On my honor: creating space for thinking and living Girl Scouts differently in (post)colonial Hawai‘i     

Patricia Espiritu Halagao  Julie Kaomea 《Gender and education》2018,30(7):866-881

Girl Scouts aims to foster leadership by encouraging girls to discover themselves, make connections, and take action to make the world better. This paper chronicles the five-year journey of eight professional mothers of color who sought to provide their daughters with a space to ‘think and live differently’ as Girl Scouts and young women of color in (post)colonial Hawai‘i. Through questionnaires and a semi-structured focus group interview, mothers reflect on their original intentions to create a ‘safe space’ for their daughters to engage with the politics of gender, race, and class and to rethink, review, and rework their identities. Mothers’ reflections reveal success in creating safe spaces for the critical analysis of gender, but comparatively less success in critical analyses of race and class – a phenomenon that the mothers suggest may have been complicated by (1) the enduring myth of Hawai‘i as a multicultural paradise, (2) Girl Scouts’ assimilationist history, and (3) the mothers’ own relatively privileged positions.  相似文献   

A state examination system and perpetuation of middle-class advantage: an Irish school context     

Angela Canny  Miriam Hamilton 《British Journal of Sociology of Education》2018,39(5):638-653

This article explores how a formal state examination system operates as a tool which enables the cultural reproduction of the middle classes in an increasingly market-driven education system in Ireland. It is based on a study of a group of final-year girls approaching the high-stakes terminal Leaving Certificate examination. The success of this reproduction is based on a mutually beneficial partnership between the school and the parents, which ultimately benefits the students. The article examines how the school is successful in this competitive education market place and in upholding the middle-class nature of schooling. The structures of the school also empower parents and students to enhance privilege and academic success. The article concludes by considering the continuing relevance of Bourdieu to social reproduction in education.  相似文献   

Race,social class,and child abuse: Content and strength of medical professionals’ stereotypes     

《Child abuse & neglect》2018

Black and poor children are overrepresented at every stage of the child welfare system, from suspicion of abuse to substantiation. Focusing on stereotypes as a source of bias that leads to these disparities, the current study examines the content and strength of stereotypes relating race and social class to child abuse as viewed by medical professionals. Doctors, nurses, and other medical professionals (Study 1: N = 53; Study 2: N = 40) were recruited in local hospitals and online through snowball sampling. Study 1 identified stereotype content by asking participants to list words associated with the stereotype that either (a) Black or (b) poor children are more likely to be abused by their parents, and responses were organized into construct groups. Study 2 determined stereotype strength by asking participants to rate how strongly the constructs generated in Study 1 related to either the race-abuse or social class-abuse stereotype. The content of stereotypes linking child abuse to Black or poor children are confounded, with approximately half the constructs shared by both stereotypes. Of the 10 shared constructs, only “Stressed” and “Neglect” differed in strength, with both significantly more strongly related to the social class-abuse than race-abuse stereotype, all ts(36–37) ≤ −2.23, ps ≤ .03, Cohen’s ds ≥ .71. This research documents the existence, content, and strength of stereotypes that link race and social class to child abuse. These stereotypes have the potential to lead to medical misdiagnosis of abuse for Black and poor children.  相似文献   

论“新校园足球”的顶层设计(5)——以“一校一品”和“1+X”为灵魂的新校园足球课程教学模式     

钟勇  毛振明  潘建芬 《武汉体育学院学报》2018,52(1):19-23

当前的校园足球面临着校园足球发展与"全体学生的体育发展"的矛盾、校园足球如何与其他运动项目共同发展的问题、校园足球的教学、训练、比赛等工作的协调发展等较为突出的问题。国务院办公厅文件中提出的"一校一品"、"一校多品"的体育课程教学改革在时间上形成交叉共振，但两者具体是怎样的关系缺乏讨论。"一校一品"应是学校明确确定一个最有特色的体育项目作为全体学生学习的主项，各个年级均以其为主要教学内容，技战术难度随年级递增，每个年级用1/2-2/3的时间进行该主项的教学，其他时间用于其他运动项目的"简学"的课程教学模式；而"一校多品"体育课程教学应是：在年级内打破班级上体育课为形式的选择性专项化体育教学模式。以"一校一品"和"一校多品"为核心的新足球课程教学模式的构建可以较好地解决当前校园足球的基本问题。建议校园足球的理论研究应结合"一校一品""一校多品"的课程改革趋势与要求积极进行新校园足球的课程教学模式的研究与探索，各校园足球特色学校关注并积极探索新的体育课程教学模式。  相似文献   

Pre-service teachers in an after school program: increasing understanding of students,communities, and teaching     

Sarah F. Vess  Leslie M. Cavendish  Kirsten T. Li-Barber 《Teaching Education》2018,29(3):251-260

The purpose of the After School Creative Expression Program (ASCEP) was to provide a short-term afterschool program focusing on the visual and written creative arts to a group of elementary school children attending a Title 1 school. Pre-service teachers attending a liberal arts university within the same geographic region developed lessons in writing and photography and served as afterschool educators for ASCEP. The program provided pre-service teachers a valuable experience outside the classroom. Findings demonstrate pre-service educators gained new insights from ASCEP that will impact their teaching practices during school. Overall, results show ASCEP provided future educators with valuable learning experiences and opportunities to connect more deeply with their students and their community.  相似文献   

