‘It’s the best thing I’ve done in a long while’: teenage mothers’ experiences of educational alternatives     

Kerry Vincent 《Critical Studies in Education》2016,57(1):55-69

Pregnant and mothering schoolgirls have been identified as an educationally vulnerable group. Many are not welcomed in their mainstream schools and as a consequence, access a range of educational alternatives. This article presents the views and experiences of 14 young women in the English Midlands, who became pregnant while still of statutory school age, 12 of whom spent time in alternative educational settings. It is based on data gathered from repeat interviews over an 18-month period and shows that all who attended the educational alternatives rated them highly and benefitted from what they had to offer. Using the concept of ‘difference’ as a central analytic theme, the article examines how and why this was the case. The analysis shows that it was through recognising some differences but not others that the educational alternatives were successful in supporting young women’s learning and well-being. Importantly, those that were recognised were done so in non-stigmatising ways. The research also highlights some limitations of the alternatives, alongside the ways in which gender and class continue to impact the educational outcomes and career trajectories of this particular group of students.  相似文献   

Supporting the work arrangements of cooperating teachers and university supervisors to better train preservice teachers: a new theoretical contribution     

Guillaume Escalié  Sébastien Chaliès 《欧洲师范教育杂志》2016,39(3):302-319

This longitudinal case study examines whether a school-based training scheme that brings together different categories of teacher educators (university supervisors and cooperating teachers) engenders true collective training activity and, if so, whether this collective work contributes to pre-service teacher education. The scheme grew out of a recent French reform policy. The study is based on an original theoretical conception of teacher education that borrows postulates from a theory of learning and collective action (Wittgenstein 1996). Illustrated by excerpts from post-lesson meetings and self-confrontation interviews, the results suggest that the training scheme does not always lead to collective training activity. The difficulties are notably due to disagreement between the educators about attributing meaning to the pre-service teacher’s classroom activity, which hampers professional development. On this basis, proposals are made to contribute to an effective and authentically shared supervision process and to reposition training activity at the heart of the processes of pre-service teacher professional development.  相似文献   

Comment on Elbers' article: Which competence? For whom? For what?     

Michèle Grossen 《Educational Psychology Review》1991,3(2):95-102

In reaction to Elbers' paper, several comments are made concerning the unit of analysis used to observe children's cognitive activity, the nature of the competence assessed, and the role of the task, or the object of knowledge, in which the child and the adult interact. It is argued that the testing situation is a social event in which the adult and the child interact on a specific object and negotiate a common interpretation of the task and the situation. From this perspective, the testing situation appears to be a learning situation in which new knowledge is acquired.  相似文献   

Book reviews     

Paul Lefrère 《Instructional Science》1990,19(6):501-502

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Editorial     

Paul Lefrère 《Instructional Science》1981,10(4):291-295

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Engagement Project: elements for a reformulation of the Tutorial Action Plan of the Teacher Training degrees at the University of Barcelona / Proyecto Engagement: elementos para una reformulación del Plan de Acción Tutorial de los grados de maestro en la Universidad de Barcelona     

Diego Calderón-Garrido  Josep Gustems-Carnicer  Maria-Eugènia Arús  Ana Ayuste-Gonzalez  Albert Batalla  Roser Boix 《Cultura y Educación》2019,31(1):188-197

As a teaching method, tutorials are fundamental to university education, and are underpinned by the following goals: to accompany students; to help them establish a clear training pathway; and to promote their academic achievement. Our proposal aims to introduce psychological aspects into the Tutorial Action Plan (TAP) which, while often left unattended, are closely related to academic achievement. Our objective is to identify the relation between the academic commitment of pre-service teachers (preschool education, primary education and double degree students) at the UB and stress and coping skills, academic motivation, achievement and self-efficacy, as well as the opinions of students and tutors on the resources used during TAP and potential improvements to it. This is a transversal prospective exploratory study, applying the following questionnaires: Academic commitment (UWESS-9); Perceived Stress Scale (PSS); Self-efficacy (NGSE); Motivation (MSLQ); and two ad hoc online questionnaires. In conclusion, we hope that the results of this study will help us reformulate the TAP of said degree programmes, improving personalized attention and the quality of the student tutorial system, which is one of the standards used to assess universities.  相似文献   

The impact of oral training on argumentative texts produced by ten-and eleven-year-old children: Exploring the relation between narration and argumentation     

Emmanuèle Auriac-Peyronnet 《European Journal of Psychology of Education - EJPE》2001,16(2):299-317

10 and 11-year old children were trained to improve their argumentative abilities. Tests were performed on two experimental groups to find out the effects of (1) a didactic sequence of seven lesson with oral exercises, and (2) a co-operative oral debate. To allow us to determine the improvements, the children had to produce three argumentative constrained texts (Alpha-Omega), before and after each phase of training. We compare the results with two control classes to try to determine the quality of transfer between the teaching periods. The qualitative analysis of the texts allows us to identify certain linguistic indicators of the underlying cognitive processes. The results show an effect of training only for the 11-year-old writers. In the 10-year-old children, no clear transfer from oral training was observed. With or without training, ten-year-old writers seem to have difficulties organising the text and managing multiple constraints when writing. In contrast, at 11, the subjects reorganise their activity without taking account of their narrative abilities. The vast majority produce better balanced argumentative texts. However their texts tend to be justificatory rather than negotiated. At the same time, the Alpha-Omega task carries very strong constraints which interfere with cognitive processes during on-line production.  相似文献   

Paulo Freire,Critical Literacy,and Indigenous Resistance     

J. Célèste Kee 《Educational Studies A Journal of the American Educational Studies Association》2019,55(1):89-103

Using several case studies drawn from Freire’s cultural context and contemporary Canadian Indigenous resistance movements, this article questions whether a Freirean approach to critical literacy can work with Indigenous literacy needs without reproducing colonial power structures. It also seeks to examine current scholarship in the literacy education of Maritime Aboriginal people in Canada and to illustrate the need for critical pedagogies honoring multiple cultural literacies and ways of knowing among Indigenous youth.  相似文献   

Science teaching in the United States: A prospective versus retrospective synthesis     

Robert Yager  Norris Harms  Vincent Lunetta 《Research in Science Education》1981,11(1):26-33

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Adverse childhood experiences and hallucinations     

Whitfield CL  Dube SR  Felitti VJ  Anda RF 《Child abuse & neglect》2005,29(7):797-810

OBJECTIVE: Little information is available about the contribution of multiple adverse childhood experiences (ACEs) to the likelihood of reporting hallucinations. We used data from the ACE study to assess this relationship. METHODS: We conducted a survey about childhood abuse and household dysfunction while growing up, with questions about health behaviors and outcomes in adulthood, which was completed by 17,337 adult HMO members in order to assess the independent relationship of 8 adverse childhood experiences and the total number of ACEs (ACE score) to experiencing hallucinations. We used logistic regression to assess the relationship of the ACE score to self-reported hallucinations. RESULTS: We found a statistically significant and graded relationship between histories of childhood trauma and histories of hallucinations that was independent of a history of substance abuse. Compared to persons with 0 ACEs, those with 7 or more ACEs had a five-fold increase in the risk of reporting hallucinations. CONCLUSION: These findings suggest that a history of childhood trauma should be looked for among persons with a history of hallucinations.  相似文献