排序方式： 共有7条查询结果，搜索用时 140 毫秒
1
1.
2.
3.
4.
MARGARET CALLAGHAN CHARLIE CRANMER MURRAY ROWAN GERDA SIANN FIONA WILSON 《Gender and education》1999,11(2):161-177
A questionnaire concerned with gender issues was completed by 2029 women and 2137 men students at a Scottish University. Of the women respondents, 1252 answered a question about whether they thought of themselves as feminists; 5% ticked 'always', 9% 'often', 59% 'occasionally' and 27% 'never'. Women in the 36-45 year old age bracket and postgraduate women were most likely to identify as feminists. This question was included in a factor analysis with items concerning gender roles. It loaded strongly only on the third factor, which linked strong feminist identification to an endorsement of an essentialist model of gender differences. Analysis of extended comments in response to a question about the image of feminism indicated that both male and female students were affected by negative stereotypes of feminism in the media. It was concluded that the study showed a somewhat stronger level of identification with feminism than previous studies. 相似文献
5.
FIONA LEIGH 《Journal of Philosophy of Education》2007,41(3):309-323
In this paper I offer a reading of one of Plato's later works, the Sophist , that reveals it to be informed by principles comparable on the face of it with those that have emerged recently in the field of critical thinking. As a development of the famous Socratic method of his teacher, I argue, Plato deployed his own pedagogical method, a 'mid-wifely' or 'maieutic' method, in the Sophist . In contrast to the Socratic method, the sole aim of this method is not to disabuse the reader or learner of her false opinions. Rather, its purpose is to supply her with the skills and dispositions as well as the claims and counter-claims she needs to critically evaluate a view, and so facilitate knowledge acquisition, for herself. But the text does not merely teach critical thinking in this indirect manner. One of the strategies its author employed was to encourage the reader/learner to consider under what conditions a claim or idea would be false. To the extent that it achieves this, the Sophist provides both a model and an application of that particular kind of critical thinking in the learning environment that Jonathan Baron has described as 'active open-mindedness'. 相似文献
6.
FIONA BLAIKIE 《The International Journal of Art & Design Education》1994,13(3):299-311
The paper analyses the visible approaches to secondary studio art assessment in North America. First, standardised testing is discussed, in particular the National Assessment of Educational Progress in the United States. In spite of opposition there is continued support for this strategy, evident in several state-wide initiatives. As well, qualitative assessment of secondary studio art is being undertaken in individual schools throughout North America. Visible models of this approach are the Advanced Placement, International Baccalaureate, and Arts PROPEL. The findings are that qualitative assessment is based on written and visual materials presented in portfolios; norm and criterion referencing are combined; criteria are derived from course content, and with the exception of Arts PROPEL, final judgements are made intersubjectively. These models offer alternatives to the standardised testing model, and attest to the cross-germination of ideas on qualitative studio assessment internationally. 相似文献
7.
Learning to be Violent: The role of the school in developing adolescent gendered behaviour 总被引：2，自引：0，他引：2
FIONA LEACH 《Compare》2003,33(3):385-400
This paper examines the role of the school, and of the peer group culture in particular, in constructing male and female identity among adolescents within the context of high levels of gender violence. It draws on a DfID-funded study into the abuse of girls in schools in three African countries (Zimbabwe, Malawi and Ghana). This study documents incidents of male teachers and older male pupils aggressively propositioning female pupils for sex, 'sugar daddies' preying on schoolgirls in the vicinity of the school, and generally high levels of corporal punishment and bullying. The abusive behaviour of boys towards girls (and also towards younger or more vulnerable boys) in school is in part the product of a peer culture which stresses male competition and sexual prowess as part of the process of learning to 'be a man'. Alongside other studies (Wood & Jewkes, 1998; Leach & Machakanja, 2000; Human Rights Watch, 2001) it reveals a worrying sexual socialisation process in which male violence is accepted as the norm in adolescent relationships while obedience and tolerance continue to be expected of girls. This can lead to aggressive male behaviour being normalised and perpetuated in adulthood. Schools and education authorities are guilty of contributing to this socialisation as long as they fail to take vigorous measures to stamp out all forms of violent behaviour and to actively promote constructive adolescent relationships. Lessons can be learnt from those few innovative programmes with adolescents which provide genuine examples of the promotion of equal gender relations, personal responsibility, respect for others and cooperation between individuals. It is part of the school's mission not just to foster academic learning but to teach life skills which include supporting adolescents in developing constructive relationships. 相似文献
1