Everything is connected: giftedness within a broad framework for cognition     

Geoff Woolcott 《High Ability Studies》2012,23(1):115-117

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Learning together,living apart: the experiences of university students in Northern Ireland     

Seanenne Nelson  David Dickson  Owen Hargie 《International journal of qualitative studies in education》2013,26(6):777-795

Elementary (primary) and high (secondary) school education in Northern Ireland (NI) is essentially segregated along religious lines. The vast majority of young people from the Protestant/Unionist/British community attend state “Controlled” schools while Catholics/ Nationalists/Irish attend schools in the Catholic Church‐based “Maintained” sector. Going to university represents for many the first opportunity to share a significant educational experience with someone from a different politico‐religious group and cultural background. This paper presents the results of a focus‐group based study designed to illuminate students' experiences of intergroup relations at a NI university. Through focus‐group discussions information was generated on cross‐community contact, the influence of group difference, prevalence, and identity, on attitudes and intergroup communication. The university environment as a factor in potential relational development, the role which student bodies and academic staff may play, and policies and practices on accepting diversity are discussed. Recommendations and considerations are highlighted for other pedagogical institutes where complex and difficult intergroup dynamics exist.  相似文献   

Making R&D More Than Research Plus Development     

Geoff Stanton  & Andrew Morris 《Higher Education Quarterly》2000,54(2):127-146

Much criticism of educational research has focussed on the problem of its effective dissemination to practitioners. This paper explores an alternative model, in which research, in some of its modes at least, is linked with development rather than dissemination. This argument is made in the context of further education. Most further education colleges have a tradition of involvement in development work, and many have a senior member of staff responsible for it. An examination of this has led to the conclusion that a two-way link needs to exist between researchers and those who have the role of development manager in colleges. It is argued that a well developed model embracing both research and development could be very powerful, and could establish a new and more productive relationship between colleges and universities. However, it is also argued that this relationship cannot be fully effective without some form of mediation. This requires the creation of a new kind of professional to undertake this function. The model proposed is one in which research and development remain distinct activities, each with their own disciplines and expertise, but where R&D as an integrated concept becomes more than the sum of its parts.  相似文献   

Developing a ‘leading identity’: the relationship between students’ mathematical identities and their career and higher education aspirations     

Laura Black  Julian Williams  Paul Hernandez-Martinez  Pauline Davis  Maria Pampaka  Geoff Wake 《Educational Studies in Mathematics》2010,73(1):55-72

The construct of identity has been used widely in mathematics education in order to understand how students (and teachers) relate to and engage with the subject (Kaasila, 2007; Sfard & Prusak, 2005; Boaler, 2002). Drawing on cultural historical activity theory (CHAT), this paper adopts Leont’ev’s notion of leading activity in order to explore the key ‘significant’ activities that are implicated in the development of students’ reflexive understanding of self and how this may offer differing relations with mathematics. According to Leont’ev (1981), leading activities are those which are significant to the development of the individual’s psyche through the emergence of new motives for engagement. We suggest that alongside new motives for engagement comes a new understanding of self—a leading identity—which reflects a hierarchy of our motives. Narrative analysis of interviews with two students (aged 16–17 years old) in post-compulsory education, Mary and Lee, are presented. Mary holds a stable ‘vocational’ leading identity throughout her narrative and, thus, her motive for studying mathematics is defined by its ‘use value’ in terms of pursuing this vocation. In contrast, Lee develops a leading identity which is focused on the activity of studying and becoming a university student. As such, his motive for study is framed in terms of the exchange value of the qualifications he hopes to obtain. We argue that this empirical grounding of leading activity and leading identity offers new insights into students’ identity development.  相似文献   

Connotative reactions of college students to disability labels     

M I Semmel  S Dickson 《Exceptional children》1966,32(7):443-450

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Spectacular Narratives: Twister,Independence Day,and Frontier Mythology in Contemporary Hollywood     

Geoff King 《Journal of American culture (Malden, Mass. : 2003)》1999,22(1):25-40

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Communication, Relationships, and Religious Difference in the Northern Ireland Workplace: A Study of Private and Public Sector Organizations     

David Dickson - David Dickson is a Senior Lecturer in the School of Communication    a member of the Psychology Research Institute  at the University of Ulster  Owen Hargie - Owen Hargie is Professor of Communication in the School of Communication    member of the Psychology Research Institute  at the University of Ulster  Noel Wilson - Noel Wilson is Assistant Director of IT User Services at the University of Ulster 《Journal of Applied Communication Research》2008,36(2):128-160

Four large organizations, two each from the private and public sectors of the Northern Ireland economy, were selected for this study which, first, explored the effects of religion-based workforce difference on intergroup relationships, second, investigated the contribution of organizational sector to communicative differences, and third, gauged the effects of group-based negativity on the flow and distribution of functional information within the organization. Little evidence of intergroup conflict was found although employees expressed a desire for greater quantity and quality of outgroup contact. Significant differences between the private and public bodies emerged in this respect. Contrasts were consistent with general organizational differences typifying the sectors. Findings are discussed in relation to diversity management and the characteristics of organizational sectors.  相似文献   

Understanding caring in context: Negotiating borders and barriers     

Jaci Webb  Bruce Wilson  Dickson Corbett  Rhonda Mordecai 《The Urban Review》1993,25(1):25-45

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Initial Teacher Education in England and Wales: a survey of current practices and concerns     

Geoff Whitty  Elizabeth Barrett  Len Barton  John Furlong  Conor Galvin  Sheila Miles 《Cambridge Journal of Education》1992,22(3):293-306

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Values, Rights and Dilemmas     

Geoff Lindsay 《British Journal of Special Education》1997,24(2):55-59

Professor Geoff Lindsay, Director of the Special Needs Research Unit at The University of Warwick, is the fourth of the new professors to contribute to the debate on the future of Special Education.  相似文献