Gendered perspectives: A focus-group study of how undergraduate women negotiate their career aspirations     

Lorna Erwin 《International journal of qualitative studies in education》2013,26(2):207-220

This paper presents results from a study of the career decision making of undergraduate women. Drawing on focus-group interviews with women (N 85) in their first year of full-time study at a large Canadian university, the discussion focuses on how ideas about balancing family and career commitments and interpretations of the university environment influence career choices. Two important observations are supported by the data. The first is that the educational and career options of female undergraduates are still constrained by traditional conceptions of women's responsibilities for household management and child rearing- elements of domestic ideology that they often find difficult to acknowledge. Second, women continue to encounter the university as a gendered site of learning; they are confronted by an informal culture that both marginalizes them and reinforces their perceptions that seeking vocational equality entails high risks.  相似文献   

What Can Be Learned from Something's Not Being Named     

William E. Merriman  John M. Marazita  Lorna H. Jarvis  Julie A. Evey-Burkey  Michael Biggins 《Child development》1995,66(6):1890-1908

A new word-learning phenomenon is demonstrated and a new word-learning principle is proposed to account for it. In Study 1, 60 3-year-olds were shown a pair of objects and heard a novel label used repeatedly for one, but not for the other. In a forced-choice test of generalization of the label, the latter object was selected less often by the children than one that had not been present during training. This so-called Nominal Passover Effect was the same whether the speaker had completely ignored the comparison object during training or had referred to it with pronouns. The performance of a no-word control group ( N = 24) indicated that the effect was not due to a preference for the less exposed of the two choice objects. The effect is consistent with the Exhaustive Reference Principle, which stipulates that whenever a new generic word is used to name something, expect it to be extended to all entities in a situation that the speaker perceives and believes to be exemplars of the name. In Study 2 ( N = 48), the Nominal Passover Effect was replicated with 3 new sets of objects and with training language that contained only indefinite forms of reference. The passover experience was often sufficient to counteract children's tendency to generalize a novel label on the basis of perceptual similarity. The passover effect was not evident in free-choice name generalization tests in either study.  相似文献   

Job Crafting and Identity in Low-Grade Work: How Hospital Porters Redefine the Value of their Work and Expertise     

Alison Fuller  Lorna Unwin 《Vocations and Learning》2017,10(3):307-324

Over 25 years ago, Brown and Duguid (Organisation Science, 2(1), 40–57, 1991) highlighted the differences between the way organisations formally describe and delineate jobs and the actual practices of their employees. This paper combines ideas from their seminal contribution with theories of ‘job crafting’ and identity to examine the agentic behaviour of employees in low-grade, ‘dirty work’ as they utilise their expertise and practices to (re)frame their occupational identities and challenge their prescribed job boundaries. The evidence for the paper comes from a qualitative study of hospital porters in the UK’s National Health Service. It argues that this combined theoretical approach provides a potential research and employment framework to challenge the abstracted and stereotypical conceptions of the expertise related to low-grade jobs.  相似文献   

Medical informatics: the Pittsburgh experience     

Smith CA  Detlefsen EG  Tannery NH 《Medical reference services quarterly》2002,21(3):97-105

This column reports the results of a survey conducted of medical librarian participants in medical informatics training at the University of Pittsburgh. This small study was undertaken in order to identify issues in training different kinds of library and information science practitioners in medical informatics.  相似文献   

Talking Together,Learning Together: The Story of English PGCE Student Teachers’ Adventures in Classics     

Lorna Smith  Joan Foley 《Changing English: An International Journal of English Teaching》2015,22(1):60-71

This article reports on the first two phases of a project to promote the classics through English at Key Stage 3, a scion of the Cambridge Schools Classics Project. We discuss the primary importance of speaking and listening in the English classroom both for the individual and the collective, and reflect on the power and importance of using classic tales in English as a means of promoting good-quality oracy. We comment on the precarious position of both oracy and story in the 2014 national curriculum. We report on the impact of a project during which student teachers were introduced to classical oral storytelling and encouraged to use it in their teaching. Findings suggest that the student teachers recognised oracy and storytelling as fundamental to their developing pedagogy and that they saw the need to promote oracy.  相似文献   

Amelie Kass,Midwifery and Medicine in Boston: Walter Channing M.D. 1786–1876. Boston: Northeastern University Press, 2001     

Barrow  Lorna 《Metascience》2003,12(3):389-392

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‘The more things change…?’: the Thatcher years and educational reform in Scotland     

Margaret A. Arnott 《Journal of educational administration and history》2011,43(2):181-202

The period of the Thatcher Government continues to have special significance for politics and governance in Scotland. In the 11 years of the Thatcher Government, landmark legislation and reforms affected key areas of the Scottish society and economy. Education featured prominently in the Thatcherite agenda in Scotland. In Scotland, the education system’s association with national identity had particular implications for educational policy making and implementation in Scotland under the Thatcher Government. The distinctiveness of the Scottish education system presented particular problems for a government intent on challenging the social democratic consensus. Opposition to the Thatcher Government, especially its perceived attack on the social democratic underpinnings of the welfare state which included the state schooling system, re‐ignited the home rule campaign in Scotland in the late 1980s. The article examines both key legislation, namely the Education (Scotland) Act 1981, the School Board (Scotland) Act 1988 and the Self‐Governing Schools etc. (Scotland) Act 1989, and also key non‐legislative reforms to curriculum and assessment under the Thatcher Government in the area of public (state) schooling. The article argues that these reforms continue to influence the educational policy debates in Scotland today.  相似文献   

Assessment in physical education: a sociocultural perspective     

Lorna Gillespie 《Teachers and Teaching》2013,19(2):235-238

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Dynamic thesaural systems: A bibliometric study of terminological and conceptual change in sociology and economics with application to the design of dynamic thesaural systems     

Lorna K. Rees-Potter 《Information processing & management》1989,25(6)

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The Home Literacy Environment Is a Correlate,but Perhaps Not a Cause,of Variations in Children’s Language and Literacy Development     

Marina L. Puglisi  Charles Hulme  Lorna G. Hamilton  Margaret J. Snowling 《Scientific Studies of Reading》2017,21(6):498-514

The home literacy environment is a well-established predictor of children’s language and literacy development. We investigated whether formal, informal, and indirect measures of the home literacy environment predict children’s reading and language skills once maternal language abilities are taken into account. Data come from a longitudinal study of children at high risk of dyslexia (N = 251) followed from preschool years. Latent factors describing maternal language were significant predictors of storybook exposure but not of direct literacy instruction. Maternal language and phonological skills respectively predicted children’s language and reading/spelling skills. However, after accounting for variations in maternal language, storybook exposure was not a significant predictor of children’s outcomes. In contrast, direct literacy instruction remained a predictor of children’s reading/spelling skills. We argue that the relationship between early informal home literacy activities and children’s language and reading skills is largely accounted for by maternal skills and may reflect genetic influences.  相似文献