International students with dependent children: the reproduction of gender norms     

Rachel Brooks 《British Journal of Sociology of Education》2015,36(2):195-214

Extant research on family migration for education has focused almost exclusively on the education of children. We thus know very little about family migration when it is driven by the educational projects of parents. To begin to redress this gap, this paper explores the experiences of families who have moved to the United Kingdom primarily to enable the mother or father to pursue a degree. It argues that, in common with what we know of UK student-parents, both choices about and experiences of higher education are strongly differentiated by gender.  相似文献   

Assessing the role of curriculum coherence in student learning about energy     

David Fortus  LeeAnn M. Sutherland Adams  Joseph Krajcik  Brian Reiser 《科学教学研究杂志》2015,52(10):1408-1425

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A classroom at home: children and the lived world of MOOCs     

Yin Yin  Catherine Adams  Erika Goble  Luis Francisco Vargas Madriz 《Educational Media International》2015,52(2):88-99

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Developing Critical Social Justice Literacy in an Online Seminar     

Elizabeth Bondy  Amy S. Murphy  Rachel Wolkenhauer  Desi Krell 《Equity & Excellence in Education》2015,48(2):227-248

The purpose of this article is to report on an effort to cultivate a critical social justice perspective and critical social justice praxis among educators enrolled in an online graduate program. Although the entire program was organized around themes of equity, collaboration, and leadership, this study focused on educators’ perspectives of the purposes, pedagogy, and outcomes of one course, Critical Pedagogy. Fourteen of the 19 students enrolled in the online course participated in one of six online focus groups following the conclusion of the course. Using constructivist grounded theory methods, the researchers identified the different ways in which students responded to the course, what they learned, and how they enacted their learning as well as the features of the course that the students believed contributed to their learning and practice. The study provides insight into features of online pedagogy that appear to facilitate transformative learning. It further provides insight into the kinds of content and assignments that may promote critical social justice praxis among educators.  相似文献   

A love towards a thing eternal: Spinoza and the classroom     

Steve Shann  Michele Bauer  Rachel Cunneen  Jaki Troy  Courtney Van Blerk 《Asia-Pacific Journal of Teacher Education》2015,43(5):450-462

There is a growing concern about the struggles of early career teachers and an understandable questioning of the preparation being offered by teacher education courses. Are our preservice teachers being given workable strategies and techniques to allow them to survive the early years? Is it strategies and techniques that are primarily at issue here? Could it be that there is something more fundamental, to do with an underlying philosophical understanding about human nature, the desire to learn and the need to relate? I want to suggest that instruction about strategies and techniques is too often built on an insecure and incompatible foundation of assumptions about the nature of the world of sentient beings and their relationships. Ontology matters. Philosopher Spinoza divided the world of thought into ideas that were adequate – contributing to our well-being, potency and happiness – and those that were inadequate – leading us to feel weak, at the mercy of outside forces, and sad. I want to argue, with Spinoza, that inadequate ontologies lead to a sense of impotence and frustration, and that adequate ideas – a stronger ontology – can underpin and sustain a more durable pedagogy. I explore this idea by looking at some classroom events through a Spinozean lens.  相似文献   

Assessing the Efficacy of Contextualized Group Counseling Education in Asia: A Mixed Methods Study     

Sing-Kiat Ting  Rachel  Jian-Ai Thong  Justine  Lim  Joy Yung-Re  Jones  Elizabeth 《International journal for the advancement of counseling》2022,44(3):550-568

International Journal for the Advancement of Counselling - Many experiential learning teaching models are developed in Western cultures, with their efficacy not tested in non-Western cultures,...  相似文献   

Teacher perspectives on partnerships on families of children with autism     

Sarah Westerfield Brooks  Rachel Schwartz  Miguel Ampuero  Anastasia Kokina 《Journal of Research in Special Educational Needs》2023,23(2):79-89

