Children’s sibling relationships and gendered practices: talk,activity and dealing with change     

Rosalind Edwards  Melanie Mauthner  Lucy Hadfield 《Gender and education》2005,17(5):499-513

This article addresses children’s sibling relationships as a site of social learning involving the (re)production of femininity and masculinity, drawing on in‐depth qualitative interviews with children aged 8–12. We begin by noting the lack of focus on gender in the majority of previous work on siblings. After introducing our own study, we look at the ways in which children understood their siblings in relation to themselves, highlighting points of closeness and division, and pointing to class distinctions around individuality and collectivity. We then explore how ‘talk’ and ‘activity’ are key gendered features of children’s relationships with their sisters and brothers, revealing versions of femininity and masculinity, and interplays of power. Finally, we consider how these gendered features of sibling practices have implications for children’s ability to deal with change in relationships with their sisters and brothers, especially living apart from each other, and we return to class as a feature of their understandings.  相似文献   

Spatializing a global education phenomenon: private tutoring and mobility theory in Cambodia     

D. Brent Edwards Jr.  Hang Le  Manca Sustarsic 《教育政策杂志》2020,35(5):713-732

ABSTRACT

Along with the dramatic expansion of private tutoring around the world, a significant body of literature has been produced to understand this phenomenon. While many studies consider the issue of geographic location, the spatial dimension tends not to be a central focus of private tutoring studies. In contrast, the present essay applies mobility theory to research from Cambodia, where private tutoring is essential to student success. It does so in order to place private tutoring provision into a broader perspective that includes but moves beyond the economic dimensions of supply and demand and the sociological dimensions of economic, cultural, and social capital to include consideration of how private tutoring provision is constrained by a multidimensional spatial field of possibilities and how private tutoring participation is enabled by one’s position and abilities in relation to that field. The paper argues for increased attention to ‘spatial capital’ in studies of private tutoring and education generally.  相似文献   

Different discourses,discourses of difference: Globalisation,distance education and open learning     

Richard Edwards 《Distance Education》1995,16(2):241-255

Post‐Fordism and globalisation are trends in the contemporary world in which the role of the market and consumer are given greater centrality. It has been argued that these trends have consequences of spreading ‘Western’ lifestyles and values around the globe, encouraging cultural uniformity, while also giving greater importance to senses of the local and place, encouraging cultural difference. Drawing on Foucault's notion of discourse, this paper suggests these trends are found also in changing theories of distance education and open learning. It is argued that notions of distance education are part of the trend towards uniformity under conditions of globalisation, while those of open learning are part of the trend encouraging difference and diversity. The discussion is situated within contemporary debates about the modern and postmodern.  相似文献   

Religious Studies in the Secondary School Curriculum: A Suggested Model and a Response to Three Major Philosophical Objections     

Peter Hobson  John Edwards 《Educational Philosophy and Theory》1991,23(2):67-82

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Homeschool background,time use and academic performance at a private religious college     

Daniel L. Bennett  Elyssa Edwards  Courtney Ngai 《Educational studies》2019,45(3):305-325

We study the effects of homeschool background and time use on academic performance among students at Patrick Henry College, a private religious institution with a 63-credit core classical liberal arts curriculum. Using ordinary least squares regression analysis, we examine four research questions: (1) Does time use influence academic performance? (2) Do homeschooled students perform differently than traditionally schooled students? (3) Does parental education moderate the impact of homeschooling on academic performance? (4) Does homeschooling moderate the impact of ACT scores on academic performance?  相似文献   

How valid are scholars' departmental rating models for assessing the quality of graduate programs?     

