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Shannon D. Snapp Hilary Burdge Adela C. Licona Raymond L. Moody Stephen T. Russell 《Equity & Excellence in Education》2015,48(2):249-265
Implementing curriculum that is inclusive of lesbian, gay, bisexual, transgender, queer, and questioning (LGBTQ) people has the potential to create an equitable learning environment. In order to learn more about students’ experiences of LGBTQ-inclusive curriculum, 26 high school students with diverse racial/ethnic, sexual, and gender identities were recruited from the Gay Straight Alliance (GSA) Network in California. Students participated in focus groups conducted by telephone by GSA staff, sharing their experiences of LGBTQ-inclusive curriculum in school. Qualitative coding methods, including grounded theory, were used to identify themes and interpret students’ responses. Data revealed that LGBTQ-inclusive curriculum was most often taught in social sciences and humanities courses as stand-alone lessons. LGBTQ-inclusive curriculum rarely met standards of social justice education, though opportunities for critical conversations about systemic oppression regularly emerged. For instance, teachers often failed to intervene in LGBTQ bullying and missed teachable moments conducive to inclusive curriculum. Some students learned positive LGBTQ lessons and highlighted the ways such curriculum reflected their identities and created a supportive school climate. Implications for equitable education are discussed. 相似文献
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The European university landscape: A micro characterization based on evidence from the Aquameth project 总被引：2，自引：0，他引：2
Cinzia Daraio Andrea BonaccorsiAldo Geuna Benedetto LeporiLaurent Bach Peter BogetoftMargarida F. Cardoso Elena Castro-MartinezGustavo Crespi Ignacio Fernandez de LucioHarold Fried Adela Garcia-AracilAnnamaria Inzelt Ben JongbloedGerhard Kempkes Patrick LlerenaMireille Matt Maria OlivaresCarsten Pohl Tarmo RatyMaria J. Rosa Cláudia S. SarricoLéopold Simar Stig SlipersaeterPedro N. Teixeira Philippe Vanden Eeckaut 《Research Policy》2011,40(1):148-164
This paper provides a new and systematic characterization of 488 universities, from 11 European countries: Finland, France, Germany, Hungary, Italy, Netherlands, Norway, Portugal, Spain, Switzerland and UK. Using micro indicators built on the integrated Aquameth database, we characterize the European university landscape according to the following dimensions: history/foundation of university, dynamics of growth, specialization pattern, subject mix, funding composition, offer profile and productivity. 相似文献
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The Rewards of Human Capital Competences for Young European Higher Education Graduates 总被引：1，自引：0，他引：1
Adela Garcia-Aracil Jose-Gines Mora Luis E. Vila 《Tertiary Education and Management》2004,10(4):287-305
The labour market rewards for a number of required human capital competences are analysed using a sample of young European higher education graduates. Factor analysis is applied to classify competences by jobs into eight orthogonal groups, namely participative, methodological, specialised, organisational, applying rules, physical, generic and socio-emotional competences. Estimates for the total rewards for competences are obtained through conventional wage regression, whereas estimates of the total rewards are derived in terms of job satisfaction through ordered logit regression. Explanatory variables include personal characteristics, job attributes, occupational titles, fields of study, type of higher education institution and country dummies. Results on wage rewards show that jobs with higher requirements of participativeand methodological competencesare best paid; conversely, jobs with higher requirements of organisational, applying-rulesand physical competencesare worse paid. Results on total rewards suggest that jobs with higher requirements of competences increase graduates' satisfaction, the only exception being applying-rules competences. 相似文献
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Aidy Weeks Adela V. Justice Ruby Nugent Bredny Rodriguez Brenda Linares 《Journal of the Medical Library Association》2021,109(4):693
Increasing diverse author representation within medical librarianship scholarship among BIPOC information professionals is an important endeavor that requires closer examination. This commentary looks to examine the ways in which the profession can support Latinx librarians and library workers in fully participating within the scholarly pipeline by exploring our unique and authentic voices, structural barriers, hesitation and fears, Whiteness in the profession and knowledge production, bias in the peer review process, lack of resources and support, and finally, a call to action. 相似文献
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Adela Baird Janet Laugharne Eva Maagerø Elise Seip Tønnessen 《Children‘s Literature in Education》2016,47(1):1-17
Children as readers of picture books and the ways they respond to, and make meaning from, such texts are the focus of this article, which reports on a small-scale study undertaken in Norway and Wales, UK. The theoretical framing of the research draws on concepts of the multimodal ensemble in picture books and of the reading event as part of a social practice. The research design was developed from the team’s analysis of two texts, Pappa by Svein Nyhus (1998) and What does Daddy Do? by Rachel Bright (2009). Twenty-four children, who were 7 and 8 years old, took part in the study. This was built around two reading events for each book, staged as an immediate response and as a guided response. The data subsequently collected were analysed according to three overarching organisational principles, as book world, real world and play world. For both Daddy and Pappa, the first reading event showed the children’s responses were mainly directed towards exploring the book world. On the second reading event, references to the real world predominated for Daddy, while for Pappa the book world was again dominant. Across both reading events and for both books, the playworld revealed those occasions when the children expanded the meaning of the story, demonstrating an inventive ability to play with the text. Overall, the children’s responses moved fluidly across the three worlds, showing them to be energetically making connections between the reading, their experience of books and their own lives. 相似文献
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Higher Education and Graduate Employment in Spain 总被引：3，自引：0，他引：3
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