developed activities based on the science writing heuristic that the teacher implemented. Nineteen target students were studied in depth. Characteristics of report writing and students' understanding of the nature of science were investigated, using interpretive techniques. There is evidence that use of the science writing heuristic facilitated students to generate meaning from data, make connections among procedures, data, evidence, and claims, and engage in metacognition. Students' vague understandings of the nature of science at the beginning of the study were modified to more complex, rich, and specific understandings. The implications of the study for writing in science classrooms is discussed. © 1999 John Wiley & Sons, Inc. J Res Sci Teach 36: 1065–1084, 1999  相似文献   

Writing for learning in secondary science: Rethinking practices     

Vaughan Prain  Brian Hand 《Teaching and Teacher Education》1996,12(6):609-626

There is now considerable debate over the kinds of writing tasks that will enable secondary students to learn about science and to demonstrate scientific understanding. Advocates of modernist and postmodernist perspectives propose different genres as necessary to achieve very contrasting agendas. This paper presents an overview and analysis of the claims and counterclaims of these competing positions. Drawing on this overview and research on writing for learning including the authors' classroom-based research, a model is proposed to guide writing for learning in junior secondary science.  相似文献   

An Index for Inclusion     

Mark Vaughan 《欧洲特需教育杂志》2013,28(2):197-201

The Index for Inclusion is a resource to support the inclusive development of schools. The materials in the Index are designed to build on the wealth of knowledge and experience that people already have in their schools and to challenge any school to move forward, regardless of how inclusive it is. From the start the language in the Index is deeply inclusionary, replacing the term ‘special educational needs’ with ‘barriers to learning and participation’. It invites a school to reduce those barriers by working through a cycle of activities to gather information about the school's cultures, policies and practices and to set new priorities for development after undergoing a deep scrutiny of everything that makes up the life of the school.  相似文献