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In the Grow Your Own Teacher (GYOT) program, an initiative developed by a university located on Long Island, New York, and funded by a congressionally-directed grant, a diverse cohort of 11th grade low-income students were financially, academically, and emotionally supported in their goal of becoming math or science teachers in predominantly high needs local school districts. In this article, the formation and solidifying of the developmental relationships, which underscored this intensified mentoring effort, were examined. Throughout the selection and implementation phases of the GYOT program, data were collected from multiple sources from both the secondary and post-secondary levels and analyzed to illuminate the organizational structures, activities, and techniques, the relationship-building elements, which enabled these students to flourish and successfully address personal challenges in acquiring a college degree. 相似文献
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Mary Ryan Karleen Gwinner Kerry Mallan Cheryl Livock 《Studies in Continuing Education》2017,39(3):268-285
This paper highlights a disjuncture between training frameworks designed to meet work-based competencies, and educational flexibility desirable to prepare diverse learners for fluid workplaces and roles. We describe a pilot study that explored teaching and learning practices in a vocational education and training Diploma of Nursing program. The study used qualitative approaches framed by a social view of learning as a reflexive process. Frictions emerged in how teaching and learning was fostered and how knowledge and skills were contextualised through nursing-accredited training packages. A case is made to enhance critical thinking and reflexive approaches to prepare work-ready nurse graduates. 相似文献
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Karleen Pendleton Jiménez 《Sex education》2016,16(4):379-390
This paper draws on findings from a two-year study of gender and gender transgression among school children and youth in rural Ontario, Canada conducted while running gender equity workshops for students aged 8–18 years, in which I asked participants to document what gender looked and felt like. Through writing prompts, pictures, discussion and theatre, roughly 600 participants had the opportunity to describe gender as well as responses to perceived transgressions of gender. In the course of this work, I became especially interested in the emotions identified by participants as being part of, or experienced through, their gender. In this paper, I focus on notions of happiness, enjoyment and fun, as described by participants in their responses. Happiness is a part of gender that is often overlooked in human rights definitions of gender identity and expression, as well as in the translation of legal discourse into a social justice-oriented curriculum. While participants in this study expressed a wide range of emotions, a focus on happiness offers insights into contemporary definitions of gender, as well as a potentially transformational curriculum for gender diversity. 相似文献
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