Oliver D. Hensley 《Research in higher education》1980,12(3):255-269

The validity of the scholars' departmental rating (SDR) model for determining the quality of an institution's graduate program has been the subject of intense controversy for over a half-century. This study, using the aggregated data from each of four classical rankings of graduate programs in United States universities, found that the rankings of institutions in separate studies correlate significantly with each other and that the results from the SDR model correlate significantly with the objective measures of academic honors, basic research, and research and development awards. The author concludes that the SDR model is valid for the purposes intended.  相似文献   

Pre‐school Home Visiting Projects: a case study of mothers’ expectations and experiences     

Rosalind Edwards 《Gender and education》1989,1(2):165-181

Since the 1970s there has been a steady growth in the use of preschool home visiting schemes by a diversity of statutory and voluntary agencies, working with families (commonly mothers and their children) who are either themselves labelled disadvantaged or live in areas which have been termed ones of multiple disadvantage. The schemes appear to have followed individual patterns. However, it will be argued that there are two themes common to them all: ‘education for prevention’ and ‘participation’. This paper seeks to critically examine these themes in the light of their concentration upon working‐class mothers, and to consider, through a case study of one such scheme, the perspectives of the mothers receiving the services.  相似文献   

Developing a measure to understand young children’s Internet cognition and cyber-safety awareness: a pilot test     

Susan Edwards  Andrea Nolan  Michael Henderson  Helen Skouteris  Ana Mantilla  Pamela Lambert 《Early Years: An International Journal of Research and Development》2016,36(3):322-335

Abstract

Advancements in technology have increased preschool children’s access to the Internet. Very little research has been conducted to identify pre-school-aged children’s understandings of the Internet and ramifications of being ‘online’. Without an understanding of children’s thinking about the Internet, it is difficult to provide age- and pedagogically appropriate cyber-safety education. This study developed and pilot-tested an interview schedule that focuses on the Internet thinking and cyber-safety awareness of Australian children aged 4–5 years. The schedule is informed by sociocultural theory, cyber-safety education research and approaches for researching with young children. The schedule shows potential to elicit children’s understandings of the Internet and cyber-safety awareness. Adjustments are required to allow more contextualised responses from children.  相似文献   

Young children learning about well-being and environmental education in the early years: a funds of knowledge approach     

Susan Edwards  Helen Skouteris  Amy Cutter-Mackenzie  Leonie Rutherford  Mandy O’Conner  Ana Mantilla 《Early Years: An International Journal of Research and Development》2016,36(1):33-50

Early childhood educators currently provide content focused learning opportunities for children in the areas of well-being and environmental education. However, these are usually seen as discrete content areas and educators are challenged with responding to children’s interests in popular-culture inspired food products given these influence their consumption of energy-dense, nutrient-poor and highly packaged food in the early childhood setting. This paper reports preliminary findings from a pilot randomised trial examining the interconnectedness of sustainability, well-being and popular-culture in early childhood education. Planning, assessment documentation and summaries from twenty-four learning experiences implemented by six educators over a six-week period were analysed using a deductive approach. Twenty well-being and environmental education topics were identified and shown to be generated by the educators when considering the children’s ‘funds of knowledge’ on popular-culture inspired food products. We argue that topics derived from children’s engagement with popular-culture may help educators to create an integrated approach to curriculum provision. This may impact child weight and facilitate obesity prevention and environmental sustainability as children create stronger connections between these content areas and their everyday choices and practices.  相似文献   

Development of sex-trait stereotypes among young children in the United Staes, England, and Ireland     

D L Best  J E Williams  J M Cloud  S W Davis  L S Robertson  J R Edwards  H Giles  J Fowles 《Child development》1977,48(4):1375-1384

The Sex Stereotype Measure II (SSM II), a 32-item revision of the Williams, Bennett, and Best Sex Stereotype Measure, was developed to assess children's knowledge of conventional, sex-trait stereotypes defined by American university students. The procedure employed brief stories and human figure silhouettes which were individually administered to 5- and 8-year-old children in the United States, England, and Ireland and group administered to 11-year-olds in the United States. In the United States, knowledge of sex-trait stereotypes was found to develop in a linear fashion between the ages of 5 and 11, with more male traits than female traits being known at each age level. Cross-nationally, there was a high degree of similarity in the nature of the sex stereotypes being learned by the children in the 3 countries, although the rate of learning appeared slower among the Irish children. In all countries there was a clear progression in sex-stereotype learning from age 5 to age 8. English boys had greater knowledge of stereotypes than English girls, but this was not true in Ireland and the United States. Generally, knowledge of male stereotype traits appeared to develop earlier while knowledge of the female traits increased more rapidly between ages 5 and 8. The similarity in sex-stereotype learning in the 3 countries is discussed, and studies in progress in other countries of greater cultural diversity are noted.  相似文献