I want to be a scientist/a teacher: students' perceptions of career decision-making in gender-typed,non-traditional areas of work     

Christine Bieri Buschor  Christa Kappler  Andrea Keck Frei  Simone Berweger 《Gender and education》2014,26(7):743-758

The study examines the career decision-making of Swiss academic high school students opting for a career in a non-traditional, gender-typed area of work during the transition to higher education. Based on a longitudinal study, a qualitative study with 11 female students in Science, Technology, Engineering and Mathematics (STEM) and 13 male student teachers was conducted in order to analyse their perceptions of the career decision-making process. They felt supported by their parents and teachers. Women showed a strong sense of identity as future scientists without mentioning specific career goals. Men, by contrast, referred to job security-related considerations and emphasised the importance of role models for their choice. Female students emphasised their status of being ‘unique in a men's world' whereas male student teachers highlighted the role of ‘masculinity in the classroom'.  相似文献   

British Communications     

Simone Donnelly 《Communication Booknotes Quarterly》2013,44(6):131-134

THE MASS MEDIA AND POWER IN MODERN BRITAIN by John Eldridge, Jenny Kitzinger and Kevin Williams (Oxford, England: Oxford University Press “Oxford Modern Britain”; series, 1997—£8.99, paper, ISBN 0–19–878171–7, 199 pp., photos, bibliography, index)

A JOURNALIST'S GUIDE TO SOURCES by David Spark (Jordan Hill, England/Newton, MA: Focal Press “Journalism Media Manual”; series, 1997—$28.95, paper, ISBN 0–240–51470‐X, 398 pp., appendices, index)

CREATING LOCAL TELEVISION: LOCAL AND COMMUNITY TELEVISION UNDER THE RESTRICTED SERVICES LICENSE by Dave Rushton (Luton, England: University of Luton Press/John Libbey Media, 1997—about $16.00, paper, ISBN1–89940–501–1, 96 pp. Diagrams, appendix)

THE PRESS AS PUBLIC EDUCATOR by Colin Lacey and David Longman (Luton, England: University of Luton Press/John Libbey Media, 1997—about $28, paper, ISBN 1–86020–536–4, 236 pp., tables, charts, bibliography, index)

MEDIA, CULTURE AND THE ENVIRONMENT by Alison Anderson (London: UCL Press/New Brunswick, NJ: Rutgers University Press, 1997—$50/17.95, ISBN 0–8135–2394‐X hard, 0–8135–2395–8 paper, 236 pp., photos, diagram, references, index)  相似文献   

‘Just Be Quiet and Listen to Exactly What He's Saying': Conceptualising power relations in inquiry-oriented classrooms     

Dermot Francis Donnelly  Oliver McGarr  John O'Reilly 《International Journal of Science Education》2013,35(12):2029-2054

Interest in inquiry-based science education (IBSE) often pays little heed to the complex power relations that exist within classrooms. A common obstacle to inquiry is that it strongly diverges from current classroom culture and hence, is outside the sphere of teachers' and students' experiences. Teachers and students bring expectations to the classroom that are entrenched in traditional practices and influenced by dynamics of power that exist within all teacher–student relationships. This study, which emerged during a wider study of the use of a Virtual Chemistry Lab in supporting IBSE, explores how classroom discourse constructs and maintains power relations that either stifle or facilitate inquiry-based approaches in two science lessons. Research methods included teacher interviews, student focus groups, video-recorded lessons, and student self-assessments. Findings indicate distinctive features of power inside the classroom that impact on inquiry-based instruction, such as predominant teacher monitoring on task completion over task understanding, lack of student engagement in ownership of scientific ideas, and prevailing norms of what effective teacher questioning is. We discuss implications for IBSE change efforts, highlighting that well-established power relations currently represent an important limiting factor in the capacity of teachers' IBSE implementation.  相似文献   

Departmental characteristics and the experience of secondary science teaching     

James Donnelly 《Educational research; a review for teachers and all concerned with progress in education》2013,55(3):261-273

This paper reports findings about the impact of departmental characteristics on secondary science teachers' work. It is drawn from a larger study, which also looked at ideological and material influences on practice. It focuses particularly on those aspects of the departmental environment which teachers themselves referred to frequently when discussing their work. These were: the managerial style of the department; the use made of schemes of work; the emphasis on the science disciplines as compared with 'science'; and the characteristics of pupils. It argues that such departmental characteristics are sometimes symbiotic, and that they are most subtly characterized in mainstream comprehensive schools. It also suggests that, while these influences do not necessarily lead to variation in the broad forms of pedagogy employed, they are perceived by teachers as significantly influencing their professional working environment, and the experience of teaching science.  相似文献   