Church schools,educational markets and the rural idyll     

Peter J. Hemming  Christopher Roberts 《British Journal of Sociology of Education》2018,39(4):501-517

Researchers have begun to explore the role that faith schools play in contemporary educational markets but the emphasis to date has been on urban rather than rural contexts. This article approaches the issue of marketisation through a qualitative case-study comparison of two Anglican primary schools in contrasting rural localities in England and Wales. Engaging with a range of stakeholders, including parents and pupils, the article explores reasons why the schools were valued, drawing on wider constructions of childhood, religion and rurality. The consequences of the schools’ popularity on factors such as traffic, parking, school ethos and local community ties are also considered. The findings of the study problematise some of the prevalent assumptions about marketisation, including the role of social class and geography in these processes. As such, the article makes an important contribution to the sociological literature on faith schools, rural schools and educational markets.  相似文献   

基于教研融合的经济管理专业教学案例创作     

程欣然 《清远职业技术学院学报》2020,(2):57-62

经过采用Nvivo质性分析软件对某教育集团下属应用型高校经管类专业培养方案进行词频分析,并将统计结果与案例教学法教学效果进行比较分析,可得出,案例教学法同样能有力支持应用型人才的培养。根据高校学生阅读素养调研数据反映的能力特征和教学案例的规范模式,设计适用的决策型教学案例正文创作模式,可以课程知识点为决策点,在高校所在区域选取案例企业,以及参照纪录片创作模式进行写作。教师能够发挥创作模式的最佳效能,教学案例创作亦可畅通教师“教研融合”的专业发展路径。  相似文献   

The link between student-perceived teacher talk and student enjoyment,anxiety and discursive engagement in the classroom     

Gaowei Chen  Jiahong Zhang  Carol K. K. Chan  Sarah Michaels  Lauren B. Resnick  Xiaorui Huang 《British Educational Research Journal》2020,46(3):631-652

This study seeks to understand the emotional connection of teachers' academically productive talk (APT) with student learning from the students' perspective. Using a sample of 2,225 students (N_{7th grade} = 1,146 and N_{8th grade} = 1,079) from 16 middle schools in a city of China, we investigate the relationship between students' perceptions of their teachers’ APT, student emotions (enjoyment and anxiety) and their discursive engagement with others in the mathematics classroom. Results from structural equation modelling and mediation analysis show that after controlling for gender, family resources and mathematics achievement, student-perceived teacher APT was positively associated with their discursive engagement with classmates. Furthermore, student enjoyment and anxiety in class mediated the relationship between student-perceived teacher APT and student discursive engagement with classmates. Multi-group analysis revealed that the model was invariant across genders and grades, indicating that the associations were applicable to male and female students as well as to seventh and eighth graders. These findings shed light on the emotional relationship of teacher APT with the discursive engagement of their students. Although prior research observes a positive relationship between teacher productive classroom talk and student discursive engagement primarily through classroom observations and teacher reflections, this study provides evidence from the students’ perspective and highlights the mediating role of student emotions in the relationship.  相似文献   

论“新校园足球”的顶层设计(7)——论校园足球的十大成功标志和实现关键     

席连正  毛振明  吴晓曦 《武汉体育学院学报》2019,53(3):76-80

根据学校体育改革的基本任务和基本方向，对未来校园足球成功的"十个一"内容、关系和表征进行了思考：（1）有威有效的管理机制和制度；（2）分层有效的课程教学体系；（3）学科融合的足球校园文化；（4）有足球特色的体育大课间；（5）全员参加的联赛与运动会；（6）校、家、社结合的共建网；（7）较高水平的代表队与成绩；（8）专业敬业的足球教师队伍；（9）满足教学训练的场地器材；（10）学生体质健康进步的答卷。提出了实现这"十个一"的施策方略。  相似文献   

Where are all the males? Gender-specific typologies of childhood adversity based on a large community sample     

《Child abuse & neglect》2019

BackgroundMethodological issues have been identified when quantifying exposure to adversity and abuse. To address a single type may obscure covarying effects. To sum multiple exposures gives equal weight to each. Latent class analysis (LCA) addresses this by identifying homogenous subpopulations. Most studies using LCA have pooled gender data in spite of evidence that the nature and frequency of exposure differs by gender. Males report more interpersonal abuse, females report more of other exposures, particularly sexual.ObjectiveThis study aimed to identify if stratifying data by gender resulted in different profiles of adversity/abuseParticipants and setting: The National Epidemiologic Survey on Alcohol and Related Conditions (NESARC) wave II, a large community-based survey, nationally representative of the US population.MethodThis study used 14 indicators of childhood adversity as the basis for LCA.ResultsThe number and nature of classes differed by gender. The best solution for females was 4-class: a low risk class; a class at higher risk of sexual abuse; a class at higher risk of physical abuse; a class at higher risk of combined physical and sexual abuse. The best solution for males had only 3-classes; a low risk class, a class at higher risk of sexual abuse; a class at higher risk of physical abuse. The combined dataset resulted in a solution similar to the female solution.ConclusionThe importance of developing models for males and females separately was evidenced by the male and female classes being differentially associated with mental health variables.  相似文献