Early means early: understanding popular understandings of early childhood development in South Africa     

Linda M. Richter  Mark Tomlinson  Kathryn Watt  Eric H. Lindland 《Early Years: An International Journal of Research and Development》2019,39(3):295-309

Scientific and policy advances are putting early childhooddevelopment (ECD) at the center of efforts to improve humandevelopment. This study was undertaken to understand whatknowledge and attitudinal barriers exist that 25 hinder the full-scaleroll-out of services for the youngest children and their families.We used anthropological methods honed by the FrameworksInstitute to plumb beliefs about early childhood development amongmembers of the public and implementation and policy stakeholders,and compare those with the findings from ECD research. Whilemembers of the public and stakeholders agree on the importance ofECD, as demonstrated in other country settings, a major barrier todirecting services to the youngest children is a perceptual tendencyto ‘age up’. That is, to consider learning and other important skillsas being acquired in the pre-school rather than infancy period.Communication strategies that incorporate debate are neededto give full effect to the ECD and related policies, especiallyaround the topics of prioritizing the youngest 40 children, physicalpunishment, child rights, and the pervasiveness Q5 of threats toECD arising from poverty and disadvantage.  相似文献   

Approach tendency and threat display as related to social status of Siamese fighting fish,Betta splendens     

Janice A. Meliska  Charles J. Meliska  Kermit T. Hoyenga  Katherine B. Hoyenga  Eric F. Ward 《Learning & behavior》1975,3(2):135-139

Forty-eight maleBetta splendens were assigned to three groups of 16 (eight pairs) each. In two of the groups, pairs of fish were first allowed to fight until a dominance-subordinance relationship was established. Then each subject was tested on measures of time spent in approach and threat display toward either (1) its own pair member, with which it was experienced and familiar (Group EF), or toward (2) another combat-experienced fish, with which it was unfamiliar (Group EU). A third group of inexperienced and unfamiliar individuals (Group IU) were first exposed to their own mirror images and then tested for approach and threat-display duration. Pairs of these fish were then allowed to fight until dominance was determined. The three major findings were: (a) Dominant subjects approached and displayed significantly more than subordinates in all three groups; (2) Dominant subjects of Group IU did not differ significantly from dominants in the other two groups with respect to time spent in approach and display; and (3) Fish exposed to mirrors prior to combat required significantly fewer sessions to establish dominance than fish not receiving mirror exposure. Results suggest that dominant fish can be distinguished on the basis of their approach tendency and threat-display scores prior to actual physical combat. An habituation model of dominance determination was proposed.  相似文献   

Student Identities and/in Schooling: Subjection and adolescent performativity     

Eric Jabal  Dominique Rivière 《Discourse: Studies in the Cultural Politics of Education》2007,28(2):197-217

This article uses a fictionalized scenario to examine how three students at an “ordinary” suburban high school in Canada negotiate the context-specific conditions, discourses, and practices that make schools important sites of identity formation. It argues that drawing from Foucault's ideas on the “subjection” of individuals, as well as from the field of performance studies, provides a fresh perspective to redress the potential mismatches between official multicultural education discourses and the lived schooling realities of students. In the process, it demonstrates how subjection and adolescent performativity can be useful analytics through which to understand student identities and/in schooling. The article concludes with some implications for shifts in policy, pedagogy, and practice to help schools engage with student diversity.  相似文献   

Beyond Prevalence: An Explanatory Approach to Reframing Child Maltreatment in the United Kingdom: The most prevalent form of maltreatment,child neglect,gets the least attention from the public and policymakers     

Nathaniel Kendall-Taylor  Eric LindlandMoira O’Neil 《Child abuse & neglect》2014

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Diversity in Early Childhood Environments     

Dr. Eric J. Erwin 《The Educational forum》2013,77(4):323-328

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The Forgotten     

Eric Campisi 《The Educational forum》2013,77(1)

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Working and spending in South China: a methodological experiment with visual ethnography     

Eric Ma  Ducky Tse 《Inter-Asia Cultural Studies》2013,14(1):113-125

Abstract

Art and architecture played a role in expressions of Malaya's nascent independent state in 1957, but the determination of what Malaya meant, ideologically, was different to different groups. Two types of nationalism were at work, namely that led by ethnic Malay leaders and political parties, and that led by a more ethnically-inclusive set of leaders and groups. This paper explores these concepts as frozen in mural paintings and the accompanying national architecture.  相似文献   

What Have We Learned About Homeschooling?     

Eric J. Isenberg 《Peabody Journal of Education》2013,88(2-3):387-409

This article discusses quantitative research on homeschooling, including the available data, pitfalls of using the data, estimates of the number of homeschooled children, part-time homeschooling, and why families homeschool. I compare research on homeschooling to research on charter schools, voucher programs, and private schools.  相似文献   

The methodological dimension of the Newtonian revolution     

Eric Schliesser 《Metascience》2013,22(2):329-333

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A study of the association of attitudes to the philosophy of science with classroom contexts,academic qualification and professional training,amongst A level biology teachers in Harare,Zimbabwe     

Eric Gwimbi  Martin Monk 《International Journal of Science Education》2013,35(4):469-488

The responses from 33 A level biology teachers to a questionnaire were analysed to test for association between attitude to the philosophy of science and academic qualification professional training. The teachers in Harare, Zimbabwe, also self-reported on their school contexts. From the school context data the teachers were clustered to give two different clusters - richer and poorer schools. Teachers in the poorer school context cluster showed statistically significant differences from those in the richer school context cluster in their attitudes to the philosophy of science. Teachers in the richer schools had more relativist and deductivist attitudes while teachers in the poorer context clusters were more positivist and inductivist. Richer schools are able to employ teachers who are academically and professionally better qualified. This evidence suggests the differential distribution of facilities and resources across school contexts reinforces the differential distribution of attitudes to the philosophy of science.  相似文献