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The Urban Review - This article explores a 9-month process of youth research capacity-building, beginning with the training of high school and college aged researchers in qualitative methodologies... 相似文献
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As part of a youth summer program—a partnership between a large Southeastern university and the local school district—middle-school-aged youth, preservice teachers, and doctoral candidates interested in arts-based literacy practices spent their mornings in June 2016 engaging in activities that both explored and expanded thinking around their communities, schools, and families. Whereas the youth were enrolled in a monthlong creative arts and tentative unschooling experiment that ran roughly the length of a typical school day, university faculty and graduate students were engaged in a course on the application of youth participatory action research (YPAR). This article is an examination of the experience of preservice teachers, through an analysis of their reflections on events within the course, to suggest ways forward through the promises and perils of project-based, clinical preservice teaching experiences. In our exploration of the experiences of focal preservice teachers when engaged with youth coresearchers in a monthlong YPAR project, we found the work to have been filled with contradictions, unexpected shifts, and moments of great understanding, community affiliation, and suffering. 相似文献
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This study examined how news organizations employed Twitter as a news source, based on information subsidy and gatekeeping perspectives. News content analysis from 7 major media entities in 2010–2011 demonstrated that journalists embraced Twitter as a new channel for information gathering. TV frequently cited Twitter as a sole or a primary source. However, despite active usage of Twitter overall, journalists in both TV and newspapers maintained conventional routines by relying primarily on Twitter accounts of official sources. The popularity of Twitter accounts, as indicated by the number of followers, did not contribute to attracting more attention from journalists. 相似文献
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Sara Bragg Ruth Ponsford Rebecca Meiksin Maria Lohan G.J. Melendez-Torres Alison Hadley Honor Young Christine Anne Barter Bruce Taylor Chris Bonell 《British Educational Research Journal》2022,48(4):665-683
Evidence from intervention evaluations suggests that achieving meaningful and lasting social, behavioural and attitudinal change from relationships, sex and health education (RSHE) in schools requires more than just a curriculum. Whole-school approaches appear particularly promising since they work at multiple levels. For instance, they may: engage with carers, communities and local services; address iniquitous cultures and norms; change school policies and practices; and actively involve young people themselves. They have also been advocated to tackle sexual harassment and abuse in schools. Currently, however, such approaches have not been rigorously evaluated in the UK. This article focuses on the whole-school elements of two recent RSHE pilot studies conducted in English secondary schools. We describe how these elements were variably enacted in different settings. We analyse contextual factors that help account for these differences, including: teacher and departmental professional identity and autonomy; broader education policy including high-stakes testing and school inspection judgements; the significance of support staff; and staff–student relationships and partnerships. We argue that the likely impact of whole-school approaches and RSHE in schools more generally will depend on attending to all of these factors. The paper contributes firstly to debates about the theory and practice of RSHE by highlighting the significance of processes and cultures beyond the classroom in enabling or constraining positive change. Secondly it contributes to scholarship that elucidates the role of contexts, broadly defined, in understanding the enactment of policy and practice. 相似文献