The built heritage     

Adrienne Muir 《Cultural Trends》1994,6(24):29-49

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Inclusive practice within the lived cultures of school communities: research case studies in teaching,learning and inclusion     

Adrienne Alton-Lee  Christine Rietveld  Lena Klenner  Ngaio Dalton  Cathy Diggins  Shane Town 《International Journal of Inclusive Education》2013,17(3):179-210

This paper provides an account of a teacher's use of theory as a tool to develop inclusive practice through a social studies programme in a new entrant class. The account illustrates the ways in which the teacher drew on research to assist in the facilitation of an inclusive educational environment. Presented are research case studies the teacher encountered in an in-service teacher education programme, and the ‘social constructionist’ and ‘personal tragedy’ models that were used as theoretical tools to assist the teacher's planning and teaching practice. Mounted cameras, broadcast microphones and pre- and post-unit interviews with the teacher and students were used to explore the lived culture of the classroom, and the nature and effectiveness of the strategies the teacher used. An ‘interrupted narrative’ methodology engages the reader in the interplay between research and theory in the research case studies. Four major strategies used by the teacher have been identified and these are presented as theoretical tools for other teachers and teacher educators to use, critique and develop to support inclusive practice in their own contexts.  相似文献   

Girls Helping Girls: Assessing the Influence of College Student Mentors in an Afterschool Engineering Program     

Stephanie Holmes  Adrienne Redmond  Julie Thomas  Karen High 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):137-150

Current data suggest fewer females than males continue to be interested in engineering and that this gender gap is first evidenced during middle school years. One might expect that female engineering role models would encourage adolescent girls to pursue future careers in engineering and thereby increase the girls’ interests in and attitudes towards science and mathematics. This study sought to correlate middle school girls’ overall confidence in science and mathematics with a year-long, afterschool mentoring program led by female engineering students from a local university. The results demonstrated that there was a significant correlation between the quality of the mentoring relationship and the girls’ confidence in mathematics. The relationship between female role models and young girls’ attitudes toward science and mathematics is discussed.  相似文献   

BioMEMS and Electrophoresis in 2006: Review of the 23rd Annual Meeting of the American Electrophoresis Society     

Adrienne R. Minerick  Victor M. Ugaz 《Biomicrofluidics》2007,1(2)

The 23rd Annual Meeting of the American Electrophoresis Society (AES) was held at the San Francisco Hilton in San Francisco, California on 12–17 November 2006. This year’s meeting featured a look toward the future, with an emphasis on theoretical and experimental advances in miniaturization of BioMEMS, electrokinetics, and proteomics technologies. A total of 13 sessions accommodating 71 presentations and 18 posters were held in conjunction with the Annual Meeting of the American Institute of Chemical Engineers (AIChE). This review and corresponding special issue of Biomicrofluidics provide a sampling of some of the exciting research presented at the conference.  相似文献   

Policy discourses and changing practice: Diversity and the university-college     

Adrienne?S?ChanEmail author 《Higher Education》2005,50(1):129-157

This study reports the results of research with respect to policy and diversity, as part of a larger case study of a Canadian university-college. The study details an examination of policy discourses as a vehicle for institutional change and provides insights into the everyday experiences of educators, their perspectives on policy and change, and the contested territory of diversity (i.e.,race, gender, class, disability,and sexual orientation) in an institution. The paper begins by considering the university-college and the context of the college and institute system in Canada. The paper briefly reviews state policy and the context that state public policy provides in principles of valuing diversity. Policy discourses were generated from the narratives of educators, from an institutional committee and from ‘outsiders’ to committee processes and to the institutional culture. Drawing from narrative auto/biographies (Gluck, S.B. and Patai, D., Women’s Words: the Feminist Practice of Oral History. London: Routledge, 1991; Stanley, L., The Auto/biographical I. Manchester: Manchester University Press, 1992; West, L., Beyond Fragments. London: Taylor and Francis, 1996), policy stories are presented which illuminate the contention surrounding policy, practice and institutional change. A discourse of fairness is discussed in relation to hiring practices and how the perception of fairness actually contributes to the practice of discrimination. Discursive power relations (Foucault, M., Power/Knowledge: Selected Interviews and Other Writings 1972–1977. London: Harvester Press, 1980; Smith, D., The Conceptual Practices of Power. Toronto: University of Toronto, 1990) are considered in interpreting these stories and reveal the complex, competing forces affecting individuals engaged in the change process. The paper concludes by identifying a number of factors that contribute to the hindrance and advancement of the goals of diversity within an educational institution.  相似文献   

