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1.
Shannon E. Wyss 《International journal of qualitative studies in education》2013,26(5):709-730
This paper explores the experiences of harassment and violence endured by seven gender non‐conforming youth in US high schools. Based on a larger research project, it opens an inquiry into the school‐based lives of gender‐variant teens, a group heretofore ignored by most academics and educators. Breaking violence down into two main types (physical and sexual), this work uses informants’ voices, along with ‘doing gender’ theory, to analyze the experiences of butch lesbian girls, trans teenagers, and genderqueer youth. The author also examines the impact of this violence on their self‐esteem, academic achievement, substance use and sexual lives. This paper points out the similarities and differences between gender identity groups and suggests specific areas for school‐based and cultural reform that would protect such teens. 相似文献
2.
Terry Hyland 《Educational studies》2006,32(3):299-306
The concept of ‘therapeutic education’ is being increasingly used in contemporary education policy studies to identify learning initiatives which are dominated by objectives linked to personal and social skills, emotional intelligence and building self‐esteem. Contemporary educational goals connected with such strategies have been criticised for encouraging a ‘victim culture’ which marginalises learners and replaces the pursuit of knowledge and understanding with the development of personal values relevant to a life of social, cultural and economic risk and uncertainty. In relation to vocational education and training (VET) and post‐school policy trends in particular, Hayes has argued that preparation for work has abandoned vocational/occupational knowledge and skills in favour of providing learners with personal skills for emotional labour in low‐level service jobs. This paper interrogates such analyses and questions whether the therapeutic role of VET really is incompatible with the traditional objectives of developing knowledge, understanding and values in work environments. Links are made between new emphases on work‐based learning and the ‘caring’ conceptions of learning in post‐school education. It is concluded that—although therapy should not dominate VET—an attention to the important values dimension of learning in the field does involve a therapeutic dimension of some kind. 相似文献
3.
Through collaboratively designed qualitative inquiry, we investigated the responses of high school students with learning disabilities to a teacher’s intervention intended to promote self‐realization, a fundamental component of self‐determination. Activities were embedded within the general English curriculum and delivered in a special education classroom over the course of an academic year. Several themes emerged from analysis of student interviews, student responses to writing prompts and surveys, a teacher journal, and student portfolio pieces. Silence and misconceptions were prevalent in student experiences. However, through the intervention students acquired information that helped them make sense of their school experiences, redefine themselves in positive ways, and take small steps toward greater self‐advocacy within their current school setting. The mediating influence of positive adult voices and concerns about social stigma were evident in students’ responses, which prompted us to question teachers’ and families’ responsibilities for engaging young people in dialogue about special education and disability. 相似文献
4.
Ruth C. Stevens 《Clearing house (Menasha, Wis.)》2013,86(2):112-114
Although the actual causes of alienation are complex and perhaps situation-specific, recent research clearly demonstrates connections between adolescent alienation and the school environment. With public concern over increases in teenage suicide, alcohol and drug abuse, pregnancy, and violence, schools must find ways to decrease students' feelings of alienation, if possible. Proposed here are nine interventions that address many of the issues surfacing in research on alienated adolescents' perceptions of the school environment. All nine can be implemented fairly easily; the resources are available to nearly every school in the country. There is little that we, as educators, can do about students' socioeconomic status, ethnic affiliation, or academic ability. What we can change, however, is the school setting—students' relationships with each other, teachers' relationships with students, the learning experiences provided in the school, and the attention given to student concerns. 相似文献
5.
Paul Connolly 《British Journal of Sociology of Education》1995,16(1):75-92
The past decade has witnessed the publication of a growing number of important ethnographic studies investigating the schooling experiences of Black students. Their focus has largely been upon student‐teacher relations during the students’ last few years of compulsory education. What they have highlighted is the complexity of racism and the varied nature of Black students’ experiences of schooling. By drawing upon data from a year‐long ethnographic study of an inner‐city, multi‐ethnic primary school, this paper aims to compliment these studies in two ways. Firstly the paper will broaden the focus to examine how student peer‐group relations play an integral role, within the context of student—teacher relations, in shaping many Black students’ schooling experiences. By focussing on African/ Caribbean infant boys, it will be shown how student—teacher relations on the one hand, and peer‐group relations on the other, form a continuous feed‐back loop; the products of each tending to exacerbate and inflate the other. Secondly, by concentrating on infant children, the paper will assess the extent to which these resultant social processes and practices are also evident for Black pupils at the beginning of their school careers—at the ages of five and six. 相似文献
6.
