Youth cultures,activism and agency: revisiting feminist debates     

Jacqueline Joan Kennelly 《Gender and education》2009,21(3):259-272

Following the invitation issued by the London Feminist Salon Collective in the pages of Gender and Education, this paper offers further theoretical suggestions for understanding agency. Based on an ethnographic study with young people engaged in activist politics, I offer a conception of agency that is at its core relational. I build this theoretical contribution upon a lineage of feminist theorising about the nature of agency, which began in debates about poststructuralism/postmodernism but have since moved to incorporate Pierre Bourdieu's cultural sociological approach. I suggest that while previous theorising has been enormously important for yielding insights into the possibilities for agency, it has not adequately accounted for the everyday means by which agency takes place. My empirical work highlights one of the modalities through which young people come to take political action – that is, through relational processes. I suggest that such an understanding about agency can further illuminate the means by which progressive and feminist goals might be reached.  相似文献   

Preschool teachers' beliefs about children's print literacy development     

Jacqueline Lynch 《Early Years: An International Journal of Research and Development》2009,29(2):191-203

Beliefs have often been considered important because of their relation to practice. Little is known about the literacy beliefs of preschool teachers, particularly their print literacy beliefs, even though young children's experiences with print have implications for formal schooling. Therefore, this study explored the print literacy beliefs of preschool teachers in a large multicultural area of central Canada. Interviews were conducted with eight preschool teachers based on a previous study in Australia. There were five themes that emerged from this research: uncertainty and variation in beliefs about how and when children learn to read and to write; isolation from other preschools and limited access to professional literacy knowledge; the importance of parent involvement in children's literacy development and the need to inform; increased literacy knowledge required; and variation in practices for fostering print literacy development. This study has important implications for preschool teaching as well as for educators of preschool teachers.  相似文献   

Common Core and Higher Education: A Professional and Personal Journey     

Jacqueline King 《About Campus》2015,20(4):8-15

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“Acting as Freemen”: Rhetoric,Race, and Reform in the Debate over Colonization in Freedom's Journal, 1827–1828     

Jacqueline Bacon 《Quarterly Journal of Speech》2013,99(1):58-83

This essay features a debate in Freedom's Journal, the first African-American newspaper, in 1827 and 1828, concerning the proposals of the American Colonization Society. Arguments favoring colonization illuminate the ways in which whiteness informs and constrains the discourse of white self-professed reformers about race, nation, and public rhetoric. As constitutive rhetoric, the anti-colonization arguments of contributors to Freedom's Journal construct African Americans as agents, citizens, and empowered public rhetors. The exchange reveals key, often hidden aspects of the discourses of whites and of people of color about race and reform in the antebellum period and in the contemporary public sphere.  相似文献   

Political Poetry as Discourse: Rereading John Greenleaf Whittier,Ebenezer Elliott,and Hip-Hop-Ology     

Jacqueline Bacon 《Quarterly Journal of Speech》2013,99(3):352-356

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A Developmental Perspective on the Role of Motor Skill Competence in Physical Activity: An Emergent Relationship     

David F. Stodden  Jacqueline D. Goodway  Stephen J. Langendorfer  Mary Ann Roberton  Mary E. Rudisill  Clersida Garcia 《Quest (Human Kinetics)》2013,65(2):290-306

Although significant attention has been paid to promoting the importance of physical activity in children, adolescents, and adults, we do not currently understand how to promote sustained physical activity levels throughout the lifespan. We contend that previous research has failed to consider the dynamic and synergistic role that motor skill competence plays in the initiation, maintenance, or decline of physical activity and how this role might change across developmental time. In this article, we present a conceptual model hypothesizing the relationships among physical activity, motor skill competence, perceived motor skill competence, health-related physical fitness, and obesity. We contend that the development of motor skill competence is a primary underlying mechanism that promotes engagement in physical activity.  相似文献   

Professional inspector or inspecting professional? Teachers as inspectors in a new regulatory regime for education in England     

