赋权少数族裔学生：一个干预框架   总被引：1，自引：0，他引：1  

吉姆康明斯  马丽梅 《当代教育与文化》2011,3(4):1-11

吉姆康明斯提出了一个理论框架来分析少数族裔学生学业失败的原因，以及之前曾尝试过的，诸如补偿教育和双语教育这样的教育改革相对缺乏成功的原因。这些尝试之所以没有成功是因为教育者和少数族裔学生之间的关系以及学校和少数族裔社区的关系都没有得到显著的改变。研究旨在为教育者提供一些改变这些关系，从而赋权学生，使得学生在学业上取得成功的方法。  相似文献   

民办高校转型期英语专业基础英语课堂重构研究与实践     

王敬策 《佳木斯教育学院学报》2015,(4):152

本文以赋权增能的教学理念为指导,重构基础英语课堂教学模式,此教学模式是以课堂活动为依托,最大程度的实现实践教学,从而达到对学生应用能力培养的教学目标。  相似文献   

Sports’ disciplinary legacy and the challenge of ‘coaching differently’     

Jim Denison  Joseph P. Mills  Timothy Konoval 《Sport, Education and Society》2017,22(6):772-783

Be empowering. Be athlete-centered. Be autonomy supportive. These are three related topics currently being promoted by sport psychologists and sport pedagogists in an effort to recognize athletes’ unique qualities and developmental differences and make coaching more holistic and coaches more considerate. This has led us to ask, how likely are such initiatives to lead to coaches putting their athletes at the center of the coaching process given that coaches’ practices have largely been formed through relations of power that subordinate and objectify athletes’ bodies through the regular application of a range of disciplinary techniques and instruments [e.g. Barker-Ruchti, N., &; Tinning, R. (2010). Foucault in leotards: Corporeal discipline in women's artistic gymnastics. Sociology of Sport Journal, 27, 229–250; Heikkala, J. (1993). Discipline and excel: Techniques of the self and body and the logic of competing. Sociology of Sport Journal, 10, 397–412; Gearity, B., &; Mills, J. P. (2012). Discipline and punish in the weight room. Sports Coaching Review, 1, 124–134]? In other words, to try to develop athlete-centered coaches capable of coaching in ways that will empower their athletes without also problematizing the discursive formation of coaches’ practices concerns us [Denison, J., &; Mills, J. P. (2014). Planning for distance running: Coaching with Foucault. Sports Coaching Review, 3, 1–16]. Put differently: how can athlete empowerment initiatives be anything more than rhetoric within a disciplinary framework that normalizes maximum coach control? It is this question that we intend to explore in this paper. More specifically, as Foucauldians, we will argue that coaching with greater consideration for athletes’ unique qualities and developmental differences needs to entail coaching in a less disciplinary way and with an awareness and appreciation of the many unseen effects that disciplinary power can have on coaches’ practices and athletes’ bodies.  相似文献   

论上海五城区广场舞的赋权          下载免费PDF全文

黄奇玮 《体育科研》2016,(1):20-24

“中国大妈”跳广场舞已成为一个备受关注的社会话题。本文着重考察上海5个城区女性中老年市民的广场舞赋权现状,旨在挖掘体育赋权的测量方法,特别关注广场舞在社区-组织背景下对自我认知、自我效能和社会交往3个维度的影响。论文采访上海5个城区144位广场舞爱好者,每个区的广场舞调查按照实地抽样的原则,尽量兼顾到小区广场、闹市广场、路边空地、公园、居委会和街道文化中心场地等不同类型,采用问卷形式进行实地调查和网络调查结合的方式。这是中国第一次运用实证方法来测量体育赋权,结果显示广场舞本身就激发赋权过程的发展,同时广场舞锻炼时间越长,广场舞爱好者的自我效能也就越高;不同的广场舞场地,其广场舞爱好者的群体认同存在差异。  相似文献   

Deliberative communication goes to college: the ‘Deliberation Forum’ project as a democratic agent of empowerment for communication students     

Vered Malka 《Learning, Media and Technology》2016,41(4):546-565

A new field of research has developed over the last few decades, called ‘Deliberative Communication’. It focuses on the potential contribution of public deliberations to strengthening the foundations of democracy and the promotion of social–political goals and objectives. The current research focuses on a unique case study, the ‘Deliberation Forum’ project, conducted by the Department of Communication at the Yezreel Valley College, Israel. The researcher sought to learn about students' experience of participating in this online forum and the effects they attributed to it, through unstructured interviews she held with them. The students indicated that, for the most part, the experience of participating in the deliberation forum was very positive: it enhanced their self-image as thinking people; strengthened their sense of self-importance as students within the department; developed and reinforced habits of keeping abreast of current affairs as well as critical thinking; and finally, the experience developed and strengthened habits of active participation in pluralistic debates. The study findings indicate that participation in projects of this kind has a clear empowerment potential, while also improving participants' attitude toward public deliberation and decision-making processes.  相似文献   

Prenatal parenthood     

J O'Leary  J Warland  L Parker 《The Journal of perinatal education》2011,20(4):218-220