Laura Stokes 《教育政策杂志》2013,28(5):371-384
This paper questions the ability of a reform policy of five years’ duration to create the conditions necessary for practitioners to sustain change. California's school restructuring initiative challenged schools to transfer authority to teachers and to demonstrate that every student could succeed in learning. Analysis of this progressive policy is based upon the ‘best‐case’ experiences of an exemplary elementary school staff. After five years, the teachers are just developing the ability to confront the volatile issues of race and social class that surfaced in their inquiries into persistent disparities in student achievement. Using theories from institutional analysis of organizations, the paper argues that withdrawal of policy support means weakening of the regulative, cognitive and normative legitimacy for the goals and processes of change. Fixed‐term policies which invite radical reform thus leave schools vulnerable to the tradition‐reinforcing institutions that remain after the initiative has ended. 相似文献
7.
Orly Shapira-Lishchinsky Miri Ben-Amram 《International Journal of Leadership in Education》2018,21(3):380-398
The purpose of this paper is to reexamine the effect of internal school factors such as school violence and class size, and external school factors such as family socio-economic resources on student math achievements, based on the social ecological model, eliciting an integrative approach. Data were collected from an Israeli national database, using average percentage scores for each school. The scores were based on results from 20,979 students in 191 junior high schools participating in the study. The study findings showed that in addition to low violence at school, family socio-economic status, including private math tutoring and computer-based math learning at home, predicted high math achievements. School violence partially mediated the relationship between sector and student achievements in math, while family socio-economic status partially mediated the relationship between district and student achievements in math. Our integrative model results may help school leaders to design policy to increase school effectiveness and reduce gaps among districts and sectors. The findings may encourage school leaders to strengthen the relations between schools and students’ homes in order to influence students’ activities there, especially in areas with low socio-economic status, to conduct school activities to reduce school violence, and increase computer-based learning in students’ homes. 相似文献
8.
Anne‐Mette Kruse 《Gender and education》1992,4(1-2):81-103
Teachers in the Danish co‐educational elementary school system (the ‘folkeskole’ with pupils from 7 to 16 years) who are involved in innovative pedagogical projects have used segregation as an organisational method in introducing and developing equal opportunities and anti‐sexist pedagogical initiatives. The idea of arranging single‐sex settings started out as a means to provide space for girls and to enhance their competence professionally as well as to empower them personally. In setting up ‘Project Girls’ Class—Boys’ Class’, an ongoing developmental project about gender equity, the teachers, a woman and a man, have mixed their two classes and segregated the girls and the boys for longer or shorter periods or for a whole term in certain subjects, thus giving them space and tutoring on their own terms. It started in 1987/88, when the pupils were 10‐11 years old. Here for the first time they were segregated for 2 months. The involved girls developed self‐confidence and prefer to be in their girls‐only setting whereas it is the teachers (more than the involved boys themselves) that find that the boys’ class can provide important learning experiences for boys in raising their awareness of values and attitudes—both among the boys themselves and in relation to the girls. From the point of view of educational theory and how learning can become true learning, affecting the cognitive, emotional as well as moral and behaviourial attitudes, the paper reflects on why the segregation projects have given such clear results, whereas much other excellent tutoring by committed teachers seems not to have had the same impact. It comes to the preliminary conclusion that, in the hands of devoted teachers (people committed to the issues of gender equity and anti‐sexism and who are close to their pupils) the technique of polarising can be very effective. 相似文献
9.
This paper reveals the nature of the actions, discussions and relationships which characterised teachers’ and associated school personnel’s efforts to engage poor and refugee students through a community garden located in a school in a low socio-economic urban area in south-east Queensland, Australia. These actions, discussions and relationships are described as both revealing and producing particular ‘practice architectures’ which help constitute conditions for practice—in this case, conditions for beneficial student learning. The paper draws upon interview data with teachers, other school staff and community members working in the school to reveal the interrelating actions, discussions and relationships involved in developing and using the garden for academic and non-academic purposes. By better understanding such interrelationships as practice architectures, the paper reveals how teachers and those in schooling settings learn to facilitate student learning practices that likely to assist some of the most marginalised students in schooling settings. 相似文献
10.
《Contemporary educational psychology》2005,30(4):397-417
The present study investigated the role of students’ homework practices in their self-efficacy beliefs regarding their use of specific learning processes (e.g., organizing, memorizing, concentrating, monitoring, etc.), perceptions of academic responsibility, and academic achievement. One hundred and seventy-nine girls from multi-ethnic, mixed socioeconomic status families residing in a major metropolitan area of the United States were studied in a parochial school that emphasized homework in the curriculum with more than 3 h of work assigned daily. Path analyses showed significant paths (a) from homework experiences to the girls’ self-efficacy for learning beliefs and their perception of student responsibility for academic outcomes, and (b) from these two academic beliefs to the girls’ academic grade point average at the end of the school term. The implications of these findings for future research and school policy will be discussed. 相似文献
11.
