Is Schooling a Risk? Gender,Power Relations,and School Culture in Uganda     

Robina Mirembe  Lynn Davies 《Gender and education》2001,13(4):401-416

This article relates a study of AIDS education in Uganda which used an ethnography of school culture to explore the contradictions in curriculum intervention. The school was found to be a site of an extensive set of gendered practices which constituted a risk in themselves in terms of sexual health. Four forms of control are examined in this article: hegemonic masculinity, gendered discipline patterns, sexual harassment and 'compulsory' heterosexuality. Male domination and power imbalances in the school encouraged attitudes and practices with regard to sexual relationships which negated the official messages of the AIDS curriculum.  相似文献   

Modelling Experiential Knowledge Ethically: An Artefact‐Based Approach to Visually Documenting a Participatory Design Process with Young People     

Marianne McAra 《The International Journal of Art & Design Education》2019,38(3):583-598

This article contributes to the growing debate within art and design education research about the role, legitimacy and accountability of artefacts in the creation and generation of knowledge. I present an artefact‐based approach to visually documenting and disseminating my doctoral practice‐based fieldwork that protected the anonymity of the participants whilst supporting my exploration of the situational, interactional and tacit dimensions of participation. Constructing a three‐dimensional scaled model of the fieldwork setting and using narratives from my field notes, I undertook a cyclical reflective process where I reconstructed critical moments that took place. This was used as both a tool for communicating my participatory design educational practice and for evaluating my findings with the participants. By sharing this sense‐making process, I offer an ethical means of visually documenting fieldwork when working in sensitive contexts and with vulnerable participants, setting out the dual role this design artefact played as both a producer and carrier of experiential knowledge.  相似文献   

Changing Resource and Organizational Patterns: The Challenge of Resourcing Education in the 21st Century     

Brent Davies  Guilbert C. Hentschke 《Journal of Educational Change》2002,3(2):135-159

This paper looks at the changing patterns ofresourcing (financing) education in thetwenty-first century. It identifies five trendsthat are altering the resourcing and provisionof education through their impact on theorganization of education systems. As aconsequence of these trends, it puts forwardthe view that the role of government ischanging from direct provider of education toone of regulator of the education industry.  相似文献   

Keywords and vocabulary acquisition: Some words of caution about words of assistance     

Craig W. Johnson  Marianne Adams  Roger Bruning 《Educational technology research and development : ETR & D》1985,33(2):125-138

Consistent results of two experiments with relatively technical, native language vocabulary, showed that effectiveness of keyword methods depended upon whether meanings of words to be learned were abstract or concrete and whether comprehension was assessed immediately or after a delay. Keywords bearing acoustical similarities to vocabulary items whose meanings were presented as sentences consistently facilitated students’ retention of the meanings of concrete items on immediate posttests. However, in contrast to recent research on foreign language vocabulary having simpler definitions, these experiments showed that it may be difficult to use the keyword method to aid long-term retention with moderately complex. abstract, native language vocabulary. Parts of this study, which was partially supported by the Kansas State University Bureau of General Research, were presented at the Annual Meeting of the American Educational Research Association, Boston, 1980.  相似文献   

Instructions for Authors     

Brian A. Davies 《Instructional Science》2001,29(6):517-524

Instructions for Authors

Instructions for Authors  相似文献   

The Ethnic Composition of Nursery Classes and its Effect on Children's Adjustment to Nursery     

J. A. Davies  I. Brember 《教育心理学》1992,12(1):25-36

Teachers’ perceptions of how children had adjusted to school were collected from two groups of classes; one group had a 100% British White population, the other was made up of 26% British White, 54% British Asian, 15% British Afro‐Caribbean and 5% from other groupings. Results showed that the children in the multi‐ethnic classes, the girls and morning attenders were rated by the teachers as having settled significantly better than the British White sample, the boys and afternoon attenders. Possible causes for these findings could lie in the school induction policies, the social makeup of the groups, the teacher subjectivity in completing the schedule or the mix of children from different backgrounds on the one hand compared to the more monoethnic makeup on the other.  相似文献   

A randomized controlled trial of a home-visiting intervention aimed at preventing relationship problems in depressed mothers and their infants   总被引：1，自引：0，他引：1  

van Doesum KT  Riksen-Walraven JM  Hosman CM  Hoefnagels C 《Child development》2008,79(3):547-561

This study examined the effect of a mother–baby intervention on the quality of mother–child interaction, infant–mother attachment security, and infant socioemotional functioning in a group of depressed mothers with infants aged 1–12 months. A randomized controlled trial compared an experimental group ( n = 35) receiving the intervention (8–10 home visits) with a control group ( n = 36) receiving parenting support by telephone. There were assessments pre, post, and follow-up after 6 months. The intervention had positive effects on the quality of mother–infant interaction. Infants in the experimental group had higher scores for attachment security and for one aspect of socioemotional functioning, namely, competence. The intervention proved successful in preventing deterioration of the quality of mother–child interaction.  相似文献   

Security,Extremism and Education: Safeguarding or Surveillance?     

Lynn Davies 《British Journal of Educational Studies》2016,64(1):1-19

This article analyses how education is positioned in the current concerns about security and extremism. This means firstly examining the different meanings of security (national, human and societal) and who provides security for whom. Initially, a central dilemma is acknowledged: that schooling appears to be simultaneously irrelevant to the huge global questions of security and yet central to the learning of alternative ways to conduct human relations. With regard to extremism, two aspects of importance in ideological compliance or challenge are firstly the attempted securitisation of education, and secondly the role of education in young people joining or supporting extremist movements. The UK’s ‘Prevent’ strategy is examined here. The issue of how to safeguard young people without securitising institutions suggests four key features: inclusivity, encounters with difference, networking and active citizenship. Critiquing sacred texts and the use of humour and satire also act to foster resilience. Educational approaches within transitional justice underline the importance of tackling violence in schools and promoting a human rights culture that promotes both human security and ultimately national security.  相似文献   

V. beyond the individual: discourse patterns and correlational analyses     

Susan A. Gelman  Marianne G. Taylor  Simone P. Naguyen 《Monographs of the Society for Research in Child Development》2004,69(1):76-92

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Test Takers and the Validity of Score Interpretations     

Rebecca J. Kopriva  Martha L. Thurlow  Marianne Perie  Sheryl S. Lazarus  Amy Clark 《教育心理学家》2016,51(1):108-128

This article argues that test takers are as integral to determining validity of test scores as defining target content and conditioning inferences on test use. A principled sustained attention to how students interact with assessment opportunities is essential, as is a principled sustained evaluation of evidence confirming the validity or calling into question the inferences for individual students. Three innovative assessment systems are highlighted to illustrate where and how the developers might handle diverse test taker needs and learning characteristics. ONPAR measures challenging content using multisemiotic methods and novel item types, designing items to handle multiple profiles so they are accessible for most students. Dynamic Learning Maps has built an innovative network of learning maps, and multiple pathways designed to model how diverse students acquire knowledge. To support their assessments, the National Center and State Collaborative has built an exemplary web of educator resources such as content modules and guides in order to support differentiated learning.  相似文献