排序方式： 共有10条查询结果，搜索用时 312 毫秒
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Richard A. Fabes Erin Pahlke Adrienne Z. Borders Kathrine Galligan 《Educational studies》2015,41(3):293-311
Despite a lack of scientific evidence supporting the use of single-sex education, the number of US public schools offering single-sex education has increased. However, our understanding as to why decision-makers have implemented single-sex education is lacking. To address this gap, we surveyed US public school principals and assessed their attitudes about and experiences with single-sex schooling. Sixty-seven principals from single-sex schools and 193 principals from co-educational schools participated. The results indicated that principals who had experience with single-sex schooling tended to have more positive attitudes about single-sex schooling, viewed it as more effective, and more often evoked gender-essentialist rationales for the use of single-sex schooling than did co-educational principals. However, both single-sex and co-educational principals noted issues with single-sex schooling. It was concluded that single-sex schooling is not a silver bullet to educational reform and that when single-sex schooling is implemented, one set of issues and problems is substituted for another. 相似文献
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This research explores Gardner's (1983) theory of multiple intelligences (MI) as it relates to career choice among criminal justice majors. The identification of the predominate intelligences of criminal justice majors may help students identify what types of careers suit them best, based on their MI strengths and weaknesses. The data were collected through a self-administered questionnaire of the population of enrolled criminal justice majors during spring 2001. The results of chi-square analyses indicate that criminal justice majors are predominately intrapersonal. Additional findings suggest there are significant differences between career choice and predominate intelligences. 相似文献
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Petrea Redmond Hannah Gutke Linda Galligan Angela Howard Tara Newman 《Gender and education》2017,29(3):332-351
Issues of gender imbalance in leadership have long been a significant issue in universities, as is the case across most industries. This paper explores the experiences of seven females who have successfully achieved senior leadership positions at a regional university in Australia. While the experiences of these women differ in many ways, there are certainly similarities in the challenges and adversities that they have faced, and their perceptions of what has allowed them to experience success in their leadership roles. This paper provides a number of recommendations for women aspiring to be leaders in higher education, such as committing to ongoing development, taking opportunities when presented, developing resilience, developing a track record, and seeking support, and also recommendations for institutions. 相似文献
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Audrey A. Friedman Hugh T. Galligan Caitlyn M. Albano Kathleen O’Connor 《Journal of Educational Change》2009,10(4):249-276
Teachers’ voices explore and document what is at stake when they are excluded from power-brokering conversations that mandate
how teachers practice and model democracy in classrooms. Case study vignettes, interviews, classroom observations, and reflections
of teachers in urban and suburban schools reveal four significant teacher subcultures of democratic practice: a subculture
of compliance, a subculture of noncompliance, a subculture of subversion, and a subculture of democratic inquiry and practice.
Analyses reveal that each subculture poses significant stakes for teachers, preservice teachers, the teaching profession,
pupils, and society writ large. 相似文献
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Linda Galligan 《高等教育研究与发展》2013,32(5):734-747
This paper argues that academic numeracy is an important, but undervalued and under-researched, area in tertiary education. Academic numeracy is first defined in terms of students' competence, confidence and critical awareness of their own mathematical knowledge and the mathematics needed in context. The development of academic numeracy is then discussed in terms of obuchenie (teaching/learning) and the metaknowledge around the mathematics in context needed by key staff. The paper presents a systematic approach to develop academic numeracy at the university, program, course and individual student and teacher level. Finally, it provides examples of how to embed academic numeracy. This paper provides a framework for future studies in this under-researched area. 相似文献
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Frank Galligan 《国际体育史杂志》2013,30(12):1472-1473
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Frank Galligan 《国际体育史杂志》2013,30(11-12):1501-1503
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