Brian Lewthwaite Kimberley Wilson Valda Wallace Sue McGinty Luke Swain 《International journal of qualitative studies in education》2017,30(4):388-405
This paper explores the experiences of 12 young people, all teenagers, who have chosen to attend alternative schools known as flexible learning options within the Australian context. Using a phenomenological approach, the study seeks to understand their experiences outside the normalised public discourse that they had ‘disengaged’ from mainstream school. A phenomenological approach is employed because of its potential to draw attention to predetermined assumptions about, in this study’s case, student disengagement, a concept commonly framed within a pathologised and deficit perspective. The study gives evidence for the utility of a phenomenological approach in providing insight into how macrosystem policy, such as a nationalistic neoliberal agenda, influences ‘schooling’ and subsequently students’ experiences with schools. The implications of this study with attention to the nexus between methodology and policy are discussed, especially in drawing attention to how phenomenology as a qualitative methodology provides a means of agency for the disenfranchised to challenge existing policy and public assumptions. 相似文献
12.
《师资教育杂志》2012,38(2):179-181
ABSTRACT This study explores student teachers’ perceptions of a Faculty of Education. A content analysis was conducted of open‐ended comments from a sample of student teachers at a large Canadian university. Over 90% of these comments reflect the student teachers’ experiences which are interpreted in terms of three dimensions of alienation — powerlessness, meaninglessness, and self‐estrangement. These experiences are seen as the antithesis of the organizational conditions that are necessary for effective professional socialization. The exten‐siveness and consistency of the student teachers’ comments suggest that the organizational conditions provided by the faculty should be improved so that the student teachers are more adequately socialized. 相似文献
13.
The study examined relationships among family social status, perceptions of family and school learning environments, and measures of children’s academic achievement, educational aspirations and self‐concept. Data were collected from 261 (128 boys, 133 girls) 11‐year‐old Taiwanese children. The findings from structural equation modelling suggest that: (a) family social status continues to have an unmediated association with children’s academic achievement, but its relationship to educational aspirations and self‐concept is mediated by children’s perceptions of their more immediate learning environments, and (b) after taking into account differences in parents’ aspirations and parental involvement, children’s perceptions of teachers have strong associations with self‐concept but are not related to differences in academic achievement and educational aspirations. 相似文献
14.
This paper reports the findings from a study of teachers and students' views regarding self‐worth in the primary school learning environment. The revised New Zealand curriculum recognises the importance of self‐worth in students' motivation and ability to learn. While the need to enhance self‐worth in the classroom has been well established in the literature, similarities and differences between teachers and students' understanding of the impact of various classroom interactions on self‐worth has not received the same attention. The purpose of the research reported on in this paper was to provide further insight for teachers, thereby enabling them to strengthen classroom relationships and their students' learning experiences in ways commensurate with enhancing students' feelings of self‐worth. 相似文献
15.
This paper interrogates the influence of a tradition-modernity dichotomy on perspectives and practices on sexual violence and sexual relationships involving girls in three districts of Kenya, Ghana and Mozambique. Through deploying an analytical framework of positioning within multiple discursive sites, we argue that although the dichotomy misrepresents the complexity of contemporary communities, it is nonetheless deployed by girls, educational initiatives and researchers in their reflections on girls’ sexual practices and sexual violence. The analysis examines variations between communities in patterns of and perspectives about sexual relationships, transactional sex and sexual violence. It illuminates ways in which features of ‘modernisation’ and ‘tradition’ both exacerbate and protect girls from violence. Across contexts, girls actively positioned themselves between tradition and modernity, while positioning others at the extreme poles. Education initiatives also invoked bipolar positions in their attempts to protect girls’ rights to education and freedom from violence. The paper concludes by considering the implications for educational intervention and the potential for the analytical framing to generate richer, more contextualised understandings about girls’ perspectives, experiences and ways of resisting sexual violence. 相似文献
16.