Jacqueline Aundrée Baxter 《Cambridge Journal of Education》2013,43(4):467-485

The advent of a new inspection system in January 2012 has created new challenges for both the teaching profession and for the inspectors of education given the task of implementing it, as the new framework demands increased involvement by serving teachers and head teachers as part of the inspection process. This paper draws on evidence from a current funded research project to examine the implications of engaging current practitioners in the inspection role. It explores the professional values and skills that are required in order to successfully effect the new framework and considers whether these may conflict with professional teaching identities, thus raising the possibility of further tensions in the inspection – and governance – of education in England.  相似文献   

The aims of special education schools and units in Kenya: a survey of headteachers     

Jacqueline Muuya 《欧洲特需教育杂志》2013,28(3):229-239

The paper reports a questionnaire survey of headteachers of special schools and special units in Kenya, focusing in particular on their educational aims. The study is located in the broader context of special educational provision and developments in Africa. These include the colonial legacy, the influence of indigenous and traditional concepts of education and disability, and national policies engaging with issues of curriculum and inclusion. The aims the headteachers said were important were wide-ranging and included conventional academic achievement, personal and social development and citizenship, alongside skills of personal care and the control of difficult behaviour. However, the relative emphasis given to different aims suggests that the importance of traditional aims of special education in terms of control, containment and care still outweigh those of a broad and balanced educational provision. Surprisingly, there was relatively little emphasis on the importance of preparation for employment. The analysis suggests that although there have been rapid developments in the provision for special educational needs in Kenya, there remains a gap between the ambitions of national policy and actual provision at school level.  相似文献   

An Experimental Test of Student Verbal Reports and Teacher Evaluations as a Source of Validity Evidence for Test Development     

Jacqueline P. Leighton  Colleen Heffernan  M. Kenneth Cor  Rebecca J. Gokiert  Ying Cui 《教育实用测度》2013,26(4):324-348

The Standards for Educational and Psychological Testing indicate that test instructions, and by extension item objectives, presented to examinees should be sufficiently clear and detailed to help ensure that they respond as developers intend them to respond (Standard 3.20; AERA, APA, & NCME, 1999 American Educational Research Association (AERA), American Psychological Association (APA), National Council on Measurement in Education (NCME). 1999. Standards for educational and psychological testing, Washington, DC: Author.  [Google Scholar]). The present study investigates the use of verbal reports, one of many sources of evidence for validity arguments, as a way to evaluate the content clarity of 30 items from a large-scale science assessment. Student reports were used to edit items and create a student-modified test form. Evaluations from expert preservice teachers were used to edit the items and create an expert-modified test form. Both experimental forms, along with the original set of 30 items, were then randomly assigned to a sample of 264 examinees. Hierarchical regression analyses indicated that examinee performance on the student-modified and expert-modified forms was similar relative to performance on the original test items. Item statistics indicated that student-modified test items were equally difficult and discriminating as expert-modified test items. The implications of using student and teacher evaluations are discussed for informing test development.  相似文献   

Becoming a coach: reform,identity, and the pedagogy of negation     

Jacqueline Cossentino 《Teachers and Teaching》2013,19(5):463-487

This article examines one US high school teacher's attempt to become a coach by enacting what I call ‘a pedagogy of negation’. For this teacher, the challenge of becoming a coach is nested within a wider agenda of social and personal transformation. That agenda is symbolized first in words as she constructs ‘a language of coaching’ to inform her interactions with students and content as well her conception of herself as a teacher. Second, talk is transformed into pedagogical action through, as described by Driver, the ‘playful work’ of ritualized negation. I argue that the phenomenon of negation is a logical sense-making strategy for teachers attempting to realise transformed pedagogical identities. Negation also reveals a range of uncertainties involved in enacting the practice of coaching. As this case reveals, the pedagogy of negation is constructed as a corrective to restrictive and oppressive forms of schooling. It serves as a mechanism for ‘becoming’ a different, presumably better, kind of teacher. And though the results are mixed, this portrait of practice in the midst of change illuminates the complex and reciprocal links between identity and practice entailed in becoming a coach.  相似文献