In this article, we discuss the intuitive knowledge mothers have of their unborn baby. We propose a shift in focus from caregivers' merely providing information to first listening to pregnant mothers as they share their intuitive knowledge of their baby. This approach enables mothers and fathers or partners to know they are already parents to their unborn baby and empowers them to get in touch with their baby's presence and who he or she is during pregnancy. This intuitive knowledge may be a protective behavior that will enable mothers to keep babies safe during pregnancy.  相似文献   

Agonistic democracy and passionate professional development in teacher-leaders     

L. Hammersley-Fletcher  M. Clarke  V. McManus 《Cambridge Journal of Education》2018,48(5):591-606

Politicians and policy-makers in education routinely proclaim the centrality of schools and teachers in sustaining and consolidating democracy and democratic society. This article offers an account of teachers engaged in research in their schools and classrooms, with peers and students, so as to highlight the democratic potential of this engagement. In order to do so, it draws on an agonistic account of democracy that is distinct from more familiar liberal or procedural versions. Such an account is characterised by an emphasis on the values of constitutive pluralism, robust contestation and enduring tragedy, where the latter entails recognition of the ineliminable nature of (political) conflict and the inevitability of loss in human life. The teachers involved in this research demonstrated capacities which, it is argued, reflect an agonistic democratic ethos, including: developing the confidence to assume intellectual leadership by asking questions and eliciting and engaging plural perspectives in relation to these questions; engagement in the cut and thrust of research without the expectation of finding any final or perfect solutions; and an acceptance of difference and disagreement as constitutive and constructive elements in rethinking areas of policy and practice. Developing and encouraging these capacities, it is argued, is important in an increasingly authoritarian policy context that threatens the vital links between democracy and education highlighted by Dewey a century ago.  相似文献   

Writing for professional recognition in higher education: understanding genre and expertise     

Marion Heron  Erika Corradini 《高等教育研究与发展》2020,39(5):968-981

ABSTRACT

This study draws on the theoretical frameworks of genre theory and writing expertise to explore how educators manage and excel in writing for professional recognition. Semi-structured interviews were conducted with four educators from different disciplines in which participants discussed their experiences of preparing and writing for Senior Fellow. Despite the fact that writing for professional recognition can be a contentious genre to manage with its reflective features favouring those from certain disciplinary backgrounds, the participants described positive and affirming experiences. The findings also suggest that educators are strategic in their approach, and that the writing process can have unexpected affordances including a developed knowledge of writing, professional confidence and a sense of empowerment. The findings have implications for developing systems and resources to support educators preparing for fellowship.  相似文献   

用户赋能和服务创新对APP绩效的影响研究     

苏婉  李阳春  王天东  郝森森 《科研管理》2020,41(8):193-201

移动应用程序APP是移动互联网时代企业创造价值的重要渠道。尽管APP市场具有巨大的商业价值，但也出现了不少绩效较低的现象：互联网创业夭折、成交转化率低下、APP卸载率较高等等。研究APP的绩效问题有助于发现影响APP绩效的关键因素，帮助企业找到提高APP绩效的新方法。本文从服务主导逻辑出发，识别出了影响APP绩效的两大关键策略--用户赋能和服务创新，论述了这两大策略对APP收入绩效的影响机理。本文使用自然观察法跟踪和分析中国（N=200）和美国（N=206）两个样本中的APP个体，发现两个样本产生出来的结果较为一致：APP若选择赋予用户更多的权力，让用户主导平台的价值创造活动，那么它的收入绩效往往比较好；企业如果较为注重服务创新，持续地为APP开发出新特征或新服务，APP的收入绩效一般较好。本研究也可以给APP企业带来实践上的启示：首先，企业应分析APP的定位和作用；其次，企业应重视用户在价值创造中的重要作用，还要意识到用户不仅仅是APP的接受者和使用者，还是生产者和价值创造者；再次，企业应按照APP的定位，再决定是否将价值创造的主导权赋予广大用户；最后，企业应当重视APP的服务创新，持续地推出新功能和新特征，为用户提供更加便捷、易用的服务。  相似文献   

Empowerment for individual agency: an analysis of international organizations’ curriculum recommendations     

Mike Zapp 《Globalisation, Societies & Education》2019,17(2):231-260

Much recent research stresses the increasing relevance of international organisations (IOs) for national education policymaking. Yet, IOs’ curriculum recommendations have remained largely out of scope, although they provide a forceful example of ‘soft’ governance. Based on a content analysis of 83 documents from 42 inter/-nongovernmental, global and regional organisations involved in international education networks between 1990 and 2015, this paper identifies an expansive field of IOs directing growing attention to such curricular issues as student needs, educational goals and content, as well as issues of teaching and learning. In line with much cross-national curriculum research, analysis provides evidence for the trend towards a global curriculum model stressing empowerment, individual agency and psychosocial development. The article argues that the strong focus on human capabilities and human capital in IOs’ curriculum policies reflects wider cultural transformations in contemporary world society. The article concludes by arguing for an expanded analytical scope of IOs’ educational work and a reconsideration of causal explanations in curriculum theories.  相似文献