Violence in schools and representations of young people: a critique of government policies in France and England 总被引：2，自引：0，他引：2
This paper examines media discourses in France and in Britain relating to young people, violence and disaffection in schools, setting these within the framework of the UN Convention on the Rights of the Child, which emphasises young people’s participation rights. It analyses policy initiatives developed since 1997 in each country to address concerns about young people, disaffection and violence, examining these in the light of research evidence. It considers how public policies are variously shaped by research findings and by media representations. In France, attempts to reduce violence in schools have been accompanied by recognition that schools structurally produce disaffection and violence. In England there has been a shift in policy discourses. In 1997 the primary emphasis was social inclusion, but greater weight has since been given to the need to combat crime. (Male) youth disaffection is linked to crime. Policies addressing standards and achievement have been prioritised over policies to combat social exclusion. In both countries researchers and the media give particular attention to urban communities where minority ethnic communities live. Individual schools are labelled as failing and large numbers of young people are excluded or marginalised. In both countries minority ethnic students are over‐represented among those formally excluded from mainstream education and in the least popular, most stigmatised, schools and classes. Violence and disadvantage are effectively institutionalised. Discourses in each country are racialised and disaffection is associated with minorities. Yet both countries offer universalist rather than targeted policy responses. Opportunities for student participation in school decision‐making are limited. 相似文献
17.
18.
Deevia Bhana 《British Educational Research Journal》2018,44(1):80-93
Girls’ vulnerability to sexual violence and harassment is a recurrent theme in much of the literature on schooling in sub‐Saharan Africa. Within this research, girls are often framed as passive victims of violence. By drawing on a case study, this paper focuses on 12 to 13‐year‐old South African school girls as they mediate and participate in heterosexual cultures that are simultaneously privileging and damaging. Set against the wider social context where violent gender relations are key to the building blocks of patriarchy, the paper examines how heterosexuality underscores the formation of femininity as girls engage with and participate with each other and boys in informal school relations. To this end, Butler's concept of the ‘heterosexual matrix’ is deployed to examine how girls navigate the wall of male power, where the ‘real’ expression of femininity is embedded within heterosexuality. The paper explores girls’ investment in heterosexual cultures in the school playground and on ‘dress‐up Friday’ to examine how gender power inequalities and violent relations manifest. In expanding the analysis of heterosexuality to primary school contexts, the paper broadens the focus of school‐based gender and sexualities research in sub‐Saharan Africa to address a neglected area of younger girls’ femininity and their active agency. The paper argues for the importance of addressing primary school girls, femininity and the power of heterosexuality through which relations of inequalities operate. 相似文献
19.
Kelvin H.K. Tan 《高等教育研究与发展》2008,27(1):15-29
In the literature, student self‐assessment as a practice and as a goal in higher education is generally emphasized for academics. This paper reports a study that investigates what academics emphasize in their experiences of student self‐assessment. The investigation focused on the different ways academics described their understanding and practise of self‐assessment. A phenomenographic approach was used to research and identify a set of progressive variations of academics’ ways of experiencing student self‐assessment. Altogether, 16 academics from a variety of disciplines and programs of study in three Australian universities participated in the investigation. The consequent research findings describe five qualitatively different conceptions that depict how academics understand and use student self‐assessment. These findings are subsequently discussed in terms of the potential for academics to understand and use student self‐assessment to enhance students’ self‐assessment ability, to further students’ lifelong learning and to empower, rather than discipline, students. 相似文献
20.
OBJECTIVE: Various experiences with violence during childhood and adolescence (parental violence, exposure to marital violence, sexual abuse within and outside the family, sexual harassment at school, community violence, involvement with violent or victimized peers, and previous dating violence) are examined as potential risk factors for psychological, physical, and sexual revictimization in adolescent girls' dating relationships. METHOD: A group of 917 teenage girls (mean age = 16.3) were recruited in 5 high schools located in low to middle socioeconomic areas. Participants were in the 10th and 11th grades, and each completed a self-administered questionnaire. Analyses were performed on the 622 participants who reported having at least one dating partner in the last 12 months. RESULTS: Prevalence rates for past victimization experiences varied from 13% to 43%. Regarding last-year dating victimization, prevalence rates varied from 25% to 37%, depending on the type of violence sustained. Results suggest that extrafamilial experiences with violence are stronger risk factors for recent dating victimization than intrafamilial experiences, especially being sexually harassed by male peers at school and being involved with violent or victimized peers during the year preceding the survey. However, it is important to differentiate between girls who are repeatedly victims of violence in a single, long-term relationship (repeat dating victimization), and girls who are revictimized by different partners (dating revictimization), the former sustaining more frequent physical and psychological violence than the latter. CONCLUSIONS: Findings underline the importance of early prevention of adolescent dating violence. Prevention programs should especially address extrafamilial experiences with violence as important risk factors for victimization in dating relationships, and teach girls strategies to break up abusive relationships. 相似文献