Lecture capture podcasts: differential student use and performance in a large introductory course     

Adrienne E. Williams  Nancy M. Aguilar-Roca  Diane K. O’Dowd 《Educational technology research and development : ETR & D》2016,64(1):1-12

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Dialect variation,dialect-shifting,and reading comprehension in second grade     

Nicole Patton Terry  Carol McDonald Connor  Lakeisha Johnson  Adrienne Stuckey  Novell Tani 《Reading and writing》2016,29(2):267-295

The purpose of this study was to examine second graders’ (n = 680) changing spoken nonmainstream American English (NMAE) use in relation to their oral language and reading comprehension achievement. Fall NMAE production was negatively associated with fall achievement scores. NMAE production generally decreased from fall to spring. Students who qualified for the US Free and Reduced Lunch program (FARL) and who had stronger language skills were more likely to decrease their NMAE use (i.e., dialect shifting) than their peers who did not qualify for FARL or their peers with weaker language skills. Dialect shifting for a sub-sample of 102 students who used substantial amounts of NMAE at the beginning of the school year was predicted by school context, controlling for reading and language skills—in general, students who attended more affluent schools dialect shifted to a greater extent than did their peers who attended higher poverty schools. Greater dialect shifting in this group predicted gains in reading comprehension from fall to spring.  相似文献   

The social field(s) of arts education today: living vulnerability in neo-liberal times     

Greg Dimitriadis  Emily Cole  Adrienne Costello 《Discourse: Studies in the Cultural Politics of Education》2009,30(4):361-379

The arts are often seen as peripheral to the ‘real business’ of school and schooling. While this has been the case for some time now, the increasing pressures of high-stakes testing and ever-more draconian public funding schemes (particularly in the wake of 9/11) have created something of a ‘perfect storm’ for those working in the arts. Arts proponents today live and operate within a culture of scarcity, having to justify their increasingly marginalized vocations while competing for continually shrinking resources. The result is an often deep-bodied sense of vulnerability, one which saturates the social field (both micro and macro) of arts education in ways not often publicly acknowledged. In this article, I explore this notion of ‘vulnerability’ as a framework for understanding qualitative data which emerged from a three-year arts and education project I conducted in a large, northeast city in the USA beginning in 2003. In so doing, I look to open up a broader discussion about the oft-ignored intersection(s) between the material and aesthetic in arts and education – a discussion which is sober about the future of such work in times of economic scarcity and conservative retrenchment.  相似文献   

The More Things Change the More They Stay the Same: Race,Education, and Critical Race Theory After 20 Years: An Appraisal     

Jamel K. Donnor  Celia Rousseau Anderson  Adrienne D. Dixson 《Peabody Journal of Education》2018,93(1):1-4

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Three strikes and you’re out: culture,facilities, and participation among LGBTQ youth in sports     

Alex Kulick  Laura J. Wernick  Mario Alberto V. Espinoza  Tarkington J. Newman  Adrienne B. Dessel 《Sport, Education and Society》2013,18(9):939-953

ABSTRACT

School-based sports and physical education play an important role in the development of youth (Jones, Edwards, et al., 2017), but participation in athletics is unequal for lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth compared to their straight/cisgender peers [Greenspan, S. B., Griffith, C., & Murtagh, E. F. (2017). LGBTQ youths’ school athletic experiences: A 40-year content analysis in nine flagship journals. Journal of LGBT Issues in Counseling, 11(3), 190–200]. Sport cultures, generally, recreate dynamics of exclusion for marginalized youth. However, there are opportunities to transform these spaces into more inclusive and positive environments to support positive growth for all young people [Newman, T., Alvarez, A., & Kim, M. (2017). An experiential approach to sport-based positive youth development. Journal of Experiential Education, 40(3), 308–322]. Our study uses a data set of adolescents, collected as part of a community-based participatory action research project led by high school students in southeast Michigan, USA. Respondents reported their sexual and gender identities, as well as experiences in youth sport, as well as safety using sex-segregated facilities (i.e., bathrooms and locker-rooms). Using mediation models based on linear regression, we found evidence that LGBQ high school students play sports at a significantly lower rate compared to straight students, and among those who play sports, LGBTQ respondents felt significantly less safe compared to straight and cisgender students. Opposite to the LGBQ and trans youth in this study, straight/cisgender youth also reported feeling safer using all facilities. The mediation models suggest that these inequalities help to explain disparities in rates of sports participation and feelings of safety while participating. These findings have important implications for policy, practice, and future research.  相似文献