The success of students with disabilities in school and community largely relies on productive family professional partnerships (FPPs). The Individuals with Disabilities Education Act (IDEA, 2004) recognises the importance of family collaboration to student success by mandating that parents be involved in the Individualised Education Plan (IEP) process as full team members. While several previous studies examined the perspectives of parents of children with disabilities on partnerships with educators, less research exists on teacher perspectives on family professional collaborations. Additionally, there are even fewer studies that focus on teacher perspectives on partnerships with parents of children with autism, a disability category which continues to increase in prevalence. The present study contributes to the literature by examining teacher perspectives on factors that build and hinder positive partnerships with families of children with autism. Researchers surveyed 25 Special Education teachers and conducted additional individual interviews and open-ended questionnaires to examine teachers' first-hand experiences. Findings identified four common themes that educators felt helped and hindered collaborative relationships with families. Study results may lead to the development of specific family professional collaboration strategies that can be implemented and discussed in school districts, teacher trainings, pre-service teacher education programs and family workshops.  相似文献   

Conceptualising Intergenerational Lived Experience: Integrating Art–Moving–Well-Being across Disciplines,Communities and Cultures     

Megan Adams  Geraldine Burke  Nikki Browne  Karan Kent  Kylie Colemane  Laura Alfrey  Aislinn Lalor  Keith Hill 《The International Journal of Art & Design Education》2023,42(2):216-229

Art and movement are motivating forces in, through, and beyond education. As populations age, there is an increasing need to support physical and social well-being. Yet, since the onset of the COVID-19 pandemic, there has been a reported exponential increase in feelings of loneliness across generations. Complex challenges require trans-disciplinary solutions, and this paper represents a joint effort within and across disciplines, communities and cultures to find ways to ameliorate this silent epidemic. In this paper, we propose a cross-disciplinary conceptual framework where Aboriginal Artists and Knowledge Holders, Teacher Educators, and Physical and Occupational Therapists come together to explore theoretical and pedagogical insights that encompass intergenerational art–moving–well-being practices, reducing feelings of loneliness and improving social connections across generations. There are two main aims of this paper; first, to better understand current studies that report on integrating art–moving–well-being practices, and the effect this has on health and well-being of intergenerational participants (under 10-year-olds, 20+ year olds and 50+ year olds). Second, based on community needs, the long-term aim is to propose a flexible art–moving–well-being conceptual model that is scalable, sustainable and based on social and relational support systems. We propose a model that is flexible and adaptable within and across our local community and beyond. We argue that feelings of loneliness are unique to each individual, and there is a need to connect specific intergenerational programmes with art–moving–well-being practices that readily engage and integrate varied communities and cultures in sustainable ways and thus, contribute to thriving communities.  相似文献   

A Quantitative Assessment of the Research Chefs Association Core Competencies for the Practicing Culinologist     

Rachel L. Bissett  Michael S.H. Cheng  Robert G. Brannan 《Journal of Food Science Education》2010,9(1):11-18

ABSTRACT: Professional organizations have linked core competency to professional success and competitive strategy. The Research Chefs Assn. (RCA) recently released 43 core competencies for practicing culinologists. Culinology^® is a profession that links skills of culinary arts and food science and technology in the development of food products. An online survey was created asking RCA members from all 6 membership categories (Associate, Affiliate, Chef, Culinology, Food Science and Technology (FS&T), and Student) to rate their knowledge level based on a 7‐point scale and agreement to importance in job performance based on a 5‐point Likert scale for each competency statement. RCA participant's (N = 192) survey results were analyzed using SPSS for Windows version 13.0 at a significance level of P < 0.05. Statistical survey validation grouped all 43 competency statements into 8 factors (groupings) according to level of competency proficiency (opposed to the 7 groups each competency was originally designated by the RC A) and into 9 factors according to job success. Results suggest that Chef Members know “Culinary Arts” best and FS&T members know “Food Science” best. A gap analysis determined what competency factors were low in knowledge level yet important to job success for each membership category. Chef members have a lower level of knowledge in “Product Development,”“Food Science,” and “Quality Assurance” factors; however, the factors are important to job success. FS&T members have a lower level of knowledge in “Nutrition” yet identified the factor important to job success. An opportunity exists to improve educational efforts for specific membership categories.  相似文献   

Involving Students in Their Own Learning     

Rachel Theilheimer 《Clearing house (Menasha, Wis.)》2013,86(2):123-125

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