Middle-class privilege and education     

Gill Crozier 《British Journal of Sociology of Education》2015,36(7):1115-1123

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Decolonising curriculum practice: developing the indigenous cultural capability of university graduates     

Harrison  Neil  Clarke  Ivan 《Higher Education》2022,83(1):183-197

Higher Education - The pedagogical urge to decolonise student thinking has been at the heart of the drive to embed Indigenous knowledge in universities throughout the western world. Despite ongoing...  相似文献   

Student teachers’ perceptions of an after‐school practicum ‐ an interim report     

John O'Riordan  Ann FitzGibbon  Robbie Gilligan  Michelle Clarke 《Irish Educational Studies》2013,32(1):123-134

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Marketing to the Pacific Rim: opportunities and obstacles     

Malcolm Clarke 《Learned Publishing》1997,10(2):113-118

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Making the Pap smear into the "right tool" for the job     

Casper MJ  Clarke AE 《Social studies of science》1998,28(2):255-290

Despite being a rather recalcitrant tool, the "Pap smear" is today the major cancer screening technology in the world. This paper examines how and why hetrogeneous actors chose to advocate the Pap smear as a screen for cervical cancer in the late 1940's, and to tinker both in and far beyond the diagnostic laboratory for over 50 years to make the Pap smear "fit" as a screening and clinical technology. Tinkerings included gendering the division of labour, attempting to automate reading of smears, juggling costs, exploring alternative screening technologies, pushing for regulation of laboratories, and settling for locally-negotiated orders of clinical accuracy instead of global standardization, still elusive today.  相似文献   

The status of girls’ education in Education for All Fast Track Initiative partner countries     

Prema Clarke 《Prospects》2011,41(4):479-490

This viewpoint examines girls’ performance in primary education in the countries that joined the Education for All Fast Track Initiative between 2002 and 2008. At the time they joined the initiative, a first group of countries (high performers) had already achieved high and equal enrollment of girls and boys. Significant progress is evident in a second group of countries (good performers) after joining the initiative. In contrast, a third group of countries (weak performers) continue to struggle to achieve any increase in girls’ enrollment. The article summarizes the various interventions that countries have adopted to encourage girls to attend school and then highlights the importance of developing strategic plans based on extensive collaboration between development partners and government. The viewpoint concludes by describing the three challenges that remain: increasing learning, reducing the number of out-of-school girls, and improving girls’ performance in fragile and post-conflict countries.  相似文献   

Perceived physical competence,enjoyment and effort in same‐sex and coeducational physical education classes     

Minjeong Lyu  Diane L. Gill 《教育心理学》2011,31(2):247-260

Perceived competence is a key motivational determinant of physical activity behaviours in adolescents, and motivational determinants are influenced by the class environment. The purpose of this study was to investigate levels of perceived physical competence, enjoyment and effort in class, focusing on gender and class‐type differences. Participants were 546 adolescents (289 males, 257 females) who were in same‐sex or coeducational physical education classes. The Hierarchical Physical Competence Scale (HPCS) and questionnaire measures of enjoyment and effort in classes were used to investigate students’ perceptions. Results of 2 × 2 multivariate analysis of variance (MANOVA) indicated that students’ perceptions of physical competence, enjoyment and effort in classes differed according to gender and class type, but these differences must be viewed in light of strong interaction effects. That is, female students reported more positive and adaptive perceptions in same‐sex classes and were more affected by class type than were male students.  相似文献   

The Influence of Rurality and Parental Affect on Kindergarten Children's Social and Behavioral Functioning     

Susan M. Sheridan  Natalie A. Koziol  Brandy L. Clarke  Kristin M. Rispoli  Michael J. Coutts 《Early education and development》2014,25(7):1057-1082

Research Findings: Children's early academic achievement is supported by positive social and behavioral skills, and difficulties with these skills frequently gives way to underachievement. Social and behavioral problems often arise as a product of parent–child interactional patterns and environmental influences. Few studies have examined the role of a salient aspect of children's environments, community locale, in the relationship between parenting practices and child outcomes. Using a large, nationally representative sample, we examined whether preschool parenting practices and children's social-behavioral skills in kindergarten were related to geographic setting (rural vs. city, suburban, and town). Results indicated that rural children experienced greater difficulties with parent-reported externalizing behaviors. Furthermore, rural parents displayed less emotional support than parents in other settings. Preschool parenting behaviors were associated with social skills and behavior problems in kindergarten, as reported by both parents and teachers. Parents' emotional supportiveness was found to account for the relationship between geographic setting and parent-reported children's social skills, such that rural parents who provided less emotional support had children with lower social skills in kindergarten. Practice or Policy: Findings of this research indicate that rural children may face particular risk for behavioral issues and highlight the need for increased behavioral supports in rural communities. Moreover, our results suggest that interventions designed to promote parents' support of children's emotions may have particular utility for rural families.  相似文献   

Mathematics for teaching and deep subject knowledge: voices of Mathematics Enhancement Course students in England     

Jill Adler  Sarmin Hossain  Mary Stevenson  John Clarke  Rosa Archer  Barry Grantham 《Journal of Mathematics Teacher Education》2014,17(2):129-148

This article reports an investigation into how students of a mathematics course for prospective secondary mathematics teachers in England talk about the notion of ‘understanding mathematics in depth’, which was an explicit goal of the course. We interviewed eighteen students of the course. Through our social practice frame and in the light of a review of the literature on mathematical knowledge for teaching, we describe three themes that weave through the students’ talk: reasoning, connectedness and being mathematical. We argue that these themes illuminate privileged messages in the course, as well as the boundary and relationship between mathematical and pedagogic content knowledge in secondary mathematics teacher education practice.  相似文献   

The determination of sugars in tanning materials     

I.D. Clarke  R.W. Frey 《Journal of The Franklin Institute》1928,206(1):104

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