Whose children are they? A transnational minority religious sect and schools as sites of conflict in Canada, 1890–1922     

Robyn Sneath 《Paedagogica Historica: International Journal of the History of Education》2017,53(1-2):93-106

Abstract

In 1874, 6000 Old Colony Mennonites, an ethno-religious minority sect, immigrated to the Canadian prairies from Russia, after negotiating a charter of privileges with the federal government. Chief among these freedoms was the right to educate their children without government interference. Between 1890 and 1922, tensions mounted between the Mennonites and the government over issues related to schooling, culminating in the 1922 exodus to Latin America. Archival evidence – school inspector reports, personal correspondence and German and English-language newspapers – illustrates how a lack of identity with a nation-state rendered government attempts at assimilation through schooling ineffective. The transnational lens elucidates why these Mennonites were not moved by state efforts; their allegiance was to their own community and to the kingdom of God, but not to any particular nation. Successive legislation – the 1890 Schools Act, the 1907 law mandating that the Union Jack flag be flown outside schools, and the School Attendance Act – though not directed solely at the Mennonites, made it harder for them to conduct their schools according to tradition. Schooling served as the primary locus through which their language, religion and worldview were transmitted and these goals often conflicted directly with predominant concepts of education.  相似文献   

Editorial     

Kevin Wheldall  Robyn Wheldall  Saskia Kohnen 《Australian Journal of Learning Difficulties》2015,20(1):1-2

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Do We Fear Ageing? A Multidimensional Approach to Ageing Anxiety     

Robyn J. Brunton  Greg Scott 《Educational gerontology》2015,41(11):786-799

Ageing anxiety is the expression of peoples' fear of ageing (Lynch, 2000 Lynch, S. M. (2000). Measurement and prediction of aging anxiety. Research on Aging, 22(5), 533.[Crossref], [Web of Science ®] , [Google Scholar]). Despite greater longevity in the population, there is a lack of research into this aspect of life (Lasher &; Faulkender, 1993 Lasher, K. P., &; Faulkender, P. J. (1993). Measurement of aging anxiety: Development of the Anxiety about Aging Scale. The International Journal of Aging &; Human Development, 37(4), 247–259.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). This research explored fears of ageing across four dimensions: Fear of Old People, Physical Appearance, Psychological Concerns, and Fear of Losses. Three hundred and forty eight participants aged 18–88 participated in an online survey. Findings were: (a) men and women have different fears of ageing; (b) greater quality contact is related to less ageing anxiety; (c) poor health is related to greater ageing anxiety, (d) ageism, defined by Nelson (2005 Nelson, T. D. (2005). Ageism: Prejudice against our feared future self. Journal of Social Issues, 61(2), 207–221.[Crossref], [Web of Science ®] , [Google Scholar]) as prejudice toward ageing is positively correlated with ageing anxiety. The implications of these findings are that better quality contact and more positive attitudes toward ageing are associated with less ageing anxiety. As such, possible key target areas in developing appropriate interventions are provided, with hope to prepare adults of all ages for the inevitable—life is a terminal illness, so enjoy while you can.  相似文献   

Dancing in Circles: Fanonian and Benjaminian Violence in Sherman Alexie's Flight     

Robyn Johnson 《Journal of American culture (Malden, Mass. : 2003)》2019,42(2):137-146

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The invisibility cloak of creativity     

Robyn Philip 《高等教育研究与发展》2015,34(2):436-438

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Theatre Online: The design and drama of e‐learning     

Robyn Philip 《Distance Education》2007,28(3):261-279

Theatre and drama are areas of performance and inquiry which usually assume engagement and commitment to the ensemble or group process, supported by strong individual input. How can this “dynamic” be brought into a fully online distance course? In this article we analyse and reflect on the design and implementation of an online theatre studies course using theatrical metaphors to consider the mise‐en‐scène, students’ entrances and exits into the online space, their solo and ensemble work, and the importance of “teaching presence.” Attention is paid to fostering a “course dynamic” that echoes the social world of the learners. The action research undertaken indicates that a fully online course can be as engaging, interesting, and innovative as any course designed for more traditional settings.  相似文献   

Visual reports by video: An evaluation     

Robyn Benson  Owen Rye 《Distance Education》1996,17(1):117-131

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Predicting Grit and Resilience: Exploring College Students’ Academic Rational Beliefs     

Jeffrey M. Warren  Robyn W. Hale 《Journal of College Counseling》2020,23(2):154-167

Data were collected from 289 undergraduate college students at a minority‐serving institution to explore the impact of academic rational beliefs on grit and resilience. Findings from hierarchical regression analyses suggested that academic rational beliefs related to evaluation and work habits accounted for a significant amount of variance in grit. Work habits explained a significant portion of the variance in resilience. On the basis of these results, recommendations for future research and implications for college counselors are offered.  相似文献   

Bridge over troubled water: using implementation science to facilitate effective services in child welfare     

Mildon R  Shlonsky A 《Child abuse & neglect》2011,35(9):753-756

To maximize benefits to children and their families, effective practices need to be used competently in child welfare settings. Since the 1990s, researchers and policy makers have focused attention on empirically supported interventions (ESIs). Much less attention has been paid to what is needed to implement these in a range of real-world settings. Without proper implementation, which includes an evaluation strategy from feasibility to fidelity to on-going work on moderators and mediators of program effects, established effective programs can be rendered ineffective in practical application. The paper will touch on progress, to date, of implementation science, its application to child welfare programs and practices, and will highlight a set of practical strategies for implementing empirically supported interventions in child welfare.  相似文献   

Teachers’ discourse during cooperative learning and their perceptions of this pedagogical practice     

Robyn M. Gillies  Michael Boyle 《Teaching and Teacher Education》2008

This article describes the types of discourse seven high school teachers used during cooperative leaning. One classroom lesson where students worked in cooperating groups was audiotaped and fully transcribed for each teacher and a vignette of two of the teachers and one of the groups in his or her room are also provided. The data from the audiotapes showed that the teachers used a range of mediated-learning behaviours that included challenging students’ perspectives, asking cognitive and metacognitive questions, and scaffolding students’ learning. In turn, the students used many of the discourses they heard their teachers use in their interactions with each other. Follow-up interviews of teachers’ perceptions of cooperative learning as a pedagogical practice that had efficacy revealed that they believed it was important to structure the groups (i.e., tasks, composition), teach the appropriate social skills, and present tasks that encouraged students to think critically and reflectively about their learning.  相似文献