Regarding art and regarding future teachers regarding art     

Nora P. Donnelly 《Irish Educational Studies》2013,32(1):89-104

The 2011 Forum on Patronage and Pluralism in the Primary Sector presented Ireland with an opportunity to rethink the issue of patronage in Irish primary schools, as well as to consider how ‘religious education’ might be approached in such schools in the future. This paper suggests that, for the first time since 1831, Ireland had an opportunity to provide ‘state schooling’ for all children, regardless of their religious beliefs or lack thereof. The paper proposes educating all children in the state in non-denominational secular settings, leaving faith formation to the private domain of parents and communities. Although the concept of ‘secularism’ has negative connotations for those who belong to a religious community, this paper suggests that it provides a framework for inclusive and egalitarian education, offering children and young people the opportunity to learn alongside their peers, irrespective of religious backgrounds.  相似文献   

An Analysis of College Choice Information Provided on Graduate Program Websites: Implications for Improving Applicant Diversity in Educational Measurement     

Joseph A. Rios  Jennifer Randall  Marina Donnelly 《Educational Measurement》2019,38(4):67-77

There has long been a concern about the lack of representation of ethnic minorities in the field of educational measurement. As previous research has shown that graduate programs primarily rely on their websites for recruiting efforts, the objective of this study was to conduct a content analysis of all U.S. educational measurement program websites to evaluate the availability of college choice information found to be useful for underrepresented ethnic minority applicants. In terms of program climate, results revealed that less than 10% of programs directly encouraged ethnic minorities to apply or included an antidiscrimination statement with regard to application review on their websites. Moreover, only a few program websites indicated the availability of flexible programming—previously found to be important for underrepresented ethnic minority students—such as part‐time options (16%), evening courses (10%), and online course/program availability (8%). Recommendations for how measurement programs can improve their websites to include desirable college choice information for underrepresented ethnic minority applicants are discussed.  相似文献   

Emergent Team Roles in Organizational Meetings: Identifying Communication Patterns via Cluster Analysis     

Nale Lehmann-Willenbrock  Stephenson J. Beck  Simone Kauffeld 《Communication Studies》2016,67(1):37-57

Previous team role taxonomies have largely relied on self-report data, have focused on functional roles and have described individual predispositions or personality traits. Instead, this study takes a communicative approach and proposes that team roles are produced, shaped and sustained in communicative behaviors. To identify team roles communicatively, 59 regular organizational meetings were videotaped and analyzed. Cluster analysis revealed five emergent roles: the solution seeker, the problem analyst, the procedural facilitator, the complainer, and the indifferent. In terms of meeting outcomes, solution seekers were beneficial to idea longevity, whereas complainers were harmful for meeting satisfaction and idea longevity. Future research directions and managerial implications are highlighted.  相似文献   

From old soccer to new football? Expert accounts of transformations on the world game in Australia post-Crawford Report     

Steve Georgakis  Simone Molloy 《Soccer & Society》2016,17(1):72-89

This article investigated and evaluated the changes which have occurred in Australian football since the publication of the Crawford Report in 2003. Prior to this report, it was widely perceived that football was the ‘sleeping giant’ of Australian professional sport despite its popularity at youth participant level. The Crawford Report made a range of recommendations and a new era was heralded when Football Federation Australia was established which set upon the task of adopting a number of Crawford’s recommendations. To investigate the impact of the Crawford Report on the current status of Australian football, a qualitative methodology was adopted. Purposive sampling was adopted to give voice to senior football figures who were involved in the sport in both the pre- and post-Crawford Report periods and a total of 15 semi-structured interviews were conducted. A number of significant themes emerged from the research. All participants agreed that Australian football’s appeal has been broadened. However, the interviews also reported that the perception of football as a minor code and always relegated to the ethnic margins was a ‘myth’. Also, the participants raised the issue of whether the Crawford Report was implemented to its fullest degree. They were passionate about the idea that if all recommendations were implemented, the sport might currently be in a much stronger position.  相似文献   

Realizing the College Dream with Autism or Asperger Syndrome: A parent’s guide to student success     

Simone Smala 《International Journal of Disability, Development & Education》2008,55(4):347-348

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Identifying motivators and barriers to older community-dwelling people participating in resistance training: A cross-sectional study     

Elissa Burton  Gill Lewin  Simone Pettigrew  Anne-Marie Hill  Liz Bainbridge  Kaela Farrier 《Journal of sports sciences》2017,35(15):1523-1532

Participation rates of older people in resistance training (RT) are low despite increasing research showing many health benefits. To increase the number of older people participating in RT it is important to know what would motivate people to become involved, what motivates those who participate to continue, and the factors preventing many older people from commencing participation. To investigate these issues, a questionnaire was mailed to three groups of older people: (1) those receiving home care services, (2) members of a peak non-government seniors’ organisation and (3) those participating in a specific gym-based RT programme. In total, 1327 questionnaires were returned (response rate = 42.5%). To feel good physically and mentally were the main reasons motivating participation among all three groups, and falls prevention was identified as an important motivator for the home care respondents. Pain, injury and illness were the main barriers to participating, or continuing to participate. However, medical advice was a factor influencing participation commencement. The results suggest organisations providing RT programmes for older people should tailor the promotion and delivery of programmes to address key motivators and barriers specific to each group to increase the proportion of older people initiating and continuing to engage in RT.  相似文献