排序方式： 共有21条查询结果，搜索用时 15 毫秒
1.
Yvonne Robinson Anna Paraskevopoulou Sumi Hollingworth 《British Educational Research Journal》2019,45(6):1203-1219
Creativity has become the new watchword in UK academic and policy circles. Within this context, policy discussions about the arts and their impact emphasise economic benefits over educational value, drawing clear distinctions between quantifiable or ‘hard’ measures of impact and those described as ‘soft’, less tangible and lacking a strong evidence base. Departing from the binary logics often underpinning notions of arts impacts, this article is novel in exploring the entwined relationship between impacts seen as ‘hard’ and ‘soft’. We draw on research examining the links between arts education and young people's future trajectories and use the concept of ‘active citizenship’ to show how informal, softer skills fostered through creative learning are an important part of citizenship-making for some young people. Participants’ accounts show how improvements in soft skills can give young people opportunities for agency, which shape progression pathways leading to measurable change. This finding is directly relevant in the context of evaluations of arts impacts in the UK and abroad, and should encourage further examination of the impact of creative learning on transfer of skills as well as policy developments in this area. 相似文献
2.
White middle‐class parents,identities, educational choice and the urban comprehensive school: dilemmas,ambivalence and moral ambiguity 总被引：1，自引：1，他引：0
Gill Crozier Diane Reay David James Fiona Jamieson Phoebe Beedell Sumi Hollingworth 《British Journal of Sociology of Education》2008,29(3):261-272
At a time when the public sector and state education (in the United Kingdom) is under threat from the encroaching marketisation policy and private finance initiatives, our research reveals white middle‐class parents who in spite of having the financial opportunity to turn their backs on the state system are choosing to assert their commitment to the urban state‐run comprehensive school. Our analysis examines the processes of ‘thinking and acting otherwise’, and demonstrates the nature of the commitment the parents make to the local comprehensive school. However, it also shows the parents’ perceptions of the risk involved and their anxieties that these give rise to. The middle‐class parents are thus caught in a web of moral ambiguity, dilemmas and ambivalence, trying to perform ‘the good/ethical self’ while ensuring the ‘best’ for their children. 相似文献
3.
The purpose of this study is to determine whether the self-directed learning readiness (SDLR) among online students might be significantly predicted by motivation, academic stress, and age. To complete the purpose of this study, the Pearson correlation and multiple-regression are analyzed. The participants for this study are college students who are taking online counseling classes at one online university in Korea. A total of 186 students responded to the web-survey questionnaire. The Pearson correlation is used to examine whether there are significant correlations among motivation, academic stress, age, and SDLR. Results show that motivation and academic stress have an influence on the level of SDLR. However, there is no significant relationship between age and SDLR. Also, the multiple-regression is used to analyze any influence on three predictors (motivation, academic stress, and age) in predicting SDLR. As a result, motivation and academic stress turn out as significant predictors which are influential in predicting the level of SDLR. However, the variable of the age among online college students is not influential in predicting the level of SDLR. Lastly, suggestions and implications are discussed for future study. 相似文献
4.
Louise Archer Anna Halsall Sumi Hollingworth 《British Journal of Sociology of Education》2007,28(2):165-180
This paper discusses the ways in which inner‐city, ethnically diverse, working‐class girls’ constructions of hetero‐femininities mediate and shape their dis/engagement with education and schooling. Drawing on data from a study conducted with 89 urban, working‐class young people in London, attention is drawn to three main ways through which young women used heterosexual femininities to construct capital and generate identity value and worth; namely, investment in appearance through ‘glamorous’ hetero‐femininities, heterosexual relationships with boyfriends, and the ‘ladettte’ discourse. We discuss how and why young women’s investments in particular forms of heterosexual working‐class femininity can play into their disengagement from education and schooling, drawing particular attention to the paradoxes that arise when these constructions play into other oppressive power relations. 相似文献
5.
6.
Sumi Hagiwara Maria S. Rivera Maulucci S. Lizette Ramos 《Cultural Studies of Science Education》2011,6(4):999-1018
This forum article consists of commentaries—authored by Sumi Hagiwara, Maria S. Rivera Maulucci and Lizette Ramos—on the feature
article by Virginia Jennings Bolshakova, Carla C. Johnson, and Charlene M. Czerniak. We reflect on a series of questions that
take retrospective, introspective, and prospective views of self-efficacy in science education. We review selected studies
that explore some of the historical developments and methodological approaches in the literature and examine a teacher-student
self-efficacy system model that shows the ways in which teachers’ and students’ self-efficacy judgments are based upon multiple
individual and shared components, such as identity and social interaction within the classroom and school. We close with a
call for the design of measures of teacher-student self-efficacy systems, so that we can begin to tailor professional development
experiences to the goals and motivations of individual and collective groups of teachers and students in ways that accommodate
the unique cultural features of their classrooms and foster student self-efficacy. 相似文献
7.
Inner‐city femininities and education: ‘race’, class,gender and schooling in young women’s lives 总被引：1，自引：1，他引：1
This paper considers how urban, ethnically diverse working class girls’ constructions of femininities mediate and shape their dis/engagement with education and schooling. We discuss how girls generated a sense of identity value/worth through practices such as ‘speaking my mind’—which prioritized notions of agency and visibility and resisted the symbolic violences associated with living social inequality. However, we argue that this strategy was inherently paradoxical because it countered dominant discourses of the normative (middle class) female pupil and hence resulted in drawing girls into conflict with schools—a position that many girls came to ‘regret’. We illustrate how the girls’ attempts at resistance and transgression were constrained by gender‐ and class‐based discourses around moral worth, as girls struggled to be recognized as ‘good underneath’ and attempted to ‘change’ over the course of the project and their final year/s of schooling (to ‘become good’). This process, we suggest, illustrates the implication of reflexivity in the production of gendered and classed identities and inequalities, and illuminates how an internalization of multiple discourses of authority and surveillance of the self is integral to the production of the working class female educational subject. 相似文献
8.
Purpose: The paper analyzes factors that affect the likelihood of adoption of different agriculture-related information sources by farmers.
Design/Methodology/Approach: The paper links the theoretical understanding of the existing multiple sources of information that farmer use, with the empirical model to analyze the factors that affect the farmer's adoption of different agriculture-related information sources. The analysis is done using a multivariate probit model and primary survey data of 1,200 farmer households of five Indo-Gangetic states of India, covering 120 villages.
Findings: The results of the study highlight that farmer's age, education level and farm size influence farmer's behaviour in selecting different sources of information. The results show that farmers use multiple information sources, that may be complementary or substitutes to each other and this also implies that any single source does not satisfy all information needs of the farmer.
Practical implication: If we understand the likelihood of farmer's choice of source of information then direction can be provided and policies can be developed to provide information through those sources in targeted regions with the most effective impact.
Originality/Value: Information plays a key role in a farmer's life by enhancing their knowledge and strengthening their decision-making ability. Farmers use multiple sources of information as no one source is sufficient in itself. 相似文献
9.
10.