Transatlantic Fictions of 9/11 and the War on Terror: Images of Insecurity,Narratives of Captivity Susana Araújo. Bloomsbury Academic, 2015.          下载免费PDF全文

Christina Brennan 《Journal of American culture (Malden, Mass. : 2003)》2017,40(2):205-206

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Complexities of Vietnamese femininities: a resource for rethinking women's university leadership practices     

Van Hanh Thi Do  Marie Brennan 《Gender and education》2015,27(3):273-287

This paper develops a dialogical encounter between northern-inspired theorisations of gender and Vietnam's historical and cultural differentiation identified through the presence of matriarchy in ancient societies and its popularity in folklore and contemporary politics. The article draws on interviews with 12 senior women from 8 universities in Northern and Southern Vietnam. Three main themes are explored: (1) the Vietnamese woman as ‘general of the interior’; (2) the ‘woman behind the throne’; and (3) ‘behind a woman is another woman’. These themes illustrate the distinctiveness of a historically produced Vietnamese gender order as reflected in current university women's experience. By providing insights into the complex dynamics of Vietnamese women's ‘informal power’, as evident in both spheres of home and university, the paper presents a discussion of forms of Vietnamese femininity that contributes to re-theorising Connell's concepts of ‘hegemonic masculinity and emphasized femininity’.  相似文献   

La réflexion menée sur l'analyse des besoins en formation des enseignants     

Bernadette Aumont  Raymond Bourdoncle 《欧洲师范教育杂志》1983,6(3):231-244

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Strategies used by teachers to rate student behavior     

Kathleen Brennan O'Neill  Laura Liljequist 《Psychology in the schools》2002,39(1):77-85

Upon completing the Teacher Report Form (TRF; Achenbach, 1991) on a randomly selected child in their current classroom, teachers were surveyed about the approaches or strategies they used to formulate their ratings. In Phase 1, teachers identified eight rating strategies. In Phase 2, a new group of teachers indicated the extent to which they relied on the eight strategies. Rather than the two approaches hypothesized to be foremost, (“I compared the child to other children in the same classroom,” “I compared the child to other children of the same age”), teachers relied primarily on their “experience with the child in many different settings.” © 2002 John Wiley & Sons, Inc.  相似文献   

Teacher help for conceptual level raising in mathematics     

Monique Pijls  Rijkje Dekker  Bernadette Van Hout-Wolters 《Learning Environments Research》2007,10(3):223-240

A field study with 16-year-old students in senior general secondary education was undertaken with the following research question: “Do students working in pairs on investigation tasks with the computer attain more conceptual level raising in mathematics when they are supported by a teacher who stimulates their interaction (process help) than when they are supported by a teacher who gives mathematical help (product help)?” Students in both conditions improved, but the two types of help showed no significant difference in level raising. Also, students in both conditions had serious problems with the learning materials, and wanted the teacher to explain and correct more. For students at this level of education, learning with investigation tasks in small groups appears to be very difficult.  相似文献   

Uneasy alliances: University,workplace, industry and profession in the education doctorate     

Marie Brennan  Jane Kenway  Pat Thomson  Lew Zipin 《The Australian Educational Researcher》2002,29(3):63-83

The phenomenon of Professional Doctorates in Australia has come at a time of great change in the higher education sector. Such change includes an intensified imperative for universities to establish ‘partnerships’ with industry and the professions. The Professional Doctorate is, in part, a consequence of such changes and is also helping to effect them. However, in its examination of the Education Doctorate, this paper problematises the notion of partnerships and indeed the various policy constructions of the parties involved. Through fictionalised accounts of standpoints of a higher education policy maker, an EdD student, an academic in an EdD program and a member of the education industry, it identifies some of the tensions involved within and between such categories. In so doing it suggests some matters that require research and pedagogical attention.  相似文献   

Conceptual learning in relation to near and far transfer in the secondary school subject of economics     

Lenie Kneppers  Marianne Elshout-Mohr  Carla van Boxtel  Bernadette van Hout-Wolters 《European Journal of Psychology of Education - EJPE》2007,22(2):115-129

In this study we investigated the effects of two treatments supplementing students’ (16 to 18 years of age and in pre-university education) regular course in economics. One treatment, labelled concept treatment, aimed at the solidification of the students’ knowledge about economic concepts and their interrelations. The other treatment, labeled context treatment, aimed at the solidification of the connections between economic concepts and practical contexts. The aim of the study was to find out which treatment was most effective in meeting two demands that have been made by educators and advisory boards. The first demand is that students should gain competence in analysing practical problems from an economic perspective. The second demand is that students should be prepared for transfer of what they learned in the lessons to problems that are new to them.  相似文献   

Ethnic Identity Development and Acculturation Preferences Among Minority and Majority Youth: Norms and Contact          下载免费PDF全文

Roberto González  Brian Lickel  Manisha Gupta  Linda R. Tropp  Bernadette P. Luengo Kanacri  Eduardo Mora  Pablo De Tezanos‐Pinto  Christian Berger  Daniel Valdenegro  Oscar Cayul  Daniel Miranda  Patricio Saavedra  Michelle Bernardino 《Child development》2017,88(3):743-760

This article tests a longitudinal model of the antecedents and consequences of changes in identification with indigenous (Mapuche) among indigenous and nonindigenous youth in Chilean school contexts over a 6‐month period (633 nonindigenous and 270 Mapuche students, M_ages = 12.47 and 12.80 years, respectively). Results revealed that in‐group norms supporting contact and quality of intergroup contact at Time 1 predicted student's changes in Mapuche identification at Time 2, which in turn predicted changes in support for adoption of Chilean culture and maintenance of Mapuche culture at Time 2; some of the relationships between these variables were found to be moderated by age and ethnicity. Conceptual and policy implications are addressed in the Discussion .  相似文献   

Building Partnerships to Hear Freedom's Heroes Within Our Community     

Bernadette Anand  Michelle Fine  Tiffany Perkins  David Surrey 《History of education quarterly》2004,44(1):113-119

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State-formation,teaching techniques,and globalisation as aporia     

Bernadette Baker 《Discourse: Studies in the Cultural Politics of Education》2005,26(1):45-77

This paper conjoins Derrida's analysis of aporia and boderlines with Foucault's genealogical sensibilities to rethink the attribution of recent events in education to globalisation. Three analytical domains are linked to historicise student-teacher interaction: studies of pedagogical techniques, sociological analyses of the state, and philosophical conceptions of Being and desire. This confluence of domains makes apparent multiple efforts to transgress noncrossable borders in educational work, suggesting new conceptualisations of justice and ethical responsibility in the analysis of classroom life.  相似文献