Educating the Right Way,Markets, Standards,God and Inequality (Michael W. Apple)     

Gill Crozier  Clive Harber  Martin Mills  Wendy Luttrell 《British Journal of Sociology of Education》2002,23(3):483-496

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I still wanna be an engineer! Women,education and the engineering profession   总被引：1，自引：1，他引：0  

Judith Gill  Rhonda Sharp  Julie Mills  Suzanne Franzway 《European Journal of Engineering Education》2008,33(4):391-402

Women's low enrolment in post-school engineering degrees continues to be a problem for engineering faculties and the profession generally. A qualitative interview-based study of Australian women engineers across the range of engineering disciplines showed the relevance of success in math and science at school to their enrolling in engineering at university. However, for a significant number of the women the positive self-image connected with school success was not maintained by their workplace experience. Using a mixed methods approach, further investigations of the attitudes and experiences of working engineers at three large firms suggest that engineering workplaces continue to be uneasy environments for professional women. Particular issues for women working as professional engineers are identified in this paper and some educational strategies are suggested in order to better prepare engineers for an inclusive and participatory professional life.  相似文献   

Education as humanisation: a theoretical review on the role of dialogic pedagogy in peacebuilding education     

Scherto Gill  Ulrike Niens 《Compare》2014,44(1):10-31

In this literature review, we explore the potential role of education in supporting peacebuilding and societal transformation after violent conflict. Following a critical analysis of the literature published by academics and practitioners, we identify the notion of humanisation (as in the seminal works of Paulo Freire and others) as a unifying conceptual core. Peacebuilding education as humanisation is realised by critical reflection and dialogue in most curricular initiatives reviewed, an approach aimed at overcoming the contextual educational constraints often rooted in societal division and segregation, strained community relations and past traumas. We argue that education as humanisation and critical dialogue can offer pedagogical strategies and provide a compelling conceptual framework for peacebuilding education. Such a conceptual framework can serve as a basis for research in the area, especially in contexts where educational institutions tend to be structured to dehumanise.  相似文献   

Research on interventions for children and young people on the autistic spectrum: a critical perspective     

Neil Humphrey  Gill Parkinson 《Journal of Research in Special Educational Needs》2006,6(2):76-86

Developing, implementing and evaluating programmes of intervention for children and young people on the autistic spectrum are challenging endeavours. In this paper, we adopt a critical approach to research in this area, and attempt to offer an alternative perspective for understanding and interpreting empirical evaluations. We outline and discuss theoretical, methodological and practical issues and limitations associated with the current research body, and provide illustrative examples of gaps in the current literature.  相似文献   

Boys: Getting it right: The ‘New’ disadvantaged or ‘disadvantage’ redefined?   总被引：1，自引：0，他引：1  

Zoë Gill 《The Australian Educational Researcher》2005,32(2):105-124

Over recent years there has been widespread concern for masculinity and the education of boys in Australia. In the policy arena, this has involved a federal parliamentary inquiry into the education of boys (Boys: Getting it Right: Report on the inquiry into the education of boys, October 2002) and a federal government response to this inquiry (June 2003). This was followed by a review of the current education policy directed at gender, the Gender Equity Framework, and the development of strategies to increase the number of men going into teacher training. The way in whichGetting it Right and the federal government talk about boys and disadvantage is important. This paper argues that there is a particular understanding of disadvantage at work in this policy arena. It is an understanding of disadvantage extracted from a wider gendered power order.  相似文献   

Infant educators’ beliefs about infant language development in long day care settings     

Sheila Degotardi  Amy Gill 《Early Years: An International Journal of Research and Development》2019,39(1):97-113

This study examined infant educators’ beliefs about infant language development in the context of early childhood classrooms. Participants were 59 educators who were employed to work directly with under-two-year-old children. Educators were interviewed to determine their understandings of infant language development and Grounded Theory qualitative techniques were used to develop a conceptual model which illustrates their perceptions of the relationships between contextual, personal and teaching and learning components of their classroom contexts. The model provides a means of conceptualising ‘insider’ practitioner voices on how, as a dynamic system, contextual, individual and pedagogical components mutually interact to bring about the kinds of experiences and interactions that can shape language development. Findings have implications for understanding educators’ perspectives on infant room quality, suggesting that issues related to educator-infant ratios, staff consistency, qualifications and professional knowledge about language development processes may impact efforts to provide intentional language development support.  相似文献   

Information and communications technologies (ICT) in higher education teaching—a tale of gradualism rather than revolution     

Gill Kirkup  Adrian Kirkwood 《Learning, Media and Technology》2005,30(2):185-199

The widespread adoption of information and communications technologies (ICT) in higher education (HE) since the mid 1990s has failed to produce the radical changes in learning and teaching than many anticipated. Activity theory and Rogers’ model of the adoption of innovations provide analytic frameworks that help develop our understanding of the actual impact of ICT upon teaching practices. This paper draws on a series of large‐scale surveys carried out over a 10 year period with distance education tutors at the UK Open University to explore the changing role of ICT in the work of teachers. It investigates how HE teachers in one large distance learning university have, over time, appropriated ICT applications as teaching tools, and the gradual rather than revolutionary changes that have resulted.  相似文献   

Assessing infant breastfeeding beliefs among low-income mexican americans          下载免费PDF全文

Gill SL  Reifsnider E  Mann AR  Villarreal P  Tinkle MB 《The Journal of perinatal education》2004,13(3):39-50

Focus groups were conducted with low-income, pregnant women and new mothers receiving services from the Special Supplemental Nutrition Program for Women, Infants, and Children (WIC program) along with their male partners and their mothers. All participants were Hispanics of Mexican American origin. The topics for the focus-group discussions were breastfeeding beliefs and perceptions. All participants were aware of the benefits of breastfeeding. Participants identified time, embarrassment, and pain as barriers to breastfeeding; discussed decision-making efforts regarding breastfeeding; identified cultural beliefs related to breastfeeding; and discussed the lack of care-provider support for breastfeeding.  相似文献   

A qualitative analysis of pre-service primary school teachers’ TPACK development over the four years of their teacher preparation programme     

Lincoln Gill  Barney Dalgarno 《Technology, Pedagogy and Education》2017,26(4):439-456

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Back to the future: A methodology for comparing old A-level and new AS standards     

Gill Elliott  Mike Forster  Jackie Greatorex  John F. Bell 《Educational studies》2002,28(2):163-180

Curriculum 2000 has meant significant change for the post-16 sector. New qualifications have been introduced (e.g. the new Advanced Subsidiary examination) and the number of students involved in education and training post-16 has increased. In this scenario how can the standards of new qualifications, particularly the new Advanced Subsidiary examinations, be compared with those of previous qualifications? One method is to use the prior achievement of candidates (i.e. GCSE results) as a basis for comparison of their results on subsequent qualifications (i.e. A levels and AS). This method of comparability and its limitations will be explored using examples with actual